Defining Terms

and Limitations
SESSION 2
 Reactivating Background Knowledge.
Define the following terms:
a. Reading
b. Writing
write your definition on the paper given by
the facilitator. Afterwards, post the answers
to the READING Ice Cream and the
WRITING Ice Cream.
ACTIVITY 3:
 Writing
Pistachio Ice
Cream
 Reading
Salted Caramel
Ice Cream
Core Subject
Description:
The development of reading
and writing skills as applied
to a wide range of materials
other than poetry, fiction
and drama
Core Subject
Description:
The development of reading
and writing skills as
APPLIED to a wide range of
materials other than poetry,
fiction and drama
LISTENING
SPEAKING
READING
WRITING
READING
a complex cognitive
process of decoding
symbols in order to
construct or derive
meaning (reading
On the READING SIDE
READING
a complex cognitive
process of decoding
symbols in order to
construct or derive
meaning (reading
On the READING SIDE
READING
a means of language
acquisition, of
communication, and of
sharing information
and ideas.On the READING SIDE
READING
a means of language
acquisition, of
communication, and of
sharing information
and ideas. On the READING SIDE
READING
a complex interaction
between the text and the
reader which is shaped by
the reader’s prior
knowledge, experiences,
attitude, and language
On the READING SIDE
READING
a complex interaction
between the text and the
reader which is shaped by
the reader’s prior
knowledge, experiences,
attitude, and language
On the READING
“The reading process
requires continuous
practice, development,
and refinement.”
On the READING SIDE
“The reading process
requires continuous
practice, development,
and refinement.”
On the READING SIDE
WRITING
the representation of
language in a textual
medium through the use
of a set of signs or
symbols (known as a
writing system).
On the WRITING
WRITING
the representation of
language in a textual
medium through the use
of a set of signs or
symbols (known as a
writing system).
On the WRITING
WRITING
an extension of
human
language
across time and
On the WRITING
WRITING
an extension of
human language
across time and
space. On the WRITING SIDE
Easier - Writing is the act of
putting letters, symbols,
numbers, or words on paper or
a computer screen. Writing is
used to express and explain
ideas.
On the WRITING SIDE
Easier - Writing is the act of
putting letters, symbols,
numbers, or words on paper or
a computer screen. Writing is
used to express and explain
ideas.
On the WRITING SIDE
Harder - Writing is the expression of
language in the form of letters, symbols, or
words. The primary purpose of writing is
communication. People have used many tools
for writing including paint, pencils, pens,
typewriters, and computers. The writing can
be formed on the wall of a cave, a piece of
paper, or a computer screen.
On the WRITING SIDE
The writing process includes prewriting,
composing, revising, editing, and
publishing. There are many kinds of
writing such as expository, narrative,
descriptive, imaginative, and
persuasive. Literature is a type of
writing that includes poetry, novels,
plays, and short stories.
On the WRITING SIDE
Writing comprises three basic
tasks:
Handwriting
Spelling
Translation
On the WRITING SIDE
 Hayes (2012) noted:
“What we most commonly think
of as writing is the activity of
producing text to be read by other
people, for example, writing
articles or school essays. I will
call this formal writing” (p. 18).
On the WRITING SIDE
 Research- supported practices
for writing about text (from
Graham and Hebert, 2011)
•Answer questions about text in writing or
create and answer written questions about
text.
•Write notes about text read.
•Summarize in writing material read.
•Respond to text read by writing a personal
reaction to it or by analyzing and interpreting
it (e.g., defending a point of view related to
information presented in text or describing how
the information in text canOn be
theapplied
WRITINGto SIDE
a real
Reading and writing development
arguably depend on the similar
knowledge domains (Shanahan, 2006).
Content or domain
knowledge
Metaknowledge about
reading and writing
Knowledge of written
language THE CONNECTION
Shanahan and Lomax (1986, 1989)
compared three theoretical models
of the reading– writing relationship

the interactive model

the reading- to-
writing model
the writing- to-
THE CONNECTION
Interactive model
Reading to writing
Writing to Reading
By way of a
SUMMARY
Accumulating research reveals
the reciprocal nature of the
reading– writing connection.
Skills gained in one area have the
potential to support the
development of the skills in the
other and vice versa (Abbot &
Berninger, 1993; Fitzgerald &
THE CONNECTION
Shanahan, 2000; Shanahan, 2006).
ACTIVITY 4: IDEAS GARAGE SALE
Brainstorm on the following question:
What possible problems will you encounter (or
problems you have encountered) in teaching
the subject?
Make a list of the problems.
Choose someone who will present the list.
 STRATEGIES
TECHNIQUES
SIGNIFICANT EXPERIENCES
INSTRUCTIONAL MATERIALS
PROBLEMS ENCOUNTERED
Tete – a – tete TIME
POSSIBLE
PROBLEMS
in READING
and WRITING
 LET them
PLAY
Incorporat
e games and
movement in
CLASS
Role
playing
DRAMATIZATIO
N
SIMULATION
Role
playing
DRAMATIZATIO
N
SIMULATION
Truth is:
Our students
love to move
and play.
WORKSHOP 1: MATHEMATICS
TYPES OF TRIANGLES
POLYGONS
CARTESIAN PLANE
Plot the following:
-2, -3 3, 2
0, -1 4, 3
1, 0 5, 4
WORKSHOP 2: Science
WHAT TO DO?
1. USING YOUR BODY, DEMONSTRATE THE
LIFE CYCLE OF A PLANT.
2. ONE PERSON WOULD ACT LIKE A SEED
ON THE GROUND.
3. THEN, USING YOUR ARMS, SHOW HOW
THE SEED GREW INTO A PLANT.
LIFE CYCLE OF A BUTTERFLY
WHAT TO DO?
1. USING YOUR BODY, DEMONSTRATE THE LIFE
CYCLE OF A BUTTERFLY.
2. ONE PERSON WOULD ACT LIKE AN EGG, THEN A
CATERPILLAR, THEN A PUPA, AND LASTLY A
BUTTERFLY.
3. ASK HELP FROM OTHERS TO SHOW THE
TRANSFORMATION.
WORKSHOP 3:
DO IT
DIFFERENTLY
 Activity 4: 5 Seconds of
SUMMER
Read the text.
Dramatize it. There
should be a
background music.
Someone will read the
 READING/WRITING IS
BORING, BORING, BORING.
 DO not
just make
them READ,
MAKE THEM
CARE.
Activity 5:
READING/WRITING IS
DIFFICULT.
them
HOW to
READ
and
WRITE