1
INTEGRATING READING AND WRITING
Action Research Case Study: Integrating Reading Instruction and Writing Instruction
During the Language Arts Block While Incorporating Learning Stations
First A. Last
School of Education, Liberty University
Author Note
First A. Last
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to First A. Last Email:
FLast@liberty.edu
2
INTEGRATING READING AND WRITING
Action Research Case Study: Integrating Reading Instruction and Writing Instruction
During the Language Arts Block While Incorporating Learning Stations
I. Action Research Question
How will revising and implementing a Language Arts schedule to include focus lessons (reading
and/or writing) and learning centers impact student achievement in 4th grade Language Arts?
The research conducted is ethical and legal.
The research is approved by the school administration.
The research is conducted based on researched best practices.
No children will be placed in harmful situations during this action research.
II. Evidence-Centered Research and Goal
Action Research Case Study: Literature Review
The science of reading many researchers can agree has 5 components: phonemic
awareness, phonics, fluency, vocabulary, and comprehension. The science of writing involves
different types of texts students’ study and emulate through the writing process. Research
suggests integrating reading and writing instruction increases academic achievement. Lindsay, a
third-year teacher is working on finding a better balance between teaching reading and writing
within the 90 minutes allotted (Language Arts block). Lindsay teaches using the reading and
writing workshop model as suggested by the school division. She feels comfortable teaching
them on separate days. But teaching both reading and writing consistently and effectively has
been a challenge. Ideally the language arts block would give students enough time for a reading
focus lesson, writing focus lesson, independent reading, independent writing, guided reading,
and guided writing. How will revising and implementing a Language Arts schedule to include
3
INTEGRATING READING AND WRITING
focus lessons (reading and/or writing) and learning centers impact student achievement in 4th
grade Language Arts?
Components of Reading Instruction
The science of reading can be conveyed through the five components or “the big five”
(Graham, 2020, S36) are phonological awareness, phonics, fluency, vocabulary, and
comprehension (Graham, 2020; International Literacy Association, 2019; Robinson et al., 2016).
Graham (2020) notes not all researchers believe the big five are necessary, some researchers
focus on three components phonological awareness, phonics, and fluency, others incorporate
spelling, and some include writing instruction as components of reading instruction. Researchers
can agree the components of reading are interwoven (Graham, 2020; Collins et al., 2017;
International Literacy Association, 2019; Kuehner & Hurley, 2019; Sawchuk & Schwarts, 2019;
Lee & Schallert, 2016; Robinson et al., 2016)
Components of Writing Instruction
The science of writing required greater knowledge (Graham, 2020; Robinson et al.,
2016). Writing instruction involves “functions and elements of different types of text, studying
and emulating model text, and providing and receiving feedback to improve quality” (Graham,
2020, S36). Students learn the skills necessary through the writing process: plan, draft, revise,
and regulate. Graham & Robinson et al. also agree teaching sentence construction, vocabulary
for writing, spelling, and handwriting are important for students to become better writers.
Theory
Jouhar et al. (2021), Graham (2020), Kuehner & Hurley (2019), Collins et al. (2017), Lee
& Schallert (2016), Robinson, et al. (2016) agree reading and writing are connected and students
have higher achievement when reading and writing are integrated. Fitzgerald and Shanahan
4
INTEGRATING READING AND WRITING
(2000) identified four knowledge sources students draw on for both reading and writing. The
four knowledge sources are: (1) general, (2) meta, (3) pragmatic, and (4) procedural. General
knowledge is background knowledge, students use it to understand what they are reading and
brainstorm ideas for writing. Metaknowledge is the function and purpose of reading and writing,
students use it to monitor and interpreted what they read and write. Pragmatic knowledge is
understanding of text features, words, syntax to help students decode and encode (spell).
Procedural knowledge is setting goals, accessing information, questioning, predicting,
summarizing, visualizing, and analyzing to help students understand what they are reading and to
engage in the writing process.
Cognitive and developmental theorists did not portray reading and writing as mutually
exclusive (Collins et al., 2017). The cognitivist-constructivist revolution beginning in the 1970s
(Collins et al., 2017) leading to the constructivist framework. The constructivist framework
argued that reading and writing are connected, because they share cognitive process and
knowledge representations as learners construct meaning (Collins et al., 2017; Lee & Schallert,
2017).
Reading-Writing Instruction Connection
Studies have shown when reading and writing are integrated students reading and writing
abilities increase (Collins et al., 2017; Kuehner & Hurley, 2019; Sawchuk & Schwarts, 2019; Lee
& Schallert, 2016). Graham’s (2020) findings show reading instruction improved student’s
writing, which is consistent with theories that state reading and writing are connected. Jouhar &
Rupley (2021) noted systematic reading instruction enhanced student’s writing performance.
