Description
Reading and Writing Instruction Presentation |
Evidenced-based practices are those effective educational strategies supported by research. When teachers use evidence-based practices, they can be confident in their teaching and will support student learning and achievement. When teaching reading and writing, evidence has demonstrated a significant reciprocal relationship. Reading and writing should be modeled together to demonstrate the connection between reading and writing.
For this assignment, create a 10-12 slide digital presentation to be used as professional development for classroom teachers at your selected grade range (K-3, 4-6, 7-8, or 9-12) regarding evidence-based practices in reciprocal reading and writing instruction.
Include the following:
- Description of the reciprocal connection between reading and writing development
- Examples of 3-5 instructional strategies in reading and writing instruction that demonstrate the reciprocal connection.
- Description of the role of the reading/literacy specialist in collaborating with classroom teachers to meet the literacy needs of diverse student at your selected grade range
- Title slide, presenter’s notes, and a reference slide
Support your presentation with 3-5 scholarly resources.
While APA style format is not required for the body of this assignment, solid academic writing is expected, and in-text citations and references should be presented using documentation guidelines, which can be found in the APA Style Guide, located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.
READIND AND WRITING
INSTRUCTION
BRISSA FLORES
GRAND CANYON UNIVERSITY: REA-500
SEPTEMBER 29, 2020
Reciprocal Connection between
Reading and Writing
Research shows a direct relationship between writing
and reading
Learning both concurrently is beneficial
Reading and writing abilities define literacy
Reading and writing are interdependent
Reading affects writing and vice versa
Children become effective writers when they read
extensively
Reciprocity between reading and
writing cont’d
Practicing writing skills helps in building reading skills
particularly in children developing phonics skills and
phonemic awareness.
Phonemic awareness- comprehending that words
come from chunks of sound-develop while reading and
writing
Phonics skills-connecting various sounds to form wordsdevelop when reading and writing repeated words
Older children practice by writing their texts- helps to
analyse what they read
Approaches Addressing Reading and
Writing Connection
Shared Knowledge approach -reciprocity is due to similarities in cognitive processes and theoretical underpinnings
❑
Example- one requires phonemic knowledge, semantic, knowledge, orthographic skills, and syntactic skills
❑
These features are predominant in both reading and writing
❑
Therefore, teachers should teach the two skills concurrently
➢
Procedural association approach-the association comes from the need to achieve an external goal
❑
Example- to increase understanding one must have reading and writing skills-a person needs to understand the description of a
job to right a proper resume.
➢
Rhetorical associations approach- similar to the procedural associations approach
❑
This approach concentrates on the final communication goal
❑
Based on the premise that the two skills are founded on communication-writing communicate a concept while reading
enhances comprehension
❑
Reading-receiving information; writing-sending information
❑
As such, both skills are interconnected with communication. For children to master communication skills they must participate in
both writing and reading.
Instructional Strategies in Reading and
Writing
➢ Some
of the instructional strategies in
reading and writing include:
❑ Classroom
❑ Graphic
❑ Pen
blogs
depictions
pal reactions to literature
Classroom Blogs Strategy-reading and
writing connection
Students feel a sense of accomplishment when they see their published efforts.
They put more effort and time when they feel that people might read what they have written
Blogs-synonymous to online logs or journal
Children can keep their thoughts on online journals through posts which can be public or private
depending on which people they want to share their thoughts with
This strategy will only allow access to children participating in the class
Teachers can use the strategy to encourage writing
Children can use blogs to write their thought on what they have learnt during the day or after some
time
Example-if a child loves poetry, the teacher can establish the reading/writing reciprocity by
encouraging the child to write their own poems
Teachers can implement the strategy by opening accounts for students and familiarize them with
blogging
Graphic Depiction Strategy-reading
and writing connection
Suitable for children struggling with writing
This strategy uses many graphics and minimal prose-for instance, comic
book, or cartoon strip
Implementation-this strategy aims at connecting he concepts of reading
and writing
Teachers can use graphic depictions to present a piece of literature or
writing in the class
The teacher may give children a chapter without images and let them
create a graphical version of it.
The teacher may also allow them to create alternate endings
Pen Pal Reactions to Literature
Strategy-reading and writing
connection
This strategy encourages written and oral reactions between the children
It develops a partnership in literacy between classrooms
Provides opportunity for thoughtful learning
Promotes connections between peers where they practice the art of communicating through
reading and writing
Involves pairing children from different classrooms, in different towns, states, or countries
Encourages communication through writing letters
This strategy deviates from the traditional sense since it adds a component of literature for
discussion
Apart from forming connections through writing about their daily lives, teachers encourage
students to write about what they had learnt or read.
Teachers should try to match pen pals with similar interests for example those who love a specific
genre or literary works such as fiction or non-fiction.
