The Connection of Reading and Writing How does reading affect the writing process?
When do we begin writing?The Research The Developing Child Research findings: Reading at home and school Print is a way of communicating in our environment. Shared Reading – storybook reading at home
Snippets: A Gathering of Poems, Pictures, and Possibilities Activity for teacher demonstration: My Snippets *Materials: Worksheet, pencil, and ideas Listen to 5 different “snippets” from the book. Using the theme of your chose, write a short snippet of your own. Share your snippet with a friend.
Twilightby Stephenie Meyer Using a book that the children can relate to or have read can be a great source for a story starter.
“Writing for the Reader” The old red truck barely made the turn as it rounded the curve.
"Writing for the Reader" 1. Pair with a partner 2. Each group contains a Reader and a Writer 3. Writer will compose a sentence that will begin a paragraph. 4. Reader reads the sentence silently and then poses a question about Writer’s sentence. 5. Writer then answers Reader’s question by adding a sentence immediately following the first one. 6. Reader then reads the new sentence and asks an appropriate question pertaining to it. 7. Continue this process for several more sentences. Implementing the Reading-Writing Connection (Smith & Ramonda, 1997).
Teachers need to provide students with rich literacy experiences so that they can read and write in various situations for a variety of reasons.“Everything points to the necessity of learning to write from what we read.” (Smith, 1983, p. 560) Reading should be used for gaining insight for writing in different genres to develop students’ style and form in writing. (Dionisio, 1983, Smith , 1983)
My Favorite Book The Portrait of Jennie by Robert Nathan
Favorite Book continued…..Teacher Demonstration Activity Share your first favorite book with a partner. Remember to give the title, genre, and a summary of why it was your favorite.
Good Teaching One of the best examples of good teaching I have ever encountered was with a golf professional. On my first lesson, he said, “Here is a bucket of balls…hit ‘em.” A few minutes later he wandered back and quietly said, “Keep hitting them, only this time keep your head down, eye on the ball.” By the next bucket of balls he had introduced one more skill for the day…no more. Before a few weeks were out, he had quietly attended to my feet, grip, shoulder level, and follow through. A few years later I realized with a start that every single one of my problems was visible on that first lesson. If I had attended to all of them that first day, I would probably have missed the ball entirely and resigned in disgust from ever playing golf again. Donald Graves Writing: Teacher & Children At Work Permission is granted by Northwest Regional Education Laboratory for reproduction by schools for classroom use only