I only taught sixth grade for a year before moving to high school but I would alternate days for the most part. One day I would teach writing, the next day I would teach reading. Sometimes, especially when working on a paper or a longer work of literature, I would teach writing for one full week and then the next week I would deal with reading. It all balanced out in the end.
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If you run the class in a reading/workshop workshop type structure, you can read the text with the students one day, analyze it for author's choice and structure and such another day, and then ask the students the mimic something about the writing another day. Examples: try the structure, use some of the new vocabulary words, attempt a specific sentence structure that is complex and new, change the style of writing from formal to informal or vice versa. If you use the reading as a mentor text for writing, it's more feasible to feel like you're giving both reading and writing a fair shake in such a short period.
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