What are the connections between reading and writing? How best can we take advantage of those connections when planning?

I’m using the word ‘flipping’ a lot when talking to educators about literacy planning. Is it better if students are taught in a way that provides stronger connections between reading and writing?  Do students view reading and writing as separate subjects or ‘things’ we do at school? Do students make better connections when strategies are ‘flipped’ to show how the strategies are used when reading or writing?

FPwheel

For example, when viewing the Fountas and Pinnell model, one can see how easily the processing systems for reading can be flipped to the processing systems for writing. For example, inferring and summarising can be easily ‘flipped’. Therefore, should reading and writing be taught concurrently incorporating planned focus sessions for the teaching of ‘flipped’ strategies? What do you think?

Should planning base itself on the ‘read like a writer and write like a reader’ concept?

Example: Flipping – Inferring & Summarising

Inferring also known as reading between the lines requires readers to use prior knowledge and the information stated in a text to draw conclusions. Good writing enables the reader to infer as they read. 

Summarising can be taught using the Somebody, Wanted, But, So, Then (SWBST) strategy when reading a text and flipped for teaching the writing structure of a narrative.

Would focussing on the same strategy when teaching reading and writing enable students to make better connections?

Below: Steve Peha – Integrated Literacy Model

Integrated Literacy

Steve Peha’s Integrated Literacy model provides an excellent framework for discussing ‘flipping’. This model enables educators to build ‘flipping’ connections under each of the six sub-headings for reading and writing when planning.

How do you plan? How do you take advantage of the connections between reading and writing when planning?

Cheers Nina

 

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Integrated Literacy: The Workshop Method improved… using Whole-Part-Whole structure.

I’ve been working this year with Steve Peha author of Be a Better Writer. I’ve actually used Steve’s material for many years and knew his book would be an outstanding resource for students and teachers. We’ve been looking at ways to structure curriculum and I can see enormous merit in Steve’s Integrated Literacy as a starting point for conversation about best practice.

The term community of learners is a meaningful descriptor for any group of students.

There is concern among educators that the teaching of literacy has moved away from an holistic approach to a segmented  approach e.g. one hour reading & one hour writing, without highlighting the conceptual links between reading, writing and oral language.

Integrated Literacy is a framework for K-12 instruction that leverages the complementary nature of reading and writing to make learning easier for kids and teaching better for teachers. Steve Peha

Integrated Literacy

Steve explains how Writer’s Workshop and Reader’s Workshop fit well into an integrated literacy approach. Our programs need to provide explicit teaching but there are many approaches to workshops to achieve this.

Workshops clearly have to meet students where they are at, often referred as ‘point of need’. Once assessment has been completed, workshops can be structured using a variety of teaching approaches depending on where a student or group of students are at e.g. modelled, shared, directed, suggested and facilitated.

Workshops

Steve’s article explains the elements of a workshop e.g. Lesson, Status, Work, Conferencing and Sharing (Reflection). Read further and Steve explains the different ways to workshop.

The workshop approach requires a detailed curriculum planning guide covering all aspects of writing and reading using our curriculum, the IB-PYP and Inquiry. The planning guide needs to cover the study of genres, strategies and punctuation.

Steve’s book covers: Better Topics, Better Ideas, Better Organisation, Better Voice, Better Words, Better Sentences, Better Punctuation and Better Fiction.  

This approach does not mean students are unable to explore writing and reading themselves, however, it is about ensuring explicit instruction is in the mix. I want students to see the interconnectedness of reading, writing and speaking.

Read like a Writer… Write like a Reader…Read as a Writer…Write as a Reader.

Steve and I are working on a curriculum framework based on the Australian Curriculum incorporating inquiry with links to material which supports explicit teaching within an holistic approach. This may take some time…

Cheers Nina

 

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Yesterday something clicked…The power of modelling!

Yesterday, I was working with children on fraction tasks. They had problems to solve and had to display their understanding in a slide show. They took photos of their work and used many resources, concrete and written to demonstrate their thinking.

Out came the misconceptions which we were able to discuss. Some students said they already knew the answers.  The teacher working with me in the class explained that modelling had two purposes.

They could use modelling to solve a problem or use modelling to demonstrate how they knew the answer to a problem.

As teachers, we know that modelling is important to solve problems, but yesterday highlighted that modelling is crucial to demonstrate something you already know. This combined with sharing their models and modelling their thinking to another student was powerful learning.

Cheers Nina

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My Facebook Education Group Recommendations: Australia Writes (with Steve Peha) and Building Better Writers with Angela Stockman.

I’ve been using Steve Peha’s resources for many years and am delighted to be an administrator with Steve of a Facebook group: Australia Writes (with Steve Peha). 

We now have 419 teacher members with the group growing daily. Steve is putting together resources for the group and  Steve, Miss Margot and I are here to help too.

An opportunity! Steve will skype sessions with students and teacher groups and is already doing this in Australian schools!

I’m also a member of another amazing Facebook group which I’m loving…

Building Better Writers with Angela Stockman. 

Cheers Nina

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Learning to See, Unlearning to Judge – Instructional Rounds: The ‘By-Product’ and ‘Inner-Think’!

This post has had many reads recently.

Nina Davis -Teaching & Learning in the Australian primary classroom

Today was my last day as a member of an Instructional Rounds Pilot group. It’s been a great experience and has given me an enormous amount to reflect upon in terms of my own practice. I have been very fortunate to be involved in this pilot, and as a classroom teacher, it’s the by-product of Rounds that has made me have aninner-think’into my own practice.

To read more about Instructional Rounds please visit and join http://instructionalroundsineducation.ning.com/ 

Instructional Rounds follows a strict set of protocols. Look down, not up! It is about the practice not the teacher.

Identification of a ‘Problem of Practice’ by a school.

The term ‘Problem’ explained – not negative

The term:’ Problem’ – refers to a scientific problem to observe

 ‘Problem’ is a neutral term.

The Problem of Practice – must:

Focuses on the Instructional Core (student- teacher – content: Interaction)

Be…

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Successful people have certain behaviours: The IB Learner profile and its conection to the traits of a successful people. Year 1 and 2 students explore and respond!

This post is read a lot…

Nina Davis -Teaching & Learning in the Australian primary classroom

Recently I was introduced to the traits of successful people compared to the traits of unsuccessful people. Having reviewed the traits myself, I decided to introduce this document to my students. My students are in Year 1 and 2 in Australia and very capable of looking at and discussing this document. My school is an International Baccalaureate (IB) school. The IB introduces students to the Learner Profile so my students already have an understanding of what being a successful learner and person encompasses. We are now unpacking the successful traits and connecting them to the IB Learner Profile and attitudes.

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Link: http://www.workingmomsonly.com/2011/07/25/eliminate-the-jealousy-factor-and-success-will-follow/

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My students discussed the traits and were given one trait to respond to and make connections to their life.

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This is what I call thinker’s writing. The learners aren’t using a set genre and have to structure their own response. Many made connections to their own life. These…

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Simply talking about compassion is not enough: An article worth reading!

A new study from Harvard University reveals that the message parents mean to send children about the value of empathy is being drowned out by the message we actually send: that we value achievement and happiness above all else.

What message are we giving as educators?

https://www.theatlantic.com/education/archive/2014/06/most-kids-believe-that-achievement-trumps-empathy/373378/

Cheers Nina

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