Role of Reading Specialist to Meet
Needs of Diverse Students
Reading specialist- improves the attainment of reading in a school
Roles and responsibilities- vary depending on work context, educational
and teaching experience
May act as coaches, teachers, and leading reading programs in schools
Act as resources for reading and writing for educators, administrators,
community, and educational support staff
Provision of professional growth support
Collaborate with other specialists to develop and apply reading programs
for group of students and individuals
Support children grappling with reading
Helping Children Struggling with
Reading-reading specialists roles
Primary responsibility-helping children struggling with
reading
Provision of intensive, supplemental guidelines in pre to
k-12
The material may be given inside or outside the
classroom environment
The specialist may tailor the instructions to meet the
child’s specific needs
Supporting Learning of Teachersreading specialists roles
The reading specialist supports learning of teaches
They offer coaching and professional growth support
that allows educators to reflect on their instructional
programs and enhancing the children’s learning
They give significant leadership for the literacy programs
for the whole school through creation of long-term
personnel development
Leading, Developing, or Evaluating the
District’s or School’s Pre-K-12
Reading/Writing program-roles
The third responsibility of reading coaches is leading, developing or
evaluating a district’s or school’s reading/writing program
Collaborate with teachers to effect systemic change at district and
school levels
They must have experience allowing them to coordinate, lead,
and develop effective professional growth programs.
As coordinators they may collaborate with psychologists, other
teachers, and special educators to create strategies for meting all
students’ needs
References
Moran, R., & Billen, M. (2014). The reading and writing connection: Merging
two reciprocal content areas. Reading and Writing, 6, 30-2014.
Lowery, R. (2019, November 04). The Reciprocal Relationship Between
Reading & Writing. https://www.rafikeystosuccess.com/post/thereciprocal-relationship-between-reading-writing
International Literacy Association. (2018). Standards.
https://literacyworldwide.org/get-resources/standards/standards-forreading-professionals/standards-2010-role-5
Haute, M. (2020, April 02). The Relationship Between Reading and Writing:.
https://writerscommunity.home.blog/2020/04/02/the-relationshipbetween-reading-and-writing/
Course Code
REA-500
Class Code
REA-500-O500
Criteria
Criteria
Percentage
100.0%
Reciprocal Connection between Reading and
Writing Development
25.0%
Instructional Strategies in Reading and Writing
Instruction
25.0%
Collaboration between Reading/Literacy
Specialist and Classroom Teacher
25.0%
Presentation Format and Layout
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
10.0%
Total Weightage
100%
Assignment Title
Reading and Writing Instruction Presentation
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
105.0
Insufficient (69.00%)
Description of the reciprocal connection between reading and
writing development is inappropriate or inaccurate.
Reading and writing instructional strategies are unrealistic
and do not demonstrate the connection between reading and
writing.
Description of collaboration between reading/literacy
specialist and classroom teacher is inadequate and does not
meet the literacy needs of diverse students.
The layout is cluttered, confusing, and does not use spacing,
headings, and subheadings to enhance the readability. The
text is extremely difficult to read with long blocks of text,
small point size for fonts, and inappropriate contrasting
colors. Poor use of headings, subheadings, indentations, or
bold formatting is evident.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Description of the reciprocal connection between reading and
writing development is marginal and superficial.
Reading and writing instructional strategies are lacking detail
and vaguely demonstrate the connection between reading
and writing.
Description of collaboration between reading/literacy
specialist and classroom teacher is cursory and superficially
meets the literacy needs of diverse students.
The layout uses horizontal and vertical white space
appropriately, for the most part. Sometimes the fonts are
easy to read, but in a few places the use of fonts, italics, bold,
long paragraphs, color, or busy background detracts and does
not enhance readability.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
Description of the reciprocal connection between reading and
writing development is reasonable.
Reading and writing instructional strategies are clear and
competent and appropriately demonstrate the connection
between reading and writing.
Description of collaboration between reading/literacy
specialist and classroom teacher is detailed and clear and
aptly meets the literacy needs of diverse students.
The layout background and text complement each other and
enable the content to be easily read. The fonts are easy to
read and point size varies appropriately for headings and text.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Description of the reciprocal connection between reading and
writing development is comprehensive and insightful.
Reading and writing instructional strategies are creative and
innovatively demonstrate the connection between reading
and writing.
Description of collaboration between reading/literacy
specialist and classroom teacher draws complex connections
and skillfully meets the literacy needs of diverse students.
The layout is visually pleasing and contributes to the overall
message with appropriate use of headings, subheadings, and
white space. Text is appropriate in length for the target
audience and to the point. The background and colors
enhance the readability of the text.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Comments
Points Earned
HOW READING AND WRITING HAS CHANGED
Britney Egger
REA500
7/22/19
Can reading and writing be
taught as separate entities?
Questions
Are reading and writing taught
the say way it was hundreds of
years ago?
What is the current trend for
teaching reading
comprehension?
Timeline for
Reading and
Writing
Synthetic Phonics
– 1655
The New England
Primer – 1687
Whole Word
McGuffey’s Readers Instruction – 1900– 1841
1930
The Horn Book –
1700
Websters Blue
Backed Speller –
1783
“Synthetic phonics is a method of
teaching where words are broken up
into the smallest units of sound
(phonemes)” (Synthetic Phonics, n.d.).
Synthetic
Phonics 1655
Synthetic Phonics helps students to
know how to sound out words, spell,
and the sounds of spoken language.
