Literacy: Connecting Reading and Writing in the Classroom

This is an example of literacy working in the classroom. Reading and writing are the key components of literacy so can they effectually be combined when teaching literacy? Absolutely. Since they naturally fuse together, reading and writing can and should be used to complement one another and add to the experience of responding to literature. This is not to say that all students will succeed in writing if they succeed in reading, or fail in writing if they fail in reading, and vice versa. Instead, allowing students to respond to literature through the model of writing provides an opportunity for students to not only engage with literature, but also learn and practice writing skills.

How can teachers connect reading and writing in the classroom? It is important to immerse students with quality literature through various modes of reading, such as reading books aloud, storytelling, reading groups, peer reading, or sustained silent reading. Quality literature is a catalyst for creative ideas to be expressed in writing. For this reason, I think it is important to create an atmosphere in which each student feels comfortable with writing. An observant teacher will know the various writing levels of the students as well as learning styles providing support and guidance as needed during writing.

Taking the time to connect literature with the writing process, as well as discuss literary elements within literature, will help the students improve their writing as well as connect ideas as they continue to read literature. When students are given a writing project, it is important that they know exactly what is expected of them which can be provided through a rubric or guide. In this way, outcomes are clearly stated allowing an opportunity for students to ask questions if they need further information.

Most importantly, I believe a comfort level with writing can be created through practice, support, and assignments that the students find meaningful. Know the interests of the students and match them with books and writing assignments that they will motivate them.

Using the model of writing to respond to literature is also a great way to teach students social skills and cooperation. Many response activities through writing can be achieved by dividing the class into small groups. Through cooperative learning, students are able to discover and learn on their own through student-to-student interactions contributing to a social learning experience. This also provides an opportunity for peer tutors to be implemented providing support for students who may be experiencing difficulty with reading or writing.

When connecting reading with writing, it is important to provide variety. This means having numerous genres available for students to read, as well as diversity in the writing responses. No one wants to write the same type of format over and over. Spice it up by adding a variety of writing methods such as blogging, poetry, journals, post cards, or letters, just to name a few.

Literacy is the backbone of the classroom. By connecting reading and writing, students gain twofold -- knowledge and meaning is required, while a motivation to read and write is developed. Rosenblatt (1998) states the following:

The teaching of reading and writing at any level should become, first of all-the creation of environments and activities in which students are motivated and encouraged to draw on their own resources to make "live" meanings. (p. 24)

The responsibility lies in allowing ample junctures in the classroom for students and books to meet, where authentic responses can happen resulting in a meaningful experience for the student.

Sources:

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

Barksdale-Ladd, M. A., & Nedeff, A. R. (1997). The worlds of a reader's mind: students as authors. The Reading Teacher, 50 (7), 564-573.

Fennacy, J. W. (1998). Becoming readers and writers over time. Practicing What We Know: Informed Reading Instruction, 462-476.

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

Gamble, N., & Yates, S. (2002). Teaching the language and reading of fiction. CA: Paul Chapman Publishing.

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

Rosenblatt, L. M. (1998). Writing and reading: The transactional theory. New York University. , Technical Report No. 13.