Lee & Schallert’s (2016) study showed the group with explicit instruction showed significant
improvement in writing, where the control group did not show significant gains. The group
5
INTEGRATING READING AND WRITING
receiving explicit instruction in writing did not show significant improvement in reading
comprehension.
Independent Reading and Writing
There is one current systematic review of independent reading and independent writing
completed by Jouhar & Rupley (2021). Independent reading is defiled as a student choosing
their own text and reading without instruction. Independent writing is defined as a student
choosing to write a multi-paragraph essay on a topic of their choice without instruction. There
was not significant difference between the control and experimental independent writing groups.
The experimental independent reading group was shown to enhance narrative and descriptive
writing and increased general word knowledge. Students must have foundational skills for
independent reading and writing to have significant benefits.
Conclusion
Research shows reading and writing are connected with similar knowledge base and
through cognitive processes. Reading instruction improves students writing abilities. Writing
instruction is not shown to improve reading abilities. A few limitations are the lack of updated
research on reading and writing integration. Graham (2020) notes at there was only one
publication from 2020. A majority of the research is from the 1970s and 1980s. Research is
limited in how to integrate reading and writing instruction along with independent work stations
at the elementary level.
Strategic SMART Goal
SMART Goal
Unknown Department of Education
Curriculum Framework 2010
English Standards of Learning for 4 th
Grade
Within three weeks, Lindsay will integrate
mini reading and writing focus lessons into
the language arts block to impact student
Reading
4.5 The student will read and demonstrate
comprehension of fictional texts, narrative
6
INTEGRATING READING AND WRITING
achievement as measured by weekly progress
monitoring.
nonfiction texts, and poetry.
b) Describe how the choice of language,
setting, characters, and information
contributes to the author’s purpose.
i) Make, confirm, or revise predictions.
Writing
4.7 The student will write cohesively for a
variety of purposes.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
Recognize different modes of writing have
different patterns of organization.
f) Write a clear topic sentence focusing on the
main idea.
g) Write two or more related paragraphs on
the same topic.
h) Use transition words for sentence variety.
j) Revise writing for clarity of content using
specific vocabulary and information.
k) Include supporting details that elaborate
the main idea.
III. Strategy Proposal
REQUIRED ITEMS RESPONSES
VOLUNTEER’S
NAME
LINDSAY GRZYWACZ
TOPIC REVISION OF LANGUAGE ARTS SCHEDULE
BACKGROUND
INFORMATION
Lindsay’s earliest memory working with kids was at her
mom’s home daycare. She was usually more the helper than a
child at the day care. As she grew Lindsay volunteered at her
family’s church program for kids. She typically worked with
children with high needs due to illnesses or disabilities. As a
senior in high school, she volunteered in a preschool program
three days a week as part of a co-op program.
Lindsay attended Murray State University where she studied
elementary education. She learned very early on she preferred
working with older students. Lindsay enjoyed the conversations
and interactions best with students in grades 3 and above. When
she was a junior in college, she moved to Australia for seven
months as a full-time virtual student. While in Australia she
was a full-time Au Pair to a family with three children. During
7
INTEGRATING READING AND WRITING
this TIME, she was able to learn more about children outside of
the classroom setting.
Lindsay is beginning her third year as a fourth-grade
teacher. Her first year of teaching was during the first round of
COVID-19. During this year she began the school year
normally and quickly began teaching virtually. Her second year
she began the school year virtually and ended teaching
concurrently. During her second year she has begun teaching in
the classroom with all students. However, as there is an
increase in positive COVID cases students are being put on
“pause” or quarantining based on COVID test results. Each
year has lacked consistency due to extenuating circumstances.
Lindsay is beginning to teach students about learning stations
using the acronym READ!. R is read with the teacher, E is
electronics, A is at your desk, D is Draft and Design, and ! is
choice. Last year was a 4-day week for students and only two
of the days were blocked for language arts. Lindsay taught
either a reading or writing focus lesson for 15-20 minutes.
Students then were required to read for 30 minutes. After the 30
minutes of reading students began their READ! stations.
Lindsay began pulling groups after the focus lesson. This was
new as previously she would wait until after the 30 minutes of
independent reading to begin guided reading/writing.
RATIONALE Lindsay is working on finding a better balance between
teaching reading and writing within the 90 minutes allotted
(Language Arts block). Lindsay teaches using the reading and
writing workshop model as suggested by the school division.