This theory is becoming popular today.
It helps students to be able to decode
any word they come across.
The New England
Primer – 1687
◦ “The New England Primer included the alphabet,
vowels, consonants, double letters and syllabariums of
two letters to six letter syllables. The 90-page work
contained religious maxims, woodcuts, alphabetical
assistants, acronyms, catechism answers, and moral
lessons” (Thresher, n.d.).
◦ For 143 year the New England Primer was very popular.
It was used not only by New England, but American
Colonists, and parts of Great Britian. (Smith, 2019).
This Photo by Unknown Author is licensed under CC BY-SA
The Horn Book 1700
◦ “Back in the sixteenth century, English monks began to make
hornbooks to help their pupils learn to read. Usually a wooden
paddle with an alphabet and a verse glued to the surface,
hornbooks derived their name from the piece of transparent horn
protecting the verse” (Book, 1999).
◦ The Horn Book first started out as a paddle that taught children to
read and has now evolved into a magazine that gives reviews of
books for young adults.
This Photo by Unknown Author is licensed under CC BY-SA
Webster BlueBacked Speller 1783
◦ “In the “Speller” Noah Webster sought to free
American language from the “pedantry” of
English forms and traditions” (The Blue-Back
Speller,2014). This speller was to help
American’s get away from the norms of
England. To break away from what they came
from. It also sought out to make spelling more
simple.
McGruffey’s Readers
1841
◦ “Compiled by educator William Holmes McGuffey, the McGuffey
Readers helped to standardize English language usage in
the United States and not only reflected the moral values of the
country in the 19th century but also shaped them” (Smith, 2018).
◦ When the McGruffey Readers came out it was a critical point in
America. There were lots of immigrants coming to America and
children going to school was starting to become popular.
This Photo by Unknown Author is licensed under CC BY-SA
Whole Word
Instruction 1900-1930
◦ “The Whole Word method of literacy instruction
instructs learners to recognize words as whole units
without breaking them down into sounds or letter
groupings. It focuses on the word as the minimum unit
of meaning and therefore the essential base element of
reading” (Whole Word, 2019).
◦ Some of the techniques used to teach whole word
instruction are,
◦ “sight-memorization techniques
◦ reading aloud
◦ prioritizing finding engaging reading material
◦ comprehension exercises” (Whole Word, 2019).
This Photo by Unknown Author is licensed under CC BY-SA-NC
◦ Thresher, C. (n.d.). The Instructional History of
Reading and Writing Timeline. Retrieved from
https://www.timetoast.com/timelines/theinstructional-history-of-reading-and-writing-timeline
References
◦ Synthetic Phonics – What is Synthetic Phonics?
(n.d.). Retrieved July 23, 2019, from
https://readingeggs.com/articles/2012/06/22/synth
etic-phonics/
◦ Smith, S. J. (2019, March 04). The New-England
Primer. Retrieved July 23, 2019, from
https://www.britannica.com/topic/The-NewEngland-Primer
◦ Book, H. (1999, January 01). Why is it called.
Retrieved July 23, 2019, from
https://www.hbook.com/?detailStory=called-hornbook
References
◦ The Blue-Backed Speller – Forgotten Intellectual
Legacy of the American Revolution. (2014, October
29). Retrieved July 23, 2019, from
https://www.historyisfun.org/blog/all-about-therevolution/the-blue-backed-speller/
◦ Smith, S. J. (2018, February 01). McGuffey Readers.
Retrieved July 23, 2019, from
https://www.britannica.com/topic/McGuffeyReaders
◦ Whole Word or Whole Language Method. (2019).
Retrieved July 24, 2019, from
http://www.helpingeverychildtoread.com/index.php
/causes-of-difficulty/reading-theories/whole-wordmethod
Peer
Review
◦ When reviewing my peer review sheets, I did not agree with some
of the feedback that I was given. I was told that some of my font
was too small to read. The font size I have is 18 and when you
present the PowerPoint it is large enough in my opinion. I did
agree with the fact that I needed more images to make the
PowerPoint more engaging and eye catching. I also didn’t agree
with moving my questions to the end. I have mine in the beginning
of the PowerPoint to give readers a purpose for reading the text.
This makes it so you are more engaged in the PowerPoint. I also
think that having the questions at the beginning makes it so you do
not have to go through the PowerPoint multiple times to look for
answers if you know what you are looking for in the beginning. I
only had one person review my PowerPoint, so that is how I based
my answers.
READIND AND WRITING
INSTRUCTION
BRISSA FLORES
GRAND CANYON UNIVERSITY: REA-500
SEPTEMBER 29, 2020
Reciprocal Connection between
Reading and Writing
Research shows a direct relationship between writing
and reading
Learning both concurrently is beneficial
Reading and writing abilities define literacy
Reading and writing are interdependent
Reading affects writing and vice versa
Children become effective writers when they read
extensively
Reciprocity between reading and
writing cont’d
Practicing writing skills helps in building reading skills
particularly in children developing phonics skills and
phonemic awareness.
