10 Literacy Activities that Connect Reading and Writing in the Classroom

Literacy is a natural marriage of reading and writing. Let's face it. Literacy is the framework of a classroom, especially for primary and intermediate grades. Looking for ways to connect reading and writing in the classroom benefits students twofold -- knowledge is gained, while a motivation to read and write is developed.

How can this be done? Reading and writing can be connected by establishing activities, lessons, and discussions that are centered in quality books. Coupling this with guidance and time provides wonderful opportunities for students to grow, learn, and begin to appreciate reading and writing. These fun, interesting literacy activities help students to connect reading and writing in the classroom. They also provide inspiration and motivation for students as they are learning about literary elements and the writing process.

1. Predictable books: Begin by reading aloud a book that has a predictable ending. Stop reading the book before the ending is reached. Have students create scenarios describing how the story will end. In other words, let the students finish writing the book.

2. Journal writing: While reading a book, have students select a character and write a journal entry from that person's perspective. This activity works really well with mature students and chapter books.

3. Letter/Postcard Formats: Students select a character and communicate with that character using a letter or postcard. Encourage students to ask questions and express their feelings about what is happening in the story.

4. Fairy-tale transformations: Students write their own fairy-tale or fable using a well-known story as a guide. An example would be taking the story of Goldilocks and the Three Bears and transforming it into Goldilocks and the Three Hares, or Moldy Socks and the Three Shoes.

5. Writing extensions: Students write a story or extension to a book using either one or all of the characters, the setting, and the plot. An example would be writing a story about Frodo from the Lord of the Rings by J.R.R. Tolkien based upon the rich setting and plot of this book. This is especially helpful for students who have a difficult time deciding what to write about since it provides a background and place for their writing.

6. Poetry: Students write their own poetry using a poem that they have read as a model. This is especially fun when students write parody poems in which they take serious poems and re-write them to be humerous.

7. Skits: Primary students love to re-enact their favorite stories. To help connect reading and writing, offer a "skit slot" during the week in which students can use the story from books to write skits. In doing this, it is important to emphasize the need to write the skit, as well as to take time to rehearse. Skits provide a tremendous opportunity for students to not only practice writing while creating the skit, but also to practice reading while rehearsing.

8. Online Book Author Project: This project integrates reading, writing, and technology into an authoring project in which students write their own books. Students can work together as individuals or as small groups. This project is best implemented as a thematic unit in which a book is written over several weeks in a series of steps. In preparation for writing, students will need to learn not only about the writing process, but also about the literary elements found in literature. As these ideas are discussed and accompanied with relevant activities, examples from books could be used to connect and reinforce the ideas. Story maps, diagrams, and storyboards could also be used to identify the structure of a story as books are being read as well as during the writing process. Students would subsequently write their own story using what they have learned. After a revision process, the story would then be made into an online book added to the school online website for peers, parents, and teachers to view. If a website is not available, the students' projects could be saved to a disc or blog to be shared with others.

9. Book Blog: Each week, give the students an opportunity to write a short response to something that they read during silent reading, group reading, or partner reading. Administer the blog by providing suggested ideas for responses each week. For example, one of the captions for a week could be, "Where have you been? Describe a place, or setting that you read about this week. Why did you choose it? Would you change anything about it?" Another example for a caption could be, "Rap your book! Choose a book or a chapter from a book, you read this week. Write it as a rap, or poem if you prefer. Include characters, plot, and setting".

10. Inquiry-based Research Project: Not all students will be interested in fiction books. Some students will be more interested in reading about scientific or historical nonfiction, such as the solar system, animals and their habitats, or the civil rights movement. Nonfiction literature provides a wonderful opportunity to encourage students to learn through inquiry in which they research topics that they find interesting. Allow the students to self-select a topic of interest so they will stay motivated. Provide guidelines, a timeline, and clear expectations for the project. Consider breaking away from the traditional mold of research papers and allow students to present their data through slideshow presentations, skits, or videos. Just make sure students are still accountable to write what they have learned and to cite sources.

It is important to note that in each of these responses, applicable books should be selected which will provide a quality model and have the potential to generate a response based on the interests of the students in the classroom. Just as there are many books available for readers, there are many more ways that readers can respond through the connection of reading and writing. As a teacher, being aware of the interests and needs of the students in the classroom, as well as the books which are being read, can afford many further ideas for responses.

Sources:
Armstrong, M. (2006). Children writing stories. OH: McGraw-Hill Co.

Galda, L., & Cullinan, B. E. (2006). Literature and the child (6th ed.). OH: Thomson Wadsworth.

Hancock, M. R. (2008). A celebration of literature and response: children, books, and teachers in K-8 classrooms. NJ: Pearson Education, Inc.

Hansen, J. (1987). When writers read. NH: Heinemann Educational Books, Inc.

Perry, N. E., Nordby, C. J., & VandeKamp, K. O. (2003). Promoting self-regulated reading and writing at home and school. The Elementary School Journal, 103(4), 317-338.

Sipe, L. R. (1993). Using transformations of traditional stories: Making the reading-writing connection. The Reading Teacher, 47(1), 18-26.