She feels comfortable teaching them separately. But teaching
both reading and writing consistently and effectively has been a
challenge. Ideally the language arts block would give students
enough time for a reading focus lesson, writing focus lesson,
independent reading, independent writing, guided reading, and
guided writing, and vocabulary.
RESEARCH
QUESTION
How will revising and implementing a Language Arts
schedule to include focus lessons (reading and/or writing) and
learning centers impact student achievement in 4th grade
Language Arts?
STATE LEARNING
STANDARDS
UNKNOWN
DEPARTMENT OF
Reading
4.5 The student will read and demonstrate comprehension of
fictional texts, narrative nonfiction texts, and poetry.
b) Describe how the choice of language, setting, characters, and
information contributes to the author’s purpose.
i) Make, confirm, or revise predictions.
8
INTEGRATING READING AND WRITING
EDUCATION
(VDOE)
STANDARDS OF
LEARNING (SOL)
Writing
4.7 The student will write cohesively for a variety of purposes.
b) Focus on one aspect of a topic.
c) Use a variety of pre-writing strategies.
d) Organize writing to convey a central idea.
f) Write a clear topic sentence focusing on the main idea.
g) Write two or more related paragraphs on the same topic.
h) Use transition words for sentence variety.
j) Revise writing for clarity of content using specific vocabulary
and information.
k) Include supporting details that elaborate the main idea.
The reading and writing focus lesson will take no more than 35 minutes to complete both focus
lessons. The reading focus lesson will include a read aloud and a graphic organizer to be filled
out on character traits. As the teacher is completing the graphic organizer students will use note
taking skills and complete the same for their language arts notebook. During the writing focus
lessons the teacher will explicitly teach persuasive writing. The classroom teacher will model
the model the writing process using the Four Square graphic organizer. Writing mini lessons will
include brainstorming, choosing a topic, brainstorming details, connecting ideas, adding vivid
language, elaborating ideas, introduction paragraph, concluding paragraph, editing/revising, and
publishing. READ! stations will continue to allow students choice and time to use the skills they
have learned during the mini lessons. The teacher will incorporate technology through video
clips, use of the slide decks, and document camera. Students will access technology during
stations. They will have daily access to eBook using MyOn. Students will complete weekly
progress monitoring using Google Forms. The last week of writing students will type their drafts
using Google Docs in preparation for publishing. Several students with accommodations will
have access to Google Voice, allowing them to use the speech to text function in Google.
Date & Time of Scheduled Observations
9
INTEGRATING READING AND WRITING
Observation 1: Monday, September 27 @ 11:15-11:45 am
Observation 2: Thursday, September 30 @ 11:15-11:45 am
Observation 3: Tuesday, October 5 @ 11:15-11:45 am
IV. Strategy Implementation
Observations Journal notes from each observation
Observation #1
Monday, September 27
@ 11:15 – 11:45 am
11:16 am students at the carpet teacher was giving directions
students left carpet to get pencil, something to write on, and
then checked in with teacher to get the graphic organizer from
the teacher
Teacher asked, What does comparing and contrasting mean?
Student shared teacher repeated “same and different”
Comparing and contrasting two characters from Holes,
Stanley & Zero
Students provided details for the type of character Stanley is
Teacher asked for example from text to prove why Stanley
was kind
Students write what teacher is writing
Teacher reminded focus on facts for Stanley
Teacher said “When three facts are written down give me a
thumbs up.”
Teacher provided accommodation for student by scribing
Teacher shared students can finish writing during centers
Next character traits about Zero were shared, again teacher
provided an accommodation to scribe for student
Then the class looked at the character traits between Stanley
and Zero to see how they were similar.
Teacher explained tomorrow the class would be using the
information to complete a Venn diagram
Students were given instructions to “put board and pencils
down we are going to transition to writing”
11:35 transition to writing
Today we will write our conclusion. We are going to write a
small part of our conclusion. The conclusion will wrap
everything up in a nice, neat bow.
A graphic organizer called Four Square was used.
The last box was blank for the conclusion
Asked students what the details of the example essay were,
students responded
Teacher reminded students where to look for the main ideas
and to restate the main details in the conclusion paragraph
11:37 reminded students to put graphic organizer in language
arts journal
11:45 Reviewed independent centers called READ! Stations.
Students then transitioned to a station.