Phonemic awareness- comprehending that words
come from chunks of sound-develop while reading and
writing
Phonics skills-connecting various sounds to form wordsdevelop when reading and writing repeated words
Older children practice by writing their texts- helps to
analyse what they read
Approaches Addressing Reading and
Writing Connection
Shared Knowledge approach -reciprocity is due to similarities in cognitive processes and theoretical underpinnings
❑
Example- one requires phonemic knowledge, semantic, knowledge, orthographic skills, and syntactic skills
❑
These features are predominant in both reading and writing
❑
Therefore, teachers should teach the two skills concurrently
➢
Procedural association approach-the association comes from the need to achieve an external goal
❑
Example- to increase understanding one must have reading and writing skills-a person needs to understand the description of a
job to right a proper resume.
➢
Rhetorical associations approach- similar to the procedural associations approach
❑
This approach concentrates on the final communication goal
❑
Based on the premise that the two skills are founded on communication-writing communicate a concept while reading
enhances comprehension
❑
Reading-receiving information; writing-sending information
❑
As such, both skills are interconnected with communication. For children to master communication skills they must participate in
both writing and reading.
Instructional Strategies in Reading and
Writing
➢ Some
of the instructional strategies in
reading and writing include:
❑ Classroom
❑ Graphic
❑ Pen
blogs
depictions
pal reactions to literature
Classroom Blogs Strategy-reading and
writing connection
Students feel a sense of accomplishment when they see their published efforts.
They put more effort and time when they feel that people might read what they have written
Blogs-synonymous to online logs or journal
Children can keep their thoughts on online journals through posts which can be public or private
depending on which people they want to share their thoughts with
This strategy will only allow access to children participating in the class
Teachers can use the strategy to encourage writing
Children can use blogs to write their thought on what they have learnt during the day or after some
time
Example-if a child loves poetry, the teacher can establish the reading/writing reciprocity by
encouraging the child to write their own poems
Teachers can implement the strategy by opening accounts for students and familiarize them with
blogging
Graphic Depiction Strategy-reading
and writing connection
Suitable for children struggling with writing
This strategy uses many graphics and minimal prose-for instance, comic
book, or cartoon strip
Implementation-this strategy aims at connecting he concepts of reading
and writing
Teachers can use graphic depictions to present a piece of literature or
writing in the class
The teacher may give children a chapter without images and let them
create a graphical version of it.
The teacher may also allow them to create alternate endings
Pen Pal Reactions to Literature
Strategy-reading and writing
connection
This strategy encourages written and oral reactions between the children
It develops a partnership in literacy between classrooms
Provides opportunity for thoughtful learning
Promotes connections between peers where they practice the art of communicating through
reading and writing
Involves pairing children from different classrooms, in different towns, states, or countries
Encourages communication through writing letters
This strategy deviates from the traditional sense since it adds a component of literature for
discussion
Apart from forming connections through writing about their daily lives, teachers encourage
students to write about what they had learnt or read.
Teachers should try to match pen pals with similar interests for example those who love a specific
genre or literary works such as fiction or non-fiction.
Role of Reading Specialist to Meet
Needs of Diverse Students
Reading specialist- improves the attainment of reading in a school
Roles and responsibilities- vary depending on work context, educational
and teaching experience
May act as coaches, teachers, and leading reading programs in schools
Act as resources for reading and writing for educators, administrators,
community, and educational support staff
Provision of professional growth support
Collaborate with other specialists to develop and apply reading programs
for group of students and individuals
Support children grappling with reading
Helping Children Struggling with
Reading-reading specialists roles
Primary responsibility-helping children struggling with
reading
Provision of intensive, supplemental guidelines in pre to
k-12
The material may be given inside or outside the
classroom environment
The specialist may tailor the instructions to meet the
child’s specific needs
Supporting Learning of Teachersreading specialists roles
The reading specialist supports learning of teaches
They offer coaching and professional growth support
that allows educators to reflect on their instructional
programs and enhancing the children’s learning
They give significant leadership for the literacy programs
for the whole school through creation of long-term
personnel development
Leading, Developing, or Evaluating the
District’s or School’s Pre-K-12
Reading/Writing program-roles
The third responsibility of reading coaches is leading, developing or
evaluating a district’s or school’s reading/writing program
Collaborate with teachers to effect systemic change at district and
school levels
They must have experience allowing them to coordinate, lead,
and develop effective professional growth programs.
As coordinators they may collaborate with psychologists, other
teachers, and special educators to create strategies for meting all
students’ needs
References
Moran, R., & Billen, M. (2014). The reading and writing connection: Merging
two reciprocal content areas. Reading and Writing, 6, 30-2014.
Lowery, R. (2019, November 04). The Reciprocal Relationship Between
Reading & Writing. https://www.rafikeystosuccess.com/post/thereciprocal-relationship-between-reading-writing
International Literacy Association. (2018). Standards.
https://literacyworldwide.org/get-resources/standards/standards-forreading-professionals/standards-2010-role-5
Haute, M. (2020, April 02). The Relationship Between Reading and Writing:.
https://writerscommunity.home.blog/2020/04/02/the-relationshipbetween-reading-and-writing/
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INSTRUCTION
BRISSA FLORES
GRAND CANYON UNIVERSITY: REA-500
SEPTEMBER 29, 2020
Reciprocal Connection between
Reading and Writing
Research shows a direct relationship between writing
and reading
Learning both concurrently is beneficial
Reading and writing abilities define literacy
Reading and writing are interdependent
Reading affects writing and vice versa
Children become effective writers when they read
extensively
Reciprocity between reading and
writing cont’d
Practicing writing skills helps in building reading skills
particularly in children developing phonics skills and
phonemic awareness.
