EngEd 370 – Week 9 – Chapter 11 – Nicole Kavajecz
“These connections are powerful enough to suggest that children probably learn as much about reading by writing as they learn about writing by reading” (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 313). The real value in the reading-writing connection is that one cannot be attained without the other: they are naturally complimentary processes. Research states that 21st century skills demand more communication fluency and connections to meanings than ever before (p 313). Invented spelling in young learners is an important step because it shows that they are starting to analyze the letter-sound relationships. “A supportive learning environment encourages beginners to try to spell words as best they can during writing and to experiment with written language” (p 314). The need for accuracy and correctness can be damaging to these little people because it can overshadow the safety of taking risks and learning from mistakes. Teachers can support individual students by having them create a word bank on their desks of words which are very important to them. Teachers can support a whole class by having a word wall with high-frequency words important for all students to remember. Creating a highly-motivating environment is important to facilitate the desire to read-write. Personal writing is a great way to get students to convey what they mean. Collaborative writing can greatly improve all skills when working together (reading, writing, listening, speaking), as well as encourage sharing respectfully.
Students want to write about things that are important to them (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 316). Using their experiences to encourage projects is a great way to tap into this desire. Reading good literature and poetry gives students models for their own creations. Providing areas to showcase and praise their work is vital to growth: everyone needs positive feedback from somewhere to feel valued, especially students. Conferencing frequently (informally) encourages students to stay on the right track. Writing through every facet of the curriculum will grow their confidence and provide many opportunities to direct the learning. Creating a relaxed, positive, and supportive environment through language, messages (verbal and non-verbal), and comfort is essential for all learners to reach their fullest potential.
There are a great many ways to encourage personal writing (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 318). Pen-pals (paper and pencil) or key-pals (email based) is a fun way to make deeper connections with others as well as work on their skills. Using an “Author of the Week” board that posts a different classmate’s work each week can provide value to each student, although some students may be nervous about it. A teacher needs to be supportive and encouraging, and possibly provide a collaborative opportunity for two friends to be highlighted together. Students could prepare speeches and read them for the class on a topic they enjoy. They could also have weekly reviews printed about their favorite tv shows, radio music, or movies they have viewed recently.
The use of dialogue journals encourage a natural conversation through writing instead of speaking (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 319). A child starts their entries, and the teacher responds with questions or remarks on their subjects. It provides opportunities for students to self-correct their spelling as well, by viewing the correct words in the teacher’s response. Buddy journals are similar to dialogue journals, but are between two friends instead. The teacher should still view the entries, and pairs should be picked at random to encourage honest and diverse conversations. Double-entry journals are useful for students to write the passage of text exactly as it is written, then write why it was important or meaningful. Reading journals have prompts provided by the teacher to which the student responds.
Alternate ideas to encourage and motivate students to write include gathering ideas in a notebook, where students jot down things that interest them to write about later (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 324). Providing the opportunity for multi-genre projects where students are given a choice throughout the project can make them feel more in control over their process. Writing non-fiction is an experience some students will thrive upon. For some concrete thinkers/learners, restating the facts is the best way to get them to write. Taking note of the important parts to include, such as glossary and index, students interested in this will learn all sorts of information. Plot scaffold is just as it sounds: an enticing statement which students build a story from.
The overall stages of the writing process include brainstorming, drafting, revision, editing, and publishing (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 328). Brainstorming includes everything that is done before starting to write. This can include reading materials, viewing materials, taking notes, thinking about things, and anything else that stimulates thoughts about what they will write about. Drafting is the first attempt for the written piece. Revising should include reading the piece in your head, then reading it aloud for the teacher or peer to listen to and assist with formation of the structure. Editing can happen during revising, but usually comes at the end to find most if not all of the errors. The final step is publishing, where the writer shares it publicly.
Today’s world of internet technology is an awesome addition to how teachers can assist the writing process (Vacca, Vacca, Gove, Burkey, Lenhart, & McKoen, 2010, p 336). Sharing documents where comments and questions can be asked instantly can increase efficiency of communication between students and teachers. Peers could start email conversations about the books they are reading. Everything from social media to corporate emails are used in daily lives of us all, and students can be prepared as best as possible if the training starts early. There are also many valuable online writing/reading resources available. In my experience, many schools are scaffolding to a one-to-one computer ratio for students within the next few years which makes these resources even more usable in all classrooms.
Resources
Vacca, J., Vacca, R., Gove, M., Burkey, L., Lenhart, L., & McKoen. (2010). Reading and learning to read. (Tenth Edition). Pearson.