10
INTEGRATING READING AND WRITING
Observation #2
Wednesday, October 6
@ 11:15-11:45 am
11:15 whole group reading
read aloud Holes
reminded students to think about Stanley and Zero
Venn Diagram Stanley and Zero
facts about Zero, Stanley, and both
students shared facts
reminded students they can finish writing during stations
what is another fact about Stanley, Zero, or both?
made a list….do I need to write their name each time?
students responded no…teacher elaborated no because we
have Zero as the heading
two examples in each category
student can you write more
yes…you can write more
you will do the same activity with Spot and Mittens
reread the story again and then you can do the same thing
you guys already came up with details…this time we are
showing it in different way
transition to writing students shared what organizer they like
better and why
showed students where and how to type their persuasive
writing piece
showed students how to fill in the table of contents
student asked how many stations
remember one of the stations is writing…what are you
expected to do during that time…students responded typing
giving directions
I’m going to wait because I don’t have eyes and ears
paused
gave directions
complete 3 stations about 20 minutes long
Observation #3
Friday, October 8
@ 11:07-11:40 am
11:07 students eating snack at their desk & teacher reading
aloud Holes
11:10 finish snack and come to the carpet – students move to
the carpet quietly some took chairs with them
11:15 student said they noticed something about one of the
character names – students shared thoughts about the
character and what they remembered from earlier in the book
we are going to create a character theory
What is a character theory?
student – a character theory is what you think will happen or
going to happen to the character
Teacher – I think the character feels this way because of this
reason
We are going to pick a character and create a character theory
what is that character like and why do you feel that way
11
INTEGRATING READING AND WRITING
student wanted to provide an example Mr. Sir.
teacher provided sentence stem: Mr. Sir is ___ because of ___.
several other students shared their character theories
Mr. Sir is grumpy….because Mr. Sir is….um…
Stanley is sad because he learned a lot of letters and if he
learns a lot of letters his deal will break.
Stanley is sad because he thinks the deal with Zero will be
over soon
students shared their theory with a partner
teacher prepped for writing
11:23 shared how the class will continue with character
theories in small group
11:24 intro lesson about writing an introduction paragraph
played a video for introduction from PowToon
11:27 directed students to the anchor chart
purpose – tells the reader what they are reading or what the
topic is
how: to create an introduction, there are three parts – hook,
background information, thesis
today you are creating the hook and background information
Hook: what can a hook look like? What are some examples?
start with a question…have you ever owned a dog…have you
ever played with a puppy
fun fact…Did you know that puppies are the most sold pet in
the world?
quotation – using something that someone famous said
next is background information, why are you writing this, why
should I listen too
summary – tell them name
what to give them a connection, you need to connect to the
topic without giving everything away
thesis statement
11:35 transition to show your writing example
showed writing the introduction with your draft writing
pieces…what do I need to write the hook, background, and
reasons
hook – used a question
background info talked about playing with dogs
thesis and reasons
11:39 you will start with your writing station first and
complete your introduction
can you continue to write if you don’t finish in the first 20
minutes
do we have to do this first…had another student respond
finished answering questions
11:40 students transitioned to stations
12
INTEGRATING READING AND WRITING
V. Observation Cycle Criteria
Pre-Observation Journal notes from each observation
Thursday, September 23
@ 10:15 am
Clarify Goals
What are you hoping to accomplish with integrating reading
and writing?
oIncorporate full focus lessons for reading and writing
into one language arts block with time for students to
complete two or three 20-minute independent stations.
Identify Success Indicators
How might you know you’re successful at meeting your goal?
oStudents are able to use the skills and strategies taught
during whole group while completing their writing
station or D for Draft and Design and E for
Electronics. Students will be able to take the focus
lesson and used what they learned during the reading
focus lesson when working on the E station. Same
with writing. Students will be able to use what was
taught and they learned during the writing focus lesson
and complete the writing task during station D.
Anticipate Approaches
What might be some strategies you are considering?
oAfter sharing your research, I am going to use the
chapter book Holes for the lessons on character traits.
I will use a comparing and contrasting graphic
organizer. Students will use fill out a graphic
organizer when I am reading to them. Modeling and
scaffolding writing. I am going to use the Four Square
writing template and lessons you shared for the
persuasive writing. I’ll complete one part at a time
during the mini-lesson and students will work on that
part during their D station. I’m going to have all
students start with Draft and Design so I know they
will have had the 20 minutes to work on their writing.
Students will be able to use MyOn to pick books and
complete some type of organizer on the characters
when they are reading.
Establish Personal Learning Focus
What might be important for you to pay attention to in
yourself?
oI’m going to have to make sure I am using the time
wisely, so students have enough time in centers.
Reflect on the Process
Where are you in your thinking now compared to when we
started this conversation?