Phonemic awareness- comprehending that words
come from chunks of sound-develop while reading and
writing
Phonics skills-connecting various sounds to form wordsdevelop when reading and writing repeated words
Older children practice by writing their texts- helps to
analyse what they read
Approaches Addressing Reading and
Writing Connection
Shared Knowledge approach -reciprocity is due to similarities in cognitive processes and theoretical underpinnings
❑
Example- one requires phonemic knowledge, semantic, knowledge, orthographic skills, and syntactic skills
❑
These features are predominant in both reading and writing
❑
Therefore, teachers should teach the two skills concurrently
➢
Procedural association approach-the association comes from the need to achieve an external goal
❑
Example- to increase understanding one must have reading and writing skills-a person needs to understand the description of a
job to right a proper resume.
➢
Rhetorical associations approach- similar to the procedural associations approach
❑
This approach concentrates on the final communication goal
❑
Based on the premise that the two skills are founded on communication-writing communicate a concept while reading
enhances comprehension
❑
Reading-receiving information; writing-sending information
❑
As such, both skills are interconnected with communication. For children to master communication skills they must participate in
both writing and reading.
Instructional Strategies in Reading and
Writing
➢ Some
of the instructional strategies in
reading and writing include:
❑ Classroom
❑ Graphic
❑ Pen
blogs
depictions
pal reactions to literature
Classroom Blogs Strategy-reading and
writing connection
Students feel a sense of accomplishment when they see their published efforts.
They put more effort and time when they feel that people might read what they have written
Blogs-synonymous to online logs or journal
Children can keep their thoughts on online journals through posts which can be public or private
depending on which people they want to share their thoughts with
This strategy will only allow access to children participating in the class
Teachers can use the strategy to encourage writing
Children can use blogs to write their thought on what they have learnt during the day or after some
time
Example-if a child loves poetry, the teacher can establish the reading/writing reciprocity by
encouraging the child to write their own poems
Teachers can implement the strategy by opening accounts for students and familiarize them with
blogging
Graphic Depiction Strategy-reading
and writing connection
Suitable for children struggling with writing
This strategy uses many graphics and minimal prose-for instance, comic
book, or cartoon strip
Implementation-this strategy aims at connecting he concepts of reading
and writing
Teachers can use graphic depictions to present a piece of literature or
writing in the class
The teacher may give children a chapter without images and let them
create a graphical version of it.
The teacher may also allow them to create alternate endings
Pen Pal Reactions to Literature
Strategy-reading and writing
connection
This strategy encourages written and oral reactions between the children
It develops a partnership in literacy between classrooms
Provides opportunity for thoughtful learning
Promotes connections between peers where they practice the art of communicating through
reading and writing
Involves pairing children from different classrooms, in different towns, states, or countries
Encourages communication through writing letters
This strategy deviates from the traditional sense since it adds a component of literature for
discussion
Apart from forming connections through writing about their daily lives, teachers encourage
students to write about what they had learnt or read.
Teachers should try to match pen pals with similar interests for example those who love a specific
genre or literary works such as fiction or non-fiction.
Role of Reading Specialist to Meet
Needs of Diverse Students
Reading specialist- improves the attainment of reading in a school
Roles and responsibilities- vary depending on work context, educational
and teaching experience
May act as coaches, teachers, and leading reading programs in schools
Act as resources for reading and writing for educators, administrators,
community, and educational support staff
Provision of professional growth support
Collaborate with other specialists to develop and apply reading programs
for group of students and individuals
Support children grappling with reading
Helping Children Struggling with
Reading-reading specialists roles
Primary responsibility-helping children struggling with
reading
Provision of intensive, supplemental guidelines in pre to
k-12
The material may be given inside or outside the
classroom environment
The specialist may tailor the instructions to meet the
child’s specific needs
Supporting Learning of Teachersreading specialists roles
The reading specialist supports learning of teaches
They offer coaching and professional growth support
that allows educators to reflect on their instructional
programs and enhancing the children’s learning
They give significant leadership for the literacy programs
for the whole school through creation of long-term
personnel development
Leading, Developing, or Evaluating the
District’s or School’s Pre-K-12
Reading/Writing program-roles
The third responsibility of reading coaches is leading, developing or
evaluating a district’s or school’s reading/writing program
Collaborate with teachers to effect systemic change at district and
school levels
They must have experience allowing them to coordinate, lead,
and develop effective professional growth programs.
As coordinators they may collaborate with psychologists, other
teachers, and special educators to create strategies for meting all
students’ needs
References
Moran, R., & Billen, M. (2014). The reading and writing connection: Merging
two reciprocal content areas. Reading and Writing, 6, 30-2014.
