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Nancy Motley writes, “Many leaders in the field of literacy, as well as those in educational research, contend that in order for students to achieve at the highest levels, they must actively participate in learning through conversation, reading, and writing (Wilkinson and Silliman, 2000; Tovani, 2004; Daniels and Zemelman, 2004; Gallagher, 2004; Zwiers, 2008). Students develop deep conceptual knowledge in a discipline only by using the habits of reading, writing, and thinking (McConachie et al., 2006; Schleppegrell, 2004).

“In other words, in order for students with a vast array of needs to master dense, rigorous curriculum and to demonstrate success on high-stakes assessments, they must have consistent opportunities to talk, read, and write about content-area concepts. To meet this challenge, teachers may reconcile their constrained time with the need to provide students opportunities for critical literacy practice by adopting the talk, read, talk, write (TRTW) routine.”

Read the full article about this technique at https://www.languagemagazine.com/2017/09/talk-read-talk-write/