13
INTEGRATING READING AND WRITING
oI am still working through what this will look like. I
wanted to have the reading focus lesson, stations, pull
small groups. Then, the writing focus lesson and have
students work on their writing for 20 minutes after the
focus lesson. I like the idea of having a mini focus
lesson in reading and writing at least three days a
week. That will give me flexibility when planning
based on what students need.
Note: Questions are from Unknown County Public Schools (2021b) The Pre-Observation
Conversation.
Post-Observation
Conference
Summary of Progress
Post-Observation #1
Tuesday, September 28
@ 4:30 pm
Summarize & Reflect
How are you feeling about your lesson?
oI think the lesson when okay. There was a lot to teach
up
How did the lesson turn out compared to how you planned?
oEverything that I planned I was able to get too. The
transitions need to be planned a little better. I’m trying
to figure that out.
Student Work & Data
How do you know if the students have mastered this skill?
oDuring small groups we are focusing on character
traits. I will know if and when they understand
character traits and comparing and contrasting two
characters. The writing I check in with them for mini
conferences. I also look at their journals to know who
I need to check-in with first thing in the morning.
Planning Next Lesson(s)
Reflecting on what went well, what can you continue to
use in future lessons?
oNext lesson I am going to show students a different
graphic organizer to use when comparing and
contrasting. Then, have them pick one to use
during their E station.
Grows & Glows to Consider
Balancing both the reading and writing focus lesson.
Students were engaged throughout the process.
oConsider a “Turn and Talk” question related to
character traits as you are transitioning into
writing. What trait would you use to describe Mr.
Sir and give an example from the text?
Provided accommodations for a student by scribing.
14
INTEGRATING READING AND WRITING
oConsider having the headings filled out before
hand to reduce the amount you need to scribe.
oHave student in closer proximity to you to help
during. This will allow a few more seconds for
students to think and gather their thoughts.
Transitions from snack, read aloud, whole group reading,
getting materials, and writing.
oConsider ways to reduce transitions, having
materials at their spots. If students are playing
with reading clipboards and papers consider having
them sit on them or pass them to the end of the row
and collect them as a quick check of their notes.
Writing lesson was clear and focused, lots of growth
showing exactly what you expect by modeling how to
write a concluding paragraph.
oConsider sentence starters for writing 3-4 different
conclusions to allow choice. Similar to a hook
when writing an introduction paragraph.
Reviewing expectations of centers and having students
repeat directions then sharing with the person next to them
what they are going to do
oConsider a quick check of the lesson to determine
who you need to check in with before starting
small groups; thumb up= I got it; thumb sideways
= I think I have it; thumb down = I need help
Tone of the meeting: Lindsay was engaged and receptive to the
process. She took considerations well is working on revising
lessons to incorporate some considerations.
Post-Observation #2
Wednesday, October 6 @
4:30 pm
Summarize & Reflect
How are you feeling about your lesson?
oToday went better than yesterday.
How did the lesson turn out compared to how you planned?
oI had to adjust my lessons and push back typing
because of assessments and make sure that I had time
to conference with each student before they started
typing
Student Work & Data
How do you know if the students have mastered this skill?
oI’m still able to make sure students are mastering
reading skills during small groups for reading. Writing
is harder to follow up with students. I am going to
start having them complete the D stations first so I
know they all had at least 20 minutes of writing.
Planning Next Lesson(s)
Reflecting on what went well, what can you continue to
use in future lessons?
15
INTEGRATING READING AND WRITING
oTransitions were better this time. When the kids
brought everything with them, then having them sit
on the reading materials was a good suggestion. It
helped with the moving and fidgeting.
Grows & Glows to Consider
Having the headings pre-labeled for students helped you
get to the meat of the lesson, focusing on comparing and
contrasting characters.
oConsider having the student you are scribing for sit
closer to you. This will give students more time to
fill out the organizer. The idea is for them to have
it completed with you. Giving them a few extra
seconds may help them stay on task rather than
giving the option to complete the organizer during
stations.
Explaining the stations and reviewing what you noticed on
independent work they have submitted. The short passage
students completed along with the Venn diagram helps
students generalize what they have learned.
oConsider letting them choose a graphic organizer
to compare and contrast characters from a text they
read during station E.
oConsider the thumbs up, sideways, and down to
check in with students before starting small groups.
This may help students that are struggling with
their writing.
Tone of the meeting: Lindsay continues to be open to
suggestions. She has implemented most of the suggestions from
our first post-observation conference.
Post-Observation #3
Monday, October 11 @
2:00 pm
Summarize & Reflect
How are you feeling about your lesson?
oToday was one of the better lessons.
