Reading and writing are multidimensional and involve concurrent, complex transactions between readers and writers (Tompkins, 2005). Writers participate in several types of activities: reading other author’s works to obtain ideas and to learn about the structure of stories, informational books and poetry, but they also read and reread their own work to discover, monitor, and clarify. The quality of these reading experiences seems closely tied to success in writing. Readers are writers too. They participate in many of the activities that writers use - generating ideas, organizing, monitoring, problem solving and revising. Although administration, the curriculum, the education system and more specifically the teacher’s attitude and belief may be major factors that hinder the development of reading and writing in the language classroom, it is advised that teachers nevertheless, should plan literacy activities so that the students can connect reading and writing primarily because this connection enhances students learning when used.
Tierney (1983) explains that “What we need are reading teachers who act as if their students were developing writers and writing teachers who act as if their students were readers.” Teachers can:
• Involve students in daily reading and writing experiences.
• Introduce reading and writing processes in kindergarten.
• Plan instruction that reflects the developmental nature of reading - writing relationship.
•Make the read - writing connection explicit to students.
• Emphasize the processes and the products of reading and writing.
• Emphasize the purposes for which students use reading and writing.
• Teach reading and writing through meaningful, functional and genuine literacy experiences.
Making the language of the poem the basis for classroom study is a helpful first step towards enabling students to read and write poetry. Since many students are not exposed to poetry, reading and writing poetry may seem a daunting prospect. Teachers can therefore incorporate reading and writing of poetry into their lessons. Students can read poetry in literature focus units and theme cycles or in literature circles and reading workshops. Students can write poems as projects during literature focus units, literature circles and theme cycles. Once students learn how to write poetry, they can choose to do so during writing workshop.
Tierney (1983) explains that “What we need are reading teachers who act as if their students were developing writers and writing teachers who act as if their students were readers.” Teachers can:
• Involve students in daily reading and writing experiences.
• Introduce reading and writing processes in kindergarten.
• Plan instruction that reflects the developmental nature of reading - writing relationship.
•Make the read - writing connection explicit to students.
• Emphasize the processes and the products of reading and writing.
• Emphasize the purposes for which students use reading and writing.
• Teach reading and writing through meaningful, functional and genuine literacy experiences.
Making the language of the poem the basis for classroom study is a helpful first step towards enabling students to read and write poetry. Since many students are not exposed to poetry, reading and writing poetry may seem a daunting prospect. Teachers can therefore incorporate reading and writing of poetry into their lessons. Students can read poetry in literature focus units and theme cycles or in literature circles and reading workshops. Students can write poems as projects during literature focus units, literature circles and theme cycles. Once students learn how to write poetry, they can choose to do so during writing workshop.
No comments:
Post a Comment