Lowery, R. (2019, November 04). The Reciprocal Relationship Between
Reading & Writing. https://www.rafikeystosuccess.com/post/thereciprocal-relationship-between-reading-writing
International Literacy Association. (2018). Standards.
https://literacyworldwide.org/get-resources/standards/standards-forreading-professionals/standards-2010-role-5
Haute, M. (2020, April 02). The Relationship Between Reading and Writing:.
https://writerscommunity.home.blog/2020/04/02/the-relationshipbetween-reading-and-writing/
Course Code
REA-500
Class Code
REA-500-O500
Criteria
Criteria
Percentage
100.0%
Reciprocal Connection between Reading and
Writing Development
25.0%
Instructional Strategies in Reading and Writing
Instruction
25.0%
Collaboration between Reading/Literacy
Specialist and Classroom Teacher
25.0%
Presentation Format and Layout
10.0%
Mechanics of Writing (includes spelling,
punctuation, grammar, language use)
5.0%
Format and Documentation of Sources (layout,
citations, footnotes, references, bibliography,
etc., as appropriate to assignment and style)
10.0%
Total Weightage
100%
Assignment Title
Reading and Writing Instruction Presentation
No Submission (0.00%)
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Not addressed.
Total Points
105.0
Insufficient (69.00%)
Description of the reciprocal connection between reading and
writing development is inappropriate or inaccurate.
Reading and writing instructional strategies are unrealistic
and do not demonstrate the connection between reading and
writing.
Description of collaboration between reading/literacy
specialist and classroom teacher is inadequate and does not
meet the literacy needs of diverse students.
The layout is cluttered, confusing, and does not use spacing,
headings, and subheadings to enhance the readability. The
text is extremely difficult to read with long blocks of text,
small point size for fonts, and inappropriate contrasting
colors. Poor use of headings, subheadings, indentations, or
bold formatting is evident.
Surface errors are pervasive enough that they impede
communication of meaning. Inappropriate word choice or
sentence construction are used.
Documentation of sources is inconsistent and/or incorrect, as
appropriate to assignment and style, with numerous
formatting errors.
Approaching (74.00%)
Description of the reciprocal connection between reading and
writing development is marginal and superficial.
Reading and writing instructional strategies are lacking detail
and vaguely demonstrate the connection between reading
and writing.
Description of collaboration between reading/literacy
specialist and classroom teacher is cursory and superficially
meets the literacy needs of diverse students.
The layout uses horizontal and vertical white space
appropriately, for the most part. Sometimes the fonts are
easy to read, but in a few places the use of fonts, italics, bold,
long paragraphs, color, or busy background detracts and does
not enhance readability.
Submission includes mechanical errors, but they do not
hinder comprehension. Effective sentence structures are
used, as well as some practice and content-related language.
Sources are documented, as appropriate to assignment and
style, although some key formatting and citation errors are
present.
Acceptable (87.00%)
Description of the reciprocal connection between reading and
writing development is reasonable.
Reading and writing instructional strategies are clear and
competent and appropriately demonstrate the connection
between reading and writing.
Description of collaboration between reading/literacy
specialist and classroom teacher is detailed and clear and
aptly meets the literacy needs of diverse students.
The layout background and text complement each other and
enable the content to be easily read. The fonts are easy to
read and point size varies appropriately for headings and text.
Submission is largely free of mechanical errors, although a
few are present. A variety of effective sentence structures
and figures of speech are used, as well as appropriate
practice and content-related language.
Sources are documented, as appropriate to assignment and
style, and format is mostly correct.
Target (100.00%)
Description of the reciprocal connection between reading and
writing development is comprehensive and insightful.
Reading and writing instructional strategies are creative and
innovatively demonstrate the connection between reading
and writing.
Description of collaboration between reading/literacy
specialist and classroom teacher draws complex connections
and skillfully meets the literacy needs of diverse students.
The layout is visually pleasing and contributes to the overall
message with appropriate use of headings, subheadings, and
white space. Text is appropriate in length for the target
audience and to the point. The background and colors
enhance the readability of the text.
Submission is virtually free of mechanical errors. Word choice
reflects well-developed use of practice and content-related
language. Sentence structures are varied and engaging.
Sources are documented completely and correctly, as
appropriate to assignment and style. Format is free of error.
Comments
Points Earned
HOW READING AND WRITING HAS CHANGED
Britney Egger
REA500
7/22/19
Can reading and writing be
taught as separate entities?
Questions
Are reading and writing taught
the say way it was hundreds of
years ago?
What is the current trend for
teaching reading
comprehension?
Timeline for
Reading and
Writing
Synthetic Phonics
– 1655
The New England
Primer – 1687
Whole Word
McGuffey’s Readers Instruction – 1900– 1841
1930
The Horn Book –
1700
Websters Blue
Backed Speller –
1783
“Synthetic phonics is a method of
teaching where words are broken up
into the smallest units of sound
(phonemes)” (Synthetic Phonics, n.d.).
Synthetic
Phonics 1655
Synthetic Phonics helps students to
know how to sound out words, spell,
and the sounds of spoken language.