How did the lesson turn out compared to how you planned?
oThe lesson took longer than I planned. The extra time
was needed to have conversations and checking for
understanding.
Student Work & Data
How do you know if the students have mastered this skill?
oI will know students know how to make a theory about
a character when they can choose a character, character
trait, and use evidence from the text to support their
theory. Looking at students writing journals will let
me know if they understand how to write and
introduction.
Planning Next Lesson(s)
16
INTEGRATING READING AND WRITING
Reflecting on what went well, what can you continue to
use in future lessons?
oHaving students share character theories aloud.
Then share their theory with a partner gave
everyone a chance to talk. I was able to listen to
student responses
Grows & Glows to Consider
Allowing students to choose a character from Holes, a trait
they would use to describe the character while using
evidence from the text
oConsider having an anchor chart with sentence
stems for students to refer.
Integrating technology into your writing lesson with the
PowToon introduction paragraph. Students seemed to
enjoy watching the video.
oConsider modeling each hook first. Then ask if
students can think an introduction sentence using
one of the hooks you modeled.
Reviewing expectations of centers and having students
repeat directions
oConsider a quick check of the lesson to determine
who you need to check in with before starting
small groups; thumb up= I got it; thumb sideways
= I think I have it; thumb down = I need help
Tone of the meeting: Lindsay has implemented several
suggestions including posing a “turn and talk” question while
transition from reading to writing, having students bring materials
with them, then sit on them after the writing lesson, and teaching
the mini lessons back-to-back allowing for continued independent
stations. She is thinking about using a variety of picture books to
help students generalize the skills and strategies across several
types of text rather than one. Rather than the quick checks with
thumbs up, sideways, or down Lindsay is checking their work
Note: Questions are from Unknown County Public Schools (2021a) Formal Observations:
Reflecting Conversations.
Data Analysis
Students were assessed on two different components reading and writing. In reading
students were assessed weekly. Students read a short passage and completed a graphic organizer
comparing and contrasting two characters. Week one students created a list as was shown during
the reading focus lesson. Week two students used a Venn diagram. Week three students choose
17
INTEGRATING READING AND WRITING
an organizer that was presented during the focus lessons or created their own to compare and
contrast two characters from the passage they read. Writing was also assessed weekly based on
completion of checkpoints to complete the persuasive essay. By the end of week one students
were to complete brainstorming, choosing a topic, and connecting ideas. At the end of week two
students were required to add vivid language and elaborate on their ideas. Week three students
were to complete their introduction paragraph and concluding paragraph.
Week one all students were able to list at least two character traits for each character they
choose. 37% of students were able to find similarities using the list graphic organizer. In writing
all students were able to brainstorm, choose a topic, and connect ideas. 21% of students needed
one-on-one conferencing to connect ideas. 33% of students needed a quick check-in to assist
with connecting ideas. Week two saw an increased in success using a Venn diagram to compare
and contrast two characters. 79% of students were able to independently use the Venn diagram
by writing two different character traits for each character and one similarity. One student
completed week two writing check-ins. 96% of students did not add vivid language or elaborate
on their connecting ideas. The classroom teacher retaught students how to add vivid language
and elaborate their connecting ideas. After reteaching all students met the week two
requirement. During week three student choose or created their own graphic organizer to
compare and contrast two characters. 79% of students were able to independently use the
graphic organizer of their choice. 1 student chose to create their own graphic organizer, 4
students chose to use the list organizer modeled the first week, and the remaining students used
the Venn diagram. Writing during week three students wrote their introduction and concluding
paragraph. The teacher followed up in small groups with students to ensure their understanding
18
INTEGRATING READING AND WRITING
and provide further guidance. With the additional small group instruction all students met the
week three check-in requirements.
Integrating reading and writing during the same language arts block takes is an effective
way to teach reading and writing while having independent stations. The most growth was seen
in writing. All students wrote at least three complete paragraphs. Complete paragraphs meaning
and introduction sentence, at least two details, and a concluding sentence. Most students seemed
to enjoy the explicit teaching and scaffolding provided for the persuasive writing assignment.
The previous writing assignment students were able to list their ideas. However, struggled use
their ideas to write one complete paragraph yet alone three! At this time, it was not determined if
the use of graphic organizers increased students’ ability to read. The use of graphic organizers
did help students show their understanding of character traits as well as how to compare and
contrast two characters.
Conclusion
Limitations of the study is self-reported data, the measure used to collect data, time, and
sample size. The self-reporting data relies on the teacher gathering data themselves and is
difficult to verify. Collecting reading data was limited as it was based on teacher self-reporting
and student independent work. The reading work was not always completed independently
during stations. The length of time to complete the study was two weeks. Two weeks is not
sufficient time to determine the effectiveness of integrating reading and writing into the language
arts block. Sample size is also a limitation as this case study was completed with one class.
