1. Balancing Act What Reading Teachers Want Writing Teachers to Know and What Writing Teachers Want Reading Teachers to Know

2. Making it all work! ReadingWriting http://www.youtube.com/watch?v=WffxRkc BooY

3. Pre-Reading Title Type of writing Author info Number of pages Headings/subheadings pictures/charts-graphs Bold type Paragraph/sentence length vocabulary (provided by instructor)

4. Reading (read more than once) Purpose Tone Annotating (summarizing/questions/inferences/personal responses) Central point (thesis) Main ideas Supporting details Vocabulary (find synonym/context clues)

5. Post Reading Summarize (main idea, types of supporting details, Analyze Synthesize

6. “Homeless” Pre-Reading: Students peruse reading and author information Instructor provides vocabulary list Students write brief paragraph on first impressions Class discussion activates students’ background knowledge

7. “Homeless” Reading: Students read at home Students annotate at home Students locate specified vocabulary words and place synonyms over words based on context clues Instructor places students in groups to compare annotation (central point and main ideas)

8. “Homeless” Post-Reading: In-Class Activities Instructor puts students in groups to compare inferences about author’s purpose Summarize---Students articulate author’s thesis Class discussion of specified vocabulary and any student inquiries

9. “Homeless” Post-Reading: Out of Class Activities Writing Assignment Possibilities: How does labeling a social issue depersonalize the people affected? How is a home more than an address? How does a home differ from “a place to live”? How could the homeless situation be solved, given Quindlen’s definition of homelessness?

10. It’s all in how you hold your trunk !

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