Reading and Writing in the Primary Classroom: Making the Connection Visible

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Reading and Writing in the Primary
ClassroomMaking the Connection Visible

• Connie Dierking
• IRA, 2008

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Marie Clay says

• What is learned in beginning reading
• overlaps with, and informs, what is
• being learned in beginning writing if it
• is allowed to do so. Learning to write
• contributes to the building of almost
• every new kind of inner control needed
• to become a successful reader.

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So what is being learned?

• Oral Language
• Spelling
• Reading
• Writing

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Oral Language

• Proficiency in oral language provides children
  with a vital tool for thought. Without fluent and
  structured oral language, children will find it
  very
• difficult to think.
• Jerone Brunner (1983)

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Spelling

• Over the years, examinations of childrens
  spellings have provided strong support for the
  relatedness of reading and writing. The two
  subjects should be taught in a more integrated
  fashion.
• (Ehri, 1980, 1997Gill, 1989 Invernizzi,
  1992Juel, Griffith Gough, 1986 Zutell
  Rasinski, 1989)

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Reading

• The texts we read will never be complete until a
  reader of whatever age takes that book and brings
  to it his or her own story.
• Katherine Paterson

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Writing

• Writing is the foundation of reading
• It may be the most basic way to learn
• about reading. When writers read,
• They use insight they have acquired when
• they compose. When students write,
• They learn how reading is put together
• because they do it. They learn the
• essence of print.
• Jane Hansen

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What I think, I can say. What I say, I can
write. What I write, I can read.
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What does Franklins writing tell us about him as
a writer?

• Concept of word
• Knows one sight word
• Can draw representationally
• Left to right
• Tells a story in his sketch
• Attempt at temporary spelling

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What does Franklins writing tell us about him as
a reader?

• Understands the importance
• of the illustration.
• Some letter/sound correspondence
• Reads through a word
• Left to right
• Print conveys a message

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• Reading Behaviors
• Level 13-15
• Rereads and self-corrects
• Reads with fluency
• Integrates a balance of sources
• of information
• Monitors for meaning
• Demonstrates fluent phrasing
• of longer passages
• Uses a repertoire of graphophonic strategies to
  problem solve through text

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• Text
• Sentences are longer, varied,
• more complex
• Stories are longer and are more literary
• Illustrations provide moderate support
• Characters are memorable
• Many possibilities for comparison with other text
• More complex and unfamiliar vocabulary
• Themes are varied and sophisticated
• Dialogue starts to appear more regularly.

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• Activities to Support the Acquisition
• of the Alphabetic Principle Through
• Reading and Writing

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The Basis for Creating the Writing/ReadingConnect
ed Classroom

• Oral Storytelling
• Mirroring Workshops
• Mini-lessons
• Partnerships
• Conferring
• Small Group
• Read Aloud

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Oral Storytelling

• One morning when we were doing poetry Mrs.
  Greens class came into our room. They were
  holding little cups of spaghetti. We were so
  surprised. They said, Mama mia! We ate the
  spaghetti.

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Mirroring Workshops

• Mini-lessons
• Operational
• Print Awareness
• Foundational
• Craft

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Print Awareness
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Three Ways of Thinking Around Text

• Thinking Within the Text
• Thinking Beyond the Text
• Thinking About the Text
• Fountas and Pinnell, Teaching for Comprehending
  and Fluency, 2006

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Small Group Instruction
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Partnerships

• Conversational Stems to
• Link Reading and Writing

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Conferring
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Phonemic Awareness
Phonics
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Read Alouds

• Find your touchstone text

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Effective teachers will recognize where their
students are in reading and writing development
and will tailor instruction accordingly.
Louisa C. Moats, 1999 There is a strong
empirical evidence That a readers awareness of
text structure is highly related to
text comprehension. Kameenui, 2005
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Lets Do the Hokey Pokey!

• Reading and Writing
• Are constructive processess
• Share similar kinds of knowledge
• When taught together, improve achievement, foster
  communication, and lead to outcomes
• not attributable to either process alone.
• J. David Cooper
• That s whats all about!

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Thank You!

• Connie Dierking
• Palm Harbor, Florida
• mcdierking_at_aol.com