1. BLENDING READING AND WRITING TO IMPROVE READING COMPREHENSION BY: AMANDA TAYLOR

2. GETTING STARTED  BEFORE  At the beginning of each lesson I will…  Activate Prior Knowledge  Set a Purpose for Reading  Introduce Vocabulary That May Need Clarification  Set the strategy skill which will be the focus of the lesson

3. DURING  While reading the text I will…  Listen to individual students and ask questions about the reading  Take notes and observe the students  Use Graphic Organizers  ENGAGE IN CONVERSATION with the entire class regarding a particular…  Paragraph  Literary Element  Vocabulary Word  Context Clue  Authors Purpose  How it relates to their life  MAKE PREDICTIONS  Discuss PUNCTUATION  Discuss story plot

4. AFTER  After the students complete the reading, I will…  Discuss what was read along with the focus on the reading strategy introduced at the beginning of the lesson.  Revisit any parts of the story that need clarification  Assign a Writing Assignment which is unique to the story  Discuss the particular writing strategy or skill we have been working on  Hand out a Writing Rubric  Writing Samples  Graphic Organizer

5. READING- “THE LANDLADY” (DAHL, 1959) THE STORY ENDS ABRUPTLY LEAVING THE READER WITH QUESTIONS. LITERARY FOCUS-FORESHADOWING READING SKILLS-PREDICTING, STORY PLOT WRITING SKILLS-QUOTATION MARKS USING DIALOGUE

6. FORMATIVE ASSESSMENT The formative assessment includes reading elements, as well as, the writing elements. “The Landlady” Formative Test The first part of the assessment (slides 6-8) is an example of the reading assessment. The second part of the assessment (slides 9-11) is an example of the writing formal assessment.

9. FINAL DRAFT PAPER

11. “THE LANDLADY” WRITING RUBRIC

13. ADVANTAGES  The lessons actively engage students in the reading process  During the lesson, I am able to better observe individual student strengths and weaknesses  Future skills lesson are always designed on the students’ needs  By writing about what they are reading, comprehension is increased.  Teacher can access more than one skill at a time.  For this particular lesson, literary elements and writing elements are assessed.

14. Bibliography Dahl, R. (1959). The Landlady. New York: The New Yorker Magazine.

15. Amanda Taylor ataylor@wisek12.org

16. Reference within this presentation to any specific commercial or non- commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.