reading writing connection 2
TRANSCRIPT
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Exploring the Reading & Writing Connecti
Understanding and using the literacy connection betwe
reading and writing for English Language Learners
BETSY FOWLER & SHARNAVANDIVER
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Scope of this
Presentation…
Links between reading and writin
g
Impact on English Language Learners
Texts and activities for incorporating
The reading/writing connection in the
classroom.
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(McCardle,2008)
The processes of meaning
construction in reading and
writing are essentially similar.Both are acts of composing.
(Hirvela, 2004)
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HOW DO THE TRAITS OF
READING AND WRITING TRANSFER?
TRAITS OF
READING
TRAITS OF
WRITING
Making ConnectionsSelf Question
Visualize
Determine Importance
Make Inferences
Synthesize Info
Monitor Comprehension
Connect to topic/ThesisWriting process/organization
Creates a picture / plan
Evidence/supporting details
Audience/readers concerns
Research/include/create
Diction/syntax/cohesiveness
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Extensive reading leads to the development of
language knowledge that supports better writing
abilities. This language knowledge includes:
Reading as it connects to writing
Vocabulary Knowledge
Verbal Fluency
Syntactic Knowledge
Semantic Memory
Metalinguistic Awareness
(Grabe, 2004; Wagner & Stanovich, 1996)
(awareness of structure)
(memory of meanings/facts)
(ability to see language as a process & as a thing)
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Writing as it connects to reading
Phonemic Awareness develops as children
make associations between the sounds of
words and what they write on the page.
Phonic skills are reinforced when children
write the words they read.
Writers read their own material like readers
as they reconsider the material and how it
communicates..(Brummitt-Yale, 2005)
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How does this translate for
English Language Learners?Reading + Writing = Literacy
Each skillcontributes
to the other,enhancingengagementand reasoning.
Reading and writingboth involve usingknowledge of languagestructure, word structure
and text structure.
reading
speechwriting
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ELL’s can benefit from English literacy instruction
well before they have developed full control of
the language orally.
(Urzua, 1987)
English reading and writing development
processes are essentially similar for both ELL’s
and native English speakers. (Urzua, 1987)
There needs to be high standards…
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AUTHOR/READER INTERACTION
sugar
AUTHOR READER
areas of unintentional
ambiguity
SHARED
KNOWLEDGE
Range of
interpretation
Range ofinterpretation
worldknowledge
environment
purpose forwriting
knowledge
of topic
expectations
worldknowledge
environment
purpose forwriting
knowledge
of topic
expectations
BACKGROUNDKNOWLEDGE
BACKGROUNDKNOWLEDGE
UNDERSTANDING
(Reid, 1993)
GROCERY LIST
milksugar
gimbap
What do I
need to consider when choosing
texts that integrate
reading and writing?
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WHEN CHOOSING TEXTS AND WRITINGTASKS FOR ELLs, AIM FOR THIS :
AUTHOR READER
areas of unintentional
ambiguity
SHARED
KNOWLEDGE
Range of
interpretation
Range ofinterpretation
worldknowledge
environment
purpose forwriting
knowledge
of topic
expectations
worldknowledge
environment
purpose forwriting
knowledge
of topic
expectations
BACKGROUNDKNOWLEDGE
BACKGROUNDKNOWLEDGE
(Reid, 1993)
UNDERSTANDING
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Applying the Reading/Writing
Connection to the classroom
Choose texts with predicable features
that ELLs can model in their writing.
Teach one basic language structureor text structure for ELLs to imitate.
Have ELLs first practice by copying theauthor’s writing, then use the text structureto write in their own words.
REPETITION IS KEY
(Yatvin, 2007)
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What kinds of books makethe best writing models?
PoetryComic Books
Concept Books
Predictable BooksNonfiction
RealiaCultural Books
(Garibaldi Allen, 1994)
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Applying the Reading/Writing
Connection to the classroom
POETRY
Is the perfect synthesis of speaking,writing, reading, and listening.
Poetic forms can be used as a“recipe” to practice grammatical
structure and figurative language.
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Applying the Reading/Writing
Connection to the classroom
COMIC BOOKS
Allow ELLs to use narrative anddialogue to tell stories, workingaround problems of unknownwords and complex sentences
Highly engaging and interactive.
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Applying the Reading/Writing
Connection to the classroom
REALIA
Makes reading/writing authenticand gives it a true purpose.
Exposes students to common
vocabulary and writing styles.
Most forms are universal and caneasily be connected to the ELL’s culture.
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Applying the Reading/Writing
Connection to the classroom
PREDICTABLE BOOK
language patterns
narrative style
plot structure
Are an excellent model forpracticing :
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Applying the Reading/Writing
Connection to the classroom
NONFICTON BOOKS
Can be used as a way integratecontent vocabulary into writing
Serves as a model for
organizational patterns in writing
(sequence, problem/solution,cause & effect, compare/contrast)
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Applying the Reading/Writing
Connection to the classroom
CONCEPT BOOKS
Help ELLs categorize knowledgein their writing and makeword associations.
Provide common vocabularyand concepts that ELLs canlink to their native language.
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Applying the Reading/Writing
Connection to the classroom
CULTURAL BOOKS
Serve as a way for ELLsto share their culturewith the class.
Show links betweencultures that can beexplored in writing.
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RESOURCESColorin! Colorado www.colorincolorado.org
ESL Flashcards www.esl-kids.com
Scholastic www.scholastic.com Enchanted Learning
www.enchantedlearning.com
Everything ESL www.everythingesl.net
Bogglesworld ESL www.everythingesl.net