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new spelling patterns introduced during reading time are evident in new writing

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new spelling patterns introduced during reading time are evident in new writing

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when we study various authors (mentor texts) the students beam when they incorporate that style in their writing

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when we study various authors (mentor texts) the students beam when they incorporate that style in their writing

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search for phonics topics in books in our classroom library - for example, search for words with digraphs

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search for phonics topics in books in our classroom library - for example, search for words with digraphs

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We use the children´s own writing and include it in our classroom library. Others will read their friends stories.
We also look at different mentor texts, which are some of the students favorite read alouds, to learn new strategies to use in their writing.

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I use mentor texts to teach a reading strategy that often mirrors the writing strategy is

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I use mentor texts to teach a reading strategy that often mirrors the writing strategy is

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Kids want to read their own writing and they want other people to be able to read it too.  

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Kids want to read their own writing and they want other people to be able to read it too.  

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Add on to books in our classroom library to bring them more to life (particularly - low level books).

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When we publish, those books become a part of our classroom library. We also turn our classroom into a library as we study common community spaces in social studies.

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When we publish, those books become a part of our classroom library. We also turn our classroom into a library as we study common community spaces in social studies.

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interactive writing that you then read during shared writing, focusing on decoding, fluency, etc.

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interactive writing that you then read during shared writing, focusing on decoding, fluency, etc.

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trying to align word study and phonics to support students within the current units and also at their level

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Read alouds
interactive writing
concepts about print extend to both

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In order to share our writing with the world, it has to be readable

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We add to/change our favorite songs and poems!

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We add to/change our favorite songs and poems!

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We read many mentor texts as readers first, and then take a closer look through the lens of a writer.

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We read many mentor texts as readers first, and then take a closer look through the lens of a writer.

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Review writing strategies connected to learning and reminders of writing skills.  Use text as examples of writing

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Reading supports writing by providing a strong model and providing strategies for students to apply when they write. Reading also provides great vocabulary and exposure to ideas that can really help the writer expand

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Reading supports writing by providing a strong model and providing strategies for students to apply when they write. Reading also provides great vocabulary and exposure to ideas that can really help the writer expand

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I connect reading and writing by having students write their own text, which mirrors a book they've read, pattern books for example. We also study features of a text so that our writing reflects those features. 

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I connect reading and writing by having students write their own text, which mirrors a book they've read, pattern books for example. We also study features of a text so that our writing reflects those features. 

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We read each others stories.
We search for writing craft elements in our reading workshop books

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Using mentor texts.

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Mentor texts used for both reading and writing to refer back to when appropriate in either subject

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Mentor texts used for both reading and writing to refer back to when appropriate in either subject

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Reading and writing are in constant communication with each other. They are connected by writing about reading and reading one's own or others writing. Strategies taught are a cross walk that underlies both reading and writing.

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Reading and writing are in constant communication with each other. They are connected by writing about reading and reading one's own or others writing. Strategies taught are a cross walk that underlies both reading and writing.

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We work with students to read like writers so the two     Are not separate units, but
Linked

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During whole class read alouds we consider what an author did that worked for us in that piece - how the writer may have surprised us  or maybe put closure on a piece.

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Select mentor texts to best suit the writing. Use read aloud to model how it can connect to their writing.

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Select mentor texts to best suit the writing. Use read aloud to model how it can connect to their writing.

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Shared writing and reading experiences throughout the day

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I my grade level tries to follow TC's layout for the units of study for Reaing and Writing. So in TK instead of starting out with narrative we do Looking Closely. We find that aligns better with the reading units and the students' learning progressions. I think reading supports writing in this way because with the big picture goals of the first units, we encourage to transfer ov r

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Reading and writing are mostly connected by genre . There are times when students need to be frontloaded  with a particular genre (I.e. Non-Fiction) and a  NF Reading unit will precede the NF writing. Overall, they are connected across the day and units.

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How does reading support writing or writing support reading. 

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How does reading support writing or writing support reading. 

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They support each other in numerous ways. When students are working with partners in writing we often ask the partners to use their reading strategies when reading and/or listening to other student's work. We ask them to find what's important, and to listen for conflict/problems.

We utilize various author's work in both reading and writing workshops. We ask students to study a way an author uses a certain craft and then apply it in their own writing. Students often call upon features they find in some of their favorite texts and apply it to their own writing.

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Our units usually align since we use both the reading and writing units of study.  I find that the mentor texts we use in both units influence and inspire student writing. 

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Our units usually align since we use both the reading and writing units of study.  I find that the mentor texts we use in both units influence and inspire student writing. 

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We use the Responsive Classroom program and we read our morning messages together each day and sometimes add, respond and revise them as a shared writing activity.

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Use Read aloud as mentor texts during the writing workshop. We follow the UOS.

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Using the schedule from TC to align the reading and writing units

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We use shared/interactive writing to add speech bubbles, new endings and labels to our favorite read-alouds and shared reading books.

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I feel like my students are always connecting reading and writing. It feels so natural in first grade. It is so organic. More deliberately, as a teacher, I make connections from mentor texts to our writing. From shared reading to what we write individually and during shared writing. F

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I feel like my students are always connecting reading and writing. It feels so natural in first grade. It is so organic. More deliberately, as a teacher, I make connections from mentor texts to our writing. From shared reading to what we write individually and during shared writing. F

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components of balanced literacy support both reading and writing

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I find the u of study reading dovetails quite nicely with writing units

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I find the u of study reading dovetails quite nicely with writing units

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We often use the same mentor texts for writing and reading.  Students are taught to use pictures to help them when reading and we encourage students to draw detailed pictures when they write stories to help their readers understand what is happening in their stories.  We point out the beginning, middle and end when we read aloud and remind students that when they write narratives that they should also have the same elements.

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We often use the same mentor texts for writing and reading.  Students are taught to use pictures to help them when reading and we encourage students to draw detailed pictures when they write stories to help their readers understand what is happening in their stories.  We point out the beginning, middle and end when we read aloud and remind students that when they write narratives that they should also have the same elements.

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Shared reading/interactive writing
Mentor texts
Some writing about reading
Word study work

How does reading support writing or writing support reading?

Reading seems to develop first for most students
Avid readers tend to more easily grasp author's craft concepts taught during WW

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Concepts about print
Interactive writing incorporates concepts about print
Read aloud books are utilized as mentor texts for writing.

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I use a lot of mentor texts to teach writing which is a great bridge to reading. 

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I use a lot of mentor texts to teach writing which is a great bridge to reading. 