This theory is becoming popular today.
It helps students to be able to decode
any word they come across.
The New England
Primer – 1687
◦ “The New England Primer included the alphabet,
vowels, consonants, double letters and syllabariums of
two letters to six letter syllables. The 90-page work
contained religious maxims, woodcuts, alphabetical
assistants, acronyms, catechism answers, and moral
lessons” (Thresher, n.d.).
◦ For 143 year the New England Primer was very popular.
It was used not only by New England, but American
Colonists, and parts of Great Britian. (Smith, 2019).
This Photo by Unknown Author is licensed under CC BY-SA
The Horn Book 1700
◦ “Back in the sixteenth century, English monks began to make
hornbooks to help their pupils learn to read. Usually a wooden
paddle with an alphabet and a verse glued to the surface,
hornbooks derived their name from the piece of transparent horn
protecting the verse” (Book, 1999).
◦ The Horn Book first started out as a paddle that taught children to
read and has now evolved into a magazine that gives reviews of
books for young adults.
This Photo by Unknown Author is licensed under CC BY-SA
Webster BlueBacked Speller 1783
◦ “In the “Speller” Noah Webster sought to free
American language from the “pedantry” of
English forms and traditions” (The Blue-Back
Speller,2014). This speller was to help
American’s get away from the norms of
England. To break away from what they came
from. It also sought out to make spelling more
simple.
McGruffey’s Readers
1841
◦ “Compiled by educator William Holmes McGuffey, the McGuffey
Readers helped to standardize English language usage in
the United States and not only reflected the moral values of the
country in the 19th century but also shaped them” (Smith, 2018).
◦ When the McGruffey Readers came out it was a critical point in
America. There were lots of immigrants coming to America and
children going to school was starting to become popular.
This Photo by Unknown Author is licensed under CC BY-SA
Whole Word
Instruction 1900-1930
◦ “The Whole Word method of literacy instruction
instructs learners to recognize words as whole units
without breaking them down into sounds or letter
groupings. It focuses on the word as the minimum unit
of meaning and therefore the essential base element of
reading” (Whole Word, 2019).
◦ Some of the techniques used to teach whole word
instruction are,
◦ “sight-memorization techniques
◦ reading aloud
◦ prioritizing finding engaging reading material
◦ comprehension exercises” (Whole Word, 2019).
This Photo by Unknown Author is licensed under CC BY-SA-NC
◦ Thresher, C. (n.d.). The Instructional History of
Reading and Writing Timeline. Retrieved from
https://www.timetoast.com/timelines/theinstructional-history-of-reading-and-writing-timeline
References
◦ Synthetic Phonics – What is Synthetic Phonics?
(n.d.). Retrieved July 23, 2019, from
https://readingeggs.com/articles/2012/06/22/synth
etic-phonics/
◦ Smith, S. J. (2019, March 04). The New-England
Primer. Retrieved July 23, 2019, from
https://www.britannica.com/topic/The-NewEngland-Primer
◦ Book, H. (1999, January 01). Why is it called.
Retrieved July 23, 2019, from
https://www.hbook.com/?detailStory=called-hornbook
References
◦ The Blue-Backed Speller – Forgotten Intellectual
Legacy of the American Revolution. (2014, October
29). Retrieved July 23, 2019, from
https://www.historyisfun.org/blog/all-about-therevolution/the-blue-backed-speller/
◦ Smith, S. J. (2018, February 01). McGuffey Readers.
Retrieved July 23, 2019, from
https://www.britannica.com/topic/McGuffeyReaders
◦ Whole Word or Whole Language Method. (2019).
Retrieved July 24, 2019, from
http://www.helpingeverychildtoread.com/index.php
/causes-of-difficulty/reading-theories/whole-wordmethod
Peer
Review
◦ When reviewing my peer review sheets, I did not agree with some
of the feedback that I was given. I was told that some of my font
was too small to read. The font size I have is 18 and when you
present the PowerPoint it is large enough in my opinion. I did
agree with the fact that I needed more images to make the
PowerPoint more engaging and eye catching. I also didn’t agree
with moving my questions to the end. I have mine in the beginning
of the PowerPoint to give readers a purpose for reading the text.
This makes it so you are more engaged in the PowerPoint. I also
think that having the questions at the beginning makes it so you do
not have to go through the PowerPoint multiple times to look for
answers if you know what you are looking for in the beginning. I
only had one person review my PowerPoint, so that is how I based
my answers.
READIND AND WRITING
INSTRUCTION
BRISSA FLORES
GRAND CANYON UNIVERSITY: REA-500
SEPTEMBER 29, 2020
Reciprocal Connection between
Reading and Writing
Research shows a direct relationship between writing
and reading
Learning both concurrently is beneficial
Reading and writing abilities define literacy
Reading and writing are interdependent
Reading affects writing and vice versa
Children become effective writers when they read
extensively
Reciprocity between reading and
writing cont’d
Practicing writing skills helps in building reading skills
particularly in children developing phonics skills and
phonemic awareness.
