TEXT AS

READER-WRITER
SUBJECT

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READING-WRITING CONNECTION
 PROCESS READING WRITING
Stage 1
Pre-reading strategy: Prewriting strategy:
Before
activating prior
Previewing Generating ideas
knowledge

Stage 2 Comprehension and Drafting:

During critical reading strategy:
communicating Evaluating the author’s Considering the audience
with the argument and purpose
reader/writer

Stage 3
After Assessing reading skills: Assessing writing skills:
checking Writing about a read text
effectiveness of Reading the draft
reading/writing
Both the reader and the writer act upon the text they read and
write. Thus, the absence of one will make the other
unachievable.

READING WRITING
Graphic organizers Patterns of development

2READING-WRITING CONNECTION
 GRAPHIC ORGANIZERS
[definition]
• Readers are able to examine his/her understanding
of the text.
• Readers are able to see the similarities and differences
between information presented in the text and their

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previous knowledge.

READING-WRITING CONNECTION
 GRAPHIC ORGANIZERS
[what are they?]

•These are visual frames used to represent and organize

learning information.

2
READING-WRITING CONNECTION
 GRAPHIC ORGANIZERS
[why use them?]

1 promote higher-level thinking skills

2 increase comprehension
3 facilitate long-term retention of information

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READING-WRITING CONNECTION
 GRAPHIC
ORGANIZERS VENN DIAGRAM
It uses overlapping circles or
other shapes to illustrate the
logical relationships between two
or more sets of items.
Often, they serve to
graphically organize things,
highlighting how the items are
similar and different.

2
READING-WRITING CONNECTION
 internal skeletons

breathe water
have scales
breathe air

can swim
have legs

have hair
have fins

live birth
lay eggs
whales x x x x x x
Sea turtles x x x x x
Oysters X x
Fish x x x x x X
Sharks x x x x X

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Shrimp x x x x
Jellyfish x x x

READING-WRITING CONNECTION
2
READING-WRITING CONNECTION
 GRAPHIC
ORGANIZERS DOUBLE-ENTRY
JOURNAL
This strategy enables you to
record responses to text as you read.
Students write down phrases or
sentences from their assigned
reading and then write their own
reaction to that passage.

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READING-WRITING CONNECTION
 QUOTATIONS/LINES THOUGHTS/REFECTIONS
“Some will ask the That’s very interesting! I often ask my dog
animal’s advice, then for advice, too. Sometimes, if I met
pause to let the dog something hard to say to my parents, I often
respond.” say to my dog, and ask for help. My dog is
very clever. They might know when I was
happy and when I was upset. I could get
some comfort from my dog. If he know I
was upset, he will sway his tail and his
movements are very funny.

2
READING-WRITING CONNECTION
 QUOTATIONS/LINES THOUGHTS/REFECTIONS
“Say what you have to
say, not what you
ought. Any truth is
better than make-
believe.”

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READING-WRITING CONNECTION
 GRAPHIC
ORGANIZERS KWLH CHART
K-W-L-H charts are graphic
organizers that help organize
information before, during, and after
a unit or a lesson.
K – Know
W – Want
L – Learned
H – How

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READING-WRITING CONNECTION
 GRAPHIC
ORGANIZERS CONCEPT MAP
Concept mapping visually
illustrates the relationships between
concepts and ideas. 
Often represented in circles or
boxes, helping the brain organize and
structure thoughts to further understand
information and discover new
relationships.

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READING-WRITING CONNECTION
 GRAPHIC
ORGANIZERS FLOW CHART
A flow chart or a flow diagram is a
diagram which represents the sequence
of actions in a particular process or
activity.
A step-by-step progression through
a procedure.

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READING-WRITING CONNECTION
 GRAPHIC
ORGANIZERS HIERARCHICAL MAP
The most general or most
important concept is placed at the
top of the map and more specific,
related topics are linked below it.
-body of officials
-ranks or orders

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READING-WRITING CONNECTION