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TWS03
The Reading-Writing Connection

MQF Level: 6

ECTS Value: 1 ECTS

Duration: 2 Sessions

Contact Hours: 5

Self Study Hours: 12

Assessment Hours: 8

 

Module Description

This module will focus on the importance of linking reading and writing, using a variety of texts and books. The writing workshop set-up will also be discussed and how it can be used in classroom or group settings.

These key areas will be tackled:

  1. The reading-writing connection
  2. The use of authentic texts and/or animated texts
  3. The implementation of writing workshops in the classroom and the Agency’s after-school writing initiatives
  4. Storytelling and oracy strategies

Overall Objectives and Outcomes

By the end of this module, the learner will be able to:

Competences 

a) Plan and develop writing lessons with a focus on the reading-writing connection, using a range of texts, books and genres;
b) Develop oracy strategies which will lead to writing;
c) Apply at least one of the components of writing process methodology;
d) Respond to students’ writing needs and difficulties;
e) Empower students to work independently and at their own pace.

Knowledge

a) The reading-writing connection and how to implement strategies with their students;
b) The phases of writing workshops and how to plan for successful implementation;
c) The theoretical and practical knowledge on the use of writing workshops, including the use of writing stations;
d) Use of authentic texts, books and resources in the classroom;
e) The writing workshop to target student strengths and literacy needs;
f) Oracy and storytelling strategies.

Skills

a) Apply a range of reading and writing activities to enhance literacy learning within a balanced literacy and teaching model, based on the students’ learning outcomes;
b) Select appropriate, authentic and appealing texts, books and genres;
c) select and plan writing strategies to address students’ strengths, difficulties and learning needs within a writing workshop context;
d) Assist children to work independently using a minimum of 3 writing stations;
e) Understand the use of writing and literacy stations in their classroom/group;
f) Develop and implement storytelling/oracy activities and/or lessons;
g) Evaluate own methodology and implement the most appropriate writing strategies within his/her classroom/group context;
h) Adopt aspects of a writing workshop set-up within his/her classroom/group context.

Mode of Delivery

This module adopts a blended approach to teaching and learning. Information related to the structure and delivery of the module may be accessed through the IfE Portal. For further details, kindly refer to the Teaching, Learning and Assessment Policy and Procedures found on the Institute for Education’s website.

Assessment Methods

This module may be assessed through: Reflective Write-up

Suggested Readings

Core Reading List

1) Alkaaf, F. (2018). Can the Storytelling Strategy Improve Students Story Writing Skills? An Empirical Study. Cypriot Journal of Educational Sciences, vol. 13, no. 4, pp. 469-479.

2) Dix, S. & Cawkwell, G. (2011). The influence of peer group response: Building a teacher and student expertise in the writing classroom. English Teaching, vol. 10, no. 4, pp. 41-n/a.

3) Jacobson, J. (2010). Routines that support Independence. No More “I’m Done!”: Fostering Independent Writers in the Primary Grades. Stenhouse Publishers, 480 Congress Street, Portland, ME 04101 pp. 27-50.

4) McCormick, Calkin, L. (1994). The Art of Teaching Writing. USA: Addison-Wesley Education Publishers Inc.2nd ed. Portsmouth, NH: Heinemann

5) Smith C & Guillain A. (2004). The Storytelling School Handbook for Teachers. Gloucestershire: Hawthorn Press

6) Worthy, J., Maloch, B., Pursley, B., Hungerford-Kresser, H., Hampton, A., Jordan, M. & Semingson, P. (2015) “What Are the Rest of the Students Doing? Literacy Work Stations in Two First-Grade Classrooms”, Language Arts, vol. 92, no. 3, pp. 173-186.

Supplementary Reading List

1) Calo, K.M. (2011). Incorporating Informational Texts in the Primary Grades: A Research-Based Rationale, Practical Strategies, and Two Teachers’ Experiences. Early Childhood Education Journal, vol. 39, no. 4, pp. 291-295.

2) Coker, David L., Jr, Farley-Ripple, E., Jackson, A.F., Wen, H., Macarthur, C.A. & Jennings, A.S. (2016). Writing instruction in first grade: an observational study. Reading and Writing, vol. 29, no. 5, pp. 793-832.

3) Lenters, K. & Winters, K. (2013). Fracturing Writing Spaces: Multimodal Storytelling Ignites Process Writing. The Reading Teacher, vol. 67, no. 3, pp. 227. 

4) Locke, T. (2015). The Impact of Intensive Writing Workshop Professional Development on a Cross-Curricular Group of Secondary Teachers. New Zealand Journal of Educational Studies, vol. 50, no. 1, pp. 137-151.

5) Mulligan, R. & Dawson, K. (2014). Learning from Our Youngest Writers: Preservice Teachers in Primary Classes. English Education, vol. 46, no. 2, pp. 141-164.

6) Newfield, D. (2011). From Visual Literacy to Critical Visual Literacy: An Analysis of Educational Materials. English Teaching, vol. 10, no. 1, pp. 81-n/a.

7) Yamac, A. & Ulusoy, M. (2016). The Effect of Digital Storytelling in Improving the Third Graders’ Writing Skills. International Electronic Journal of Elementary Education, vol. 9, no. 1, pp. 59-86.

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