D. J. H E N R YS P E A K I N G A B O U T E N G L I S H

P E A R S O N W E B I N A RA P R I L 4 , 2 0 1 4

Integrated Reading and Writing

Reading and Writing

May be integrated as a communication cycle, but are not simultaneous:

Reader comprehends and responds to writer

Writer sends information Reader receives information

Inferring and Implying Meaning as Readers and Writers

Inferring and Implying Ideas

Shared Cognitive Behaviors of Readers and Writers

Occur in phases: Before, During, and After Questioning Predicting/Inferring Clarifying Making Connections Re-reading/Revising Visualizing Summarizing

Integrated Reading/Writing Builds on Our Existing Sound Pedagogies

Reading to Learn: Build and Expand Prior Knowledge

Ideas Language Structure Connections among Text, World, Other Texts, and Self

Writing to Learn: Deepen and Share Knowledge Ideas Model Language and Structure Connections among text, world, other texts, and self Self-Assess (Metacognition) Prove Mastery

Reader Response: Writing in Response to Reading

Integrated Reading and Writing to Learn

Reading/Writing JournalsFostering Metacognition

What do I already know (prior knowledge)? What do I need to know? What confuses me? What have I learned?

Think-aloud (Verbal and Written) Description of the mental process one goes through to

make meaning — “eavesdropping on someone’s thinking”

Strategy for monitoring and repairing comprehension

Think-Alouds Foster Reading Comprehension

Screenshot Source: Wilhelm, Jeffery D. “Navigating Meaning: Using Think-Alouds to Help Readers Monitor Comprehension.” National Writing Project. March 2003. 1 April 2014. <http://www.nwp.org/cs/public/print/resource/495>.

Think-Aloud Prompts: Reading Comprehension

Predictions “I’m guessing that ___ will happen next.” “I bet that....” “I wonder if...” “I think this piece will be about…” “I

imagine the author believes...” “I think the tone of this piece will be...”

Personal Connections “This is like...” “This reminds me of ...” “This could help me with...” “This is helping me with/to think about/to

make plans for...”

Text Connections “This agrees/disagrees with…” “What have I read that supports this idea?” What have I read that offers an

opposing view?”

Visualize “In my mind’s eye,…” “I imagine…” “I see...” or “I have a picture of…”

Clarify (Monitor Comprehension) “This is (not) making sense because...” “This is (not) what I expected because...” “This connects (or doesn’t) to

what I already read/already know because...”

Address/Repair Confusion “Maybe I’d better...” “Something I could do is...” “Since I don’t understand this word, a good strategy would be

to....” “First I saw, but now I see....” “What I thought this was about no longer makes sense because...” “I need to revise my thinking by...” “Maybe I need to consider...”

Source: “Prompts that Guide Students to Use General Reading Strategies.” Scholastic. 3 April 2014. <http://www.scholastic.com/teachers/article/collateral_resources/pdf/r/reading_bestpractices_comprehension_promptsthatguide.pdf>.

Write-Aloud Prompts

Question “Who is my audience?” “I am thinking about writing a _______ about ________ because...”

Predict/Infer My audience needs to know…” “The best way to organize details may be…” “The most appropriate tone to use

is…”

Clarify “To brainstorm ideas, I...” “Which words best reveal my meaning?”

Visualize “I used a _____ concept map because…” “Which similes or metaphors would help me make my point?”

Summarize “What is my main idea or central point?”

Making Connections “How does this information relate to the world?” “Why should this audience know about this information?” What

have I read that supports this information?” “What might be some reasonable opposing views to my ideas?

Other Possible Prompts “I chose the title ______ because...” “I decided to begin my piece with _______ because...” “My tone is _____

because...” “I revised ________ because....” How did my brainstorming help generate details? How did my brainstorming help me organize ideas? When during the writing process did I provide transitions?

Think-Alouds Foster Writing: Write Alouds

Screenshot Source: “Strategy Guide: Write Alouds.” readwritethink.org. IRA/NCTE. 1 April 2014. <http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html>.

Integrated Reading/Writing: Reader Response

Summary: Connects Text to Author Usually Formal and Third Person

Personal Response: Connects Text to Me Usually Informal and First Person

Critical Response: Connects Text to World Text to Other Texts Usually Formal and Third Person

Strategy for Writing a Summary1. Delete

Unnecessary materialRepetitive material

2. Condense

A word to replace a listA word to replace individual parts of an action

3. State

Topic sentence

OR

4. Create

Topic sentence if not stated

Strategy for Writing a Summary

A Reader’s Prediction Questions

A Writer’s Prediction Questions

What is the writer’s main point?

What is the writer’s purpose?

Who is the writer’s intended audience?

What is the significance of this information?

What supports will the writer provide?

How will the writer organize the ideas?

Who needs to know this information?

What is my purpose for writing?

Why is this information significant?

What is the main point I want to make?

What details will best support my idea and interest my audience?

How should I organize my ideas?

Predictions and Evidence:Questions and Answers

Predictions and Evidence:Questions and Answers

Reading-Writing Activities: The Big Picture

Dear Editor Cover LetterReading-Writing Holistic RubricReading-Writing Individual Study PlanA Reading-Writing Strategy: Self-Assessment

Reading-Writing: Teaching Approaches

Reciprocal Teaching StepsReciprocal Teaching-Learning LogStrategy for Writing a SummaryThink-Pair-ShareThink-Aloud Prompts for Readers and Writers

Reading-Writing Strategies

Cornell Two-Column NotesConcept Word MapKWL NotesPredictions and Evidence: Questions and

AnswersReading-Writing Cause/Effect Concept MapReading-Writing Comparison/Contrast

Concept MapReview-Revise Feedback Log

The Most Vital Element

You, the classroom teacher! EnthusiasmCompassionExpectationsEngagementIntellectual Models

Resources