During independent reading most students were able to choose a graphic organizer to use.
Those that had difficulty choosing were provided with an organizer that they could complete
independently. The most progress was noticed in writing. With the use of scaffolding, modeling,
19
INTEGRATING READING AND WRITING
and the Four Square organizer. All students were able to write a four to five paragraph
persuasive essay. Previously students were writing one to three paragraph essays that lacked
introduction and concluding sentences.
Further research is needed on best practices for integrating reading and writing. The
research is dated and limited on scheduling reading and writing in a single language arts block.
Future research could explore the integration of reading focus lesson, writing focus lesson,
independent stations, and small group instruction. Current research focuses on reading or
writing instruction and stations, not both. Reading and writing integration is an interesting topic
for further research to have a positive impact how students are instructed in language arts at an
elementary level.
Dispositions
Disposition How did you promote the disposition in your interactions with the
novice teacher and students?
Trust I promoted trust with my interactions by actively listing to the novice
teacher and students. Responding intentionally to questions and thoughts.
Also, asking clarifying questions or questions to promote a deeper level of
thinking.
Equity Equity was promoted with the amount of support provided to the
classroom teacher. She is more comfortable planning reading, so verbal
suggestions were provided for reading lessons and activities. Whereas
writing was an area she was less comfortable, so specific resources and
mini lessons were provided to assist with the planning process. Students
learning styles were accommodated. Some students needed additional
assistance and others were able to work independently but wanted time
with an adult. The focus was on the student that required additional
support and proximity was given to those that required attention.
Fairness When working with the novice teacher I made sure she felt heard by not
talking over or interrupting her thoughts. Being consistent with the
information that was shared throughout the process. Allowing choices
when scheduling meetings to align with both of our schedules.
Maintaining consistency with students as I would navigate the room and
check in with all. Prompting students that asked for help to allow them to
figure out the answer to their question(s).
Respect Respect was promoted the same for the novice teacher and students.
20
INTEGRATING READING AND WRITING
Actively listening and being present in the conversation. Thinking about
the thoughts and feelings of others before responding in a way that may
be considered hurtful. Most importantly respecting boundaries. By
asking students if I could ask them about their work or see their work.
Some students said no the first time I asked so I moved on to ask another
student. The next time I asked to see their work or explain what they
were working on they were more likely to share.
VI. Collaboratively Developed Professional Development Plan
ACTION RESEARCH PROFESSIONAL DEVELOPMENT PLAN
Teacher Name: Lindsay Grzywacz School Division Level: 3 rd
Year Teacher
1. Summarize the final action research meeting:
Lindsay will continue to integrate reading and writing daily during language arts. She
will continue to work on both mini lessons lasting no longer than 30 minutes. Lessons
will be clear and concise with scaffolding and modeling. Students will continue to use a
graphic organizer or thinking stems during the reading lesson to engage with the text.
Students will have weekly progress monitoring tasks to show they understand how to use
the skill or strategy taught. Writing lessons will be broken down into manageable chunks
with weekly check-ins. Learning stations will continue with writing being the first
station all students must complete. Then students may choose one or two additional
stations to complete during the language arts block.
2. Commendations (two) from the teacher’s involvement in the action research.
Kids go to their stations with a better understanding of what their experiences are. This is
beneficial because it reduced the interruptions from the students while I am working with
them in small groups. They also are building independence and can ask a buddy for help
if I am not readily available. Another positive is that I am giving students more writing
opportunities than in years past. I used to pick reading or writing as my focus for the
21
INTEGRATING READING AND WRITING
week and would switch off weeks which would leave projects and lessons disjointed.
The students would be confused, and I could also often be confused. With the
consistency students appear understand what I am teaching better than previous years.
3. What one improvement (recommendation) needs to take place?
Within two weeks, Lindsay will incorporate reading and writing mini lessons everyday
throughout the poetry unit to positively impact student achievement as measured by pre
and post assessments.
4. Action Steps:
Action Steps
(Activities)
Due Date Who will assess
progress/completion?
