Exploring the Reading & Writing Connectio

BETSY FOWLER & SHARNA VANDIVER

Understanding and using the literacy connection betwee reading and writing for English Language Learners

Scope of this Presentation

Links between reading and writing Impact on English Language Learners Texts and activities for incorporating The reading/writing connection in the classroom.

The processes of meaning construction in reading and writing are essentially similar. Both are acts of composing. (Hirvela, 2004)

(McCardle,2008)

HOW DO THE TRAITS OF READING AND WRITING TRANSFER? TRAITS OF READING

Making Connections Self Question Visualize Determine Importance Make Inferences Synthesize Info Monitor Comprehension

TRAITS OF WRITING
Connect to topic/Thesis Writing process/organization Creates a picture / plan Evidence/supporting details Audience/readers concerns Research/include/create Diction/syntax/cohesiveness

Reading as it connects to writing

Extensive reading leads to the development of language knowledge that supports better writing abilities. This language knowledge includes:
(Grabe, 2004; Wagner & Stanovich, 1996)

Vocabulary Knowledge

Syntactic Knowledge
Verbal Fluency Semantic Memory

(awareness of structure)

(memory of meanings/facts)

Metalinguistic Awareness
(ability to see language as a process & as a thing)

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)

How does Writing = Literacy Reading + this translate for

Reading and writing both involve using knowledge of language structure, word structure and text structure.
Each skill contributes to the other, enhancing engagement and reasoning.

English Language Learners?

reading

writing

speech

(Reading Research in Action, 2008)

There needs to be high standards

English reading and writing development processes are essentially similar for both ELLs and native English speakers. (Urzua, 1987) ELLs can benefit from English literacy instruction well before they have developed full control of the language orally. (Urzua, 1987)

AUTHOR/READER INTERACTION What do I

BACKGROUND KNOWLEDGE
world knowledge environment

BACKGROUND need to consider GROCERY LIST areas of unintentional ambiguity

purpose for writing AUTHOR UNDERSTANDING knowledge of topic expectations

when choosing world knowledge textsgimbapintegrate that environment reading and writing? purpose for
READER
writing
knowledge of topic expectations

KNOWLEDGE

Range of interpretation

SHARED KNOWLEDGE

Range of interpretation

sugar

milk

sugar

(Reid, 1993)

WHEN CHOOSING TEXTS AND WRITING TASKS FOR ELLs, AIM FOR THIS :
BACKGROUND KNOWLEDGE
world knowledge environment purpose for writing AUTHOR UNDERSTANDING knowledge of topic expectations

areas of unintentional ambiguity

BACKGROUND KNOWLEDGE
world knowledge environment

READER

purpose for writing knowledge of topic

expectations

Range of interpretation

SHARED KNOWLEDGE

Range of interpretation
(Reid, 1993)

Applying the Reading/Writing Connection to the classroom

REPETITION IS KEY
Choose texts with predicable features that ELLs can model in their writing. Teach one basic language structure or text structure for ELLs to imitate. Have ELLs first practice by copying the authors writing, then use the text structure to write in their own words.
(Yatvin, 2007)

What kinds of books make the best writing models?

Poetry Comic Books Predictable Books Nonfiction

Realia
Cultural Books

Concept Books

(Garibaldi Allen, 1994)

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.

Applying the Reading/Writing Connection to the classroom

COMIC BOOKS
Highly engaging and interactive.
Allow ELLs to use narrative and dialogue to tell stories, working around problems of unknown words and complex sentences

Applying the Reading/Writing Connection to the classroom

REALIA
Makes reading/writing authentic and gives it a true purpose. Exposes students to common vocabulary and writing styles. Most forms are universal and can easily be connected to the ELLs culture.

Applying the Reading/Writing Connection to the classroom

PREDICTABLE BOOKS
Are an excellent model for practicing :
language patterns narrative style plot structure

Applying the Reading/Writing Connection to the classroom

NONFICTON BOOKS
Can be used as a way integrate content vocabulary into writing Serves as a model for organizational patterns in writing (sequence, problem/solution, cause & effect, compare/contrast)

Applying the Reading/Writing Connection to the classroom

CONCEPT BOOKS
Help ELLs categorize knowledge in their writing and make word associations. Provide common vocabulary and concepts that ELLs can link to their native language.

Applying the Reading/Writing Connection to the classroom

CULTURAL BOOKS
Show links between cultures that can be explored in writing. Serve as a way for ELLs to share their culture with the class.

RESOURCES
Colorin! 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