Phonemic awareness- comprehending that words
come from chunks of sound-develop while reading and
writing
Phonics skills-connecting various sounds to form wordsdevelop when reading and writing repeated words
Older children practice by writing their texts- helps to
analyse what they read
Approaches Addressing Reading and
Writing Connection
Shared Knowledge approach -reciprocity is due to similarities in cognitive processes and theoretical underpinnings
❑
Example- one requires phonemic knowledge, semantic, knowledge, orthographic skills, and syntactic skills
❑
These features are predominant in both reading and writing
❑
Therefore, teachers should teach the two skills concurrently
➢
Procedural association approach-the association comes from the need to achieve an external goal
❑
Example- to increase understanding one must have reading and writing skills-a person needs to understand the description of a
job to right a proper resume.
➢
Rhetorical associations approach- similar to the procedural associations approach
❑
This approach concentrates on the final communication goal
❑
Based on the premise that the two skills are founded on communication-writing communicate a concept while reading
enhances comprehension
❑
Reading-receiving information; writing-sending information
❑
As such, both skills are interconnected with communication. For children to master communication skills they must participate in
both writing and reading.
Instructional Strategies in Reading and
Writing
➢ Some
of the instructional strategies in
reading and writing include:
❑ Classroom
❑ Graphic
❑ Pen
blogs
depictions
pal reactions to literature
Classroom Blogs Strategy-reading and
writing connection
Students feel a sense of accomplishment when they see their published efforts.
They put more effort and time when they feel that people might read what they have written
Blogs-synonymous to online logs or journal
Children can keep their thoughts on online journals through posts which can be public or private
depending on which people they want to share their thoughts with
This strategy will only allow access to children participating in the class
Teachers can use the strategy to encourage writing
Children can use blogs to write their thought on what they have learnt during the day or after some
time
Example-if a child loves poetry, the teacher can establish the reading/writing reciprocity by
encouraging the child to write their own poems
Teachers can implement the strategy by opening accounts for students and familiarize them with
blogging
Graphic Depiction Strategy-reading
and writing connection
Suitable for children struggling with writing
This strategy uses many graphics and minimal prose-for instance, comic
book, or cartoon strip
Implementation-this strategy aims at connecting he concepts of reading
and writing
Teachers can use graphic depictions to present a piece of literature or
writing in the class
The teacher may give children a chapter without images and let them
create a graphical version of it.
The teacher may also allow them to create alternate endings
Pen Pal Reactions to Literature
Strategy-reading and writing
connection
This strategy encourages written and oral reactions between the children
It develops a partnership in literacy between classrooms
Provides opportunity for thoughtful learning
Promotes connections between peers where they practice the art of communicating through
reading and writing
Involves pairing children from different classrooms, in different towns, states, or countries
Encourages communication through writing letters
This strategy deviates from the traditional sense since it adds a component of literature for
discussion
Apart from forming connections through writing about their daily lives, teachers encourage
students to write about what they had learnt or read.
Teachers should try to match pen pals with similar interests for example those who love a specific
genre or literary works such as fiction or non-fiction.
Role of Reading Specialist to Meet
Needs of Diverse Students
Reading specialist- improves the attainment of reading in a school
Roles and responsibilities- vary depending on work context, educational
and teaching experience
May act as coaches, teachers, and leading reading programs in schools
Act as resources for reading and writing for educators, administrators,
community, and educational support staff
Provision of professional growth support
Collaborate with other specialists to develop and apply reading programs
for group of students and individuals
Support children grappling with reading
Helping Children Struggling with
Reading-reading specialists roles
Primary responsibility-helping children struggling with
reading
Provision of intensive, supplemental guidelines in pre to
k-12
The material may be given inside or outside the
classroom environment
The specialist may tailor the instructions to meet the
child’s specific needs
Supporting Learning of Teachersreading specialists roles
The reading specialist supports learning of teaches
They offer coaching and professional growth support
that allows educators to reflect on their instructional
programs and enhancing the children’s learning
They give significant leadership for the literacy programs
for the whole school through creation of long-term
personnel development
Leading, Developing, or Evaluating the
District’s or School’s Pre-K-12
Reading/Writing program-roles
The third responsibility of reading coaches is leading, developing or
evaluating a district’s or school’s reading/writing program
Collaborate with teachers to effect systemic change at district and
school levels
They must have experience allowing them to coordinate, lead,
and develop effective professional growth programs.
As coordinators they may collaborate with psychologists, other
teachers, and special educators to create strategies for meting all
students’ needs
References
Moran, R., & Billen, M. (2014). The reading and writing connection: Merging
two reciprocal content areas. Reading and Writing, 6, 30-2014.
Lowery, R. (2019, November 04). The Reciprocal Relationship Between
Reading & Writing. https://www.rafikeystosuccess.com/post/thereciprocal-relationship-between-reading-writing
International Literacy Association. (2018). Standards.
https://literacyworldwide.org/get-resources/standards/standards-forreading-professionals/standards-2010-role-5
Haute, M. (2020, April 02). The Relationship Between Reading and Writing:.
https://writerscommunity.home.blog/2020/04/02/the-relationshipbetween-reading-and-writing/
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