Resources Needed
Unpack learning standards
for unit 3 reading
10/19/2021 Reading Specialist &
Instructional Coach
UCPS Unpacking
Documents
UCPS Planning and
Packing Guides
VDOE Standards of
Learning for 4th Grade
Reading
Unpack learning standards
for unit 3 writing
10/21/2021 Reading Specialist &
Instructional Coach
UCPS Unpacking
Documents
UCPS Planning and
Pacing Guides
VDOE Standards of
Learning for 4th Grade
Writing
Develop a Pre and Post
Assessment
10/25/2021 Reading Specialist &
Instructional Coach
VDOE Standards of
Learning for Reading
and Writing
Planning & Pacing
Guide
Poems
Unit 3 Reading & Writing
Lessons Outline
10/29/2021 Reading Specialist &
Instructional Coach
UCPS Planning &
Pacing Guide
VDOE Standards of
Learning for Reading
and Writing
UCPS Unpacking
Documents
22
INTEGRATING READING AND WRITING
Post-Conference
The post conference meeting will be conducted by First Last the week of November 8, 2021,
after the third unit of reading and writing. The meeting would be conducted in Ms. Lindsay
Grzywacz’s classroom for allow her ease of access all lesson plans and student data. The
meeting discussion will have similar questions as the post-observation conferences. The meeting
agenda below is based off questions from the Unknown County Public Schools (2021a) Formal
Observations: Reflecting Conversations.
Summarize & Reflect
How are you feeling about your unit?
How did the unit turn out compared to how you planned?
Student Work & Data
How do you know if the students have mastered the skills required during the unit?
Planning Next Future Units
Reflecting on what went well, what can you continue to use in future lessons and units?
Connection to National Standards
National Staff Development Council Standards
Process Standards – Data-Driven: Staff development that improves the learning of all
students uses disaggregated student data to determine adult learning priorities, monitor
process, and help sustain continuous improvement
Process Standards – Design: Staff development that improves the learning of all students uses
learning strategies appropriate to the intended goal.
23
INTEGRATING READING AND WRITING
Content Standards – Quality Teaching: Staff development that improves the learning of all
students deepens educators’ content knowledge, provides them with research-based
instructional strategies to assist students in meeting rigorous academic standards, and
prepares them to use various types of classroom assessments appropriately.
24
INTEGRATING READING AND WRITING
References
Collins, J. L., Lee, J., Fox, J. D., & Madigan, T. P. (2017). Bringing together reading and writing:
an experimental study of intensive reading comprehension in low-performing urban
elementary schools. Reading Research Quarterly, 52(3), 311-332.
http://doi.org/10.1002.rrq.175
Unknown County Public Schools. (2021a). Formal observations: Reflecting Conversation.
Retrieved October 2021, from https://lms.UCPS.edu/page/5334531142
Unknown County Public Schools. (2021b). The pre-observation conversation. Retrieved October
2021, from https://lms.UCPS.edu/page/5334511483
Fitzgerald, J. & Shanahan T. Reading and writing relationships and their development.
Educational Psychologist, 35(1), 39-50. http://doi.org/10.1207/S15326985EP3501_5
Graham, S. (2020). The sciences of reading and writing must become more fully integrated.
Reading Research Quarterly, 55(S1), S35-S44. http://doi.org/10.1002/rrq.332
International Literacy Association. (2019). Meeting the challenges of early literacy phonics
instruction [Literacy leadership brief]. Newark, DE.
Jouhar, M. R. & Rupley, W. H. (2021). The reading-writing connection based on independent
reading and writing: A systematic review. Reading & Writing Quarterly, 37(7), 136-156.
http://doi.org/10.1080/10573569.2020.1740632
Kuehner, A. V. & Hurley, J. (2019). How integrating reading and writing supports student
success. Journal of Developmental Education, 42(2), 20-26. https://www-proquest-
com.ezproxy.liberty.edu/docview/2220135706?pq-origsite=summon
Lee, J. & Schallert, D. L. (2016). Exploring the reading-writing connection. A yearlong
classroom-based experimental study of middle school students developing literacy in a
25
INTEGRATING READING AND WRITING
new language. Reading Research Quarterly, 51(2), 143-164.
https://www.jstor.org/stable/43999150
Robinson, L., Lambert, M. C., Towner, J., & Caros, J. (2016). A comparison of direct instruction
and balanced literacy: An evaluative comparison for a pacific northwest rural school
district. Reading Improvement, 53(4), 147-164.
Sawchuk, S. & Schwarts, S. (2019). Influential reading group makes it clear: Students need
systematic, explicit phonics. Education Week. https://www.edweek.org/teaching-
learning/influential-reading-group-makes-it-clear-students-need-systematic-explicit-
phonics/2019/07
Unknown Department of Education. (2010). English standards of learning for Unknown public
schools: Grade 4. Retrieved September 2021, from
https://www.doe.Unknown.gov/testing/sol/standards_docs/english/2010/stds_english4.pd
f
