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Integrated Reading and Writing: Why? What? How? David C. Caverly, Ph.D. Texas State University San Marcos, TX Judi Salsburg Taylor, M.A. Renee Dimino, M.S. Monroe Community College Rochester, NY

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Integrated Reading and Writing (IRW) Rationale, Theory, and Research Why? IRW at Monroe Community College What and How? Goals for this Workshop

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How many here are currently using IRW in a class? How many here plan to implement IRW in a class? In pairs or groups, come up with three or fours words that you feel explain or represent IRW. Integrated Reading and Writing Check in

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Maxwell the Pig (Geico, 2014) Click on this video

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Maxwell the Pig - Think About It View again! How might you use the video for an IRW classroom?

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Maxwell the Pig Talk About It In pairs, discuss how you would use the video in an IRW classroom? Share out

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IRW Intuitively

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How is IRW different than: teaching reading while writing? teaching writing while reading? Integrated Reading and Writing

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Developmental Reading and Writing programs have seen increasing literacy requirements: from basic literacy as a level of performance to engagement with multi-modal texts to transformational literacies where we respect cultural and linguistic capital within the boundaries of in- and out-of-school literacies (Pawan & Honeyford, 2009; Rosenblatt, 1978) IRW Rationale

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Criticism of current solutions through DE Reading and Writing courses 33% of freshmen enroll in DE Reading and Writing coursework nationally only 12% pass gateway course after 3 years need better solutions for attrition (Bailey,Jeong,& Cho, 2010) Integrated Reading Writing courses is one solution built on a common goal to accelerate through DE (Rutschow & Schneider, 2011) IRW Rationale

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Reading and Writing are a transaction between the composer and the consumer of new knowledge (Rosenblatt,1976) Construct meaning five ways through composing: planning, drafting, aligning, revising, & monitoring (Tierney & Pearson, 1983) Need understand questioning (Christenbury & Kelly,1983) Constructing meaning through IRW helps (Malinowski, 1986) Disciplined-based learning must be added (Alexander, 1986) Reclaim out-of-school literacies which empowers (Lesley, 2004) IRW is effective in multi-modal texts (Jackson, 2009) Remedial pedagogy has not been effective (Grubb, et al. 2011) IRW Theory for five decades

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Writing improved when connections between writing and reading were understood (Brown, 1986) Activating schemata vital for IRW (Ackerman, 1991) Making thinking visible with cognitive apprenticeship (Collins, et al., 1991) Important to contexualize role with IRW (Perin, 2012) Develop students Discourse in metacognition with IRW (Pacello, 2014) Success with six step IRW model (Goen-Salter, 2003, 2008, 2013) Success in accelerating students by IRW model (Hern, 2011) IRW Instructional Research

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Reflection Why an IRW approach? Think Write Share

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IRW Instruction at MCC Goen-Salter Model (2013) Schema Activation Annotation Self Reflection Rhetorical Reading Rhetorical Writing Mining the Text MCC Model Collaboration Multi-modal texts Metacognition Non-cognitive factors Reading Schema Mining the text Writing

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Reflection - What is IRW Instruction? Think Write Share

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Social constructivism, problem solving, ordination, KWL+ Day 1

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Integrated Reading and Writing II TRS 200

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Writing

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From Frederick Douglass: Without a struggle, there can be no progress.

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Community

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Reading

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From Bob Marley: Emancipate yourselves from mental slavery; None but ourselves can free our minds.

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What do you think this course is about?

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Strategies Explored by Week 4 annotation (Brown & Day, 1983) PLAN (Caverly et al., 2004) KWL+ (Carr & Ogle, 1989) task management / problem solving (including non-cognitive factors) using all resources collaboration experience an constructivist approach metacognition multi-modal texts reading schema low stakes writing writing summaries

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Week 4 Sample Unit Schema Activation - think, write, share Tim Wise Article (hard copy) Of matriarchs and misinformation: Fact-checking conservative lies about black women (2014) content of the article structure of his writing process

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Tim Wise Article - (Wise, 2014, December 20)Article screen reading applying strategies for multi-modal text using hyperlinks providing context, different sources, credibility Week 4 Sample Unit

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Tim Wise Video (Wise, 2014, Dec. 3)Video multi-modal content as structure making thinking visible how he changed his Discourse considering the audience (Gee, 2011) Week 4 Sample Unit Tim Wise Video

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Schema Activation Tim Wise Article (hard copy) Tim Wise Article (screen reading)Article Tim Wise VideoVideo Summarize a Tim Wise article of your choice (Brown & Day, 1983) Week 4 Our Model of IRW

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Multiple Perspectives

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Think Write Share Reflection-How can you implement IRW?

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Pig as Movie Usher Video Think about your initial activity. What would you change? In pairs or groups of three, discuss your alterations. Share out

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Impact on Teachers What is integrated reading and writing? We read texts (and other multi-modal information) rhetorically by asking what the authors purpose and audience is. We dig into the decisions the author made as they put the information together constantly questioning why the authors made the decisions they did and whether or not those decisions were effective. We mine the text for features that are helpful or prohibitive to our understanding of the text. (Nancy)

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Impact on Teachers What is integrated reading and writing? Cover sheets are required in all projects where students answer questions such as: What did you learn from reading that helped you improve as a writer? What did you learn as a writer that helped you improve as a reader? How will you apply what you are learning in another class or in your life? Often, a group discussion takes place through which students determine various break-downs in their learning. (Connie)

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Impact on Students From reading, I learned to write (my) essay in the order listed in the introduction. As I was reading one of my peers papers, I was confused because they went out of order. Reading this way helped me in my writing. Having this conversation with myself helped me with my support, to see if it all ties back to the thesis statement. Now it is easier for me to look at the support of the writer and figure out their thesis statement. I can also figure out the intended audience and how they relate to the group. What examples he or she uses so that the reader understands their points.

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See the accompanying reference list for the sources we used Also, see the flyer for TIDE, a technology institute Daves delivers in January 3-8, 2016