Reflection 2

Starring on the race track for this 3^rd round of the race, we have Reading in lane one, neck and neck with Writing in lane two! Who will win?  Throughout the lesson on 29^th September 2022, I realised how reading and writing have the same ranking in literacy based on their close interlocking connections.  I understood that it is important that students are also made aware of their connection, hence, it is necessary for teachers to utilise different activities and strategies to enrich students’ literacy skills

I liked that the instructor began the lesson with the saying, “Want to teach a child to read? Give him a pencil. Want to teach a child to write? Give him a book.” (n.d.).  In my view, the quote gave a preview of the track ahead of us on the lesson, “The reading and writing connection.”  In fact, the quote evoked for a number of us similar interpretations of how reading and writing interrelate. I must say I related to some of the comments given such as using a pencil to annotate as I read or using the pencil as a pointer to guide me while reading.  I believe that the other classmates could relate and saw from the inception how reading and writing were connecting.   

            Based on what I am currently experiencing at school, another captivating quote shared during the lesson was by Louisa C. Moats.  Her quote reads, “Effective teachers will recognize where their students are in reading and writing development and will tailor instruction accordingly.”  I made a connection with this quote because I must say it is now a practice of mine since the present school year started.  Initially, I grouped my students in three different ability groups in my class.  However, since the grouping, three new students returned from vacation with a wide gap in their abilities within the group I placed them.  Unfortunately, I was not aware of this before they returned.  As such, several times I had to modify by lessons to suit their abilities and to ensure that they too can achieve the objectives by the end of the lessons.  Having discussed that quote in class, I felt that as painstaking and time consuming as it is now for me in planning for them, I understand how it is worth the time and in fact, is the right thing to do.  

            I also realised throughout the lesson, that we were not just receiving information on the connection between reading and writing but it had some vital information on how I could improve my reading lessons with my students.  I noted some key points and intriguing strategies.  In doing so, I intend to bear them in mind and implement them during reading lessons.  For example, I particularly appreciate that the instructor explained how “reading and writing involve using knowledge of language structure, including word structure, and text structure (syntax and style).” Also, that I should ensure to have students express their connections of the text with real life situations that they already know, that reading and understanding what they are reading should cause them to self-question and visualize as they read; they should be able to determine the importance of the text they are reading, make inferences, synthesize and monitor comprehension as they read.  These strategies and others cleared the smoke I often experience on the track when I am wondering what I can incorporate in my reading lesson to make the lesson more meaningful.  As such, I can better see ahead now how I can apply those and other strategies in my future reading lessons.

As it pertains to teaching composition writing, different aspects of the lesson caused me to reflect on the struggle that some students have with writing and how I could help them.  The diagram below shows a useful strategy I intend to use to encourage them.

Diagram 1. Reading and Writing Strategy

Another captivating strategy for me was to have students write on how they feel.  While this strategy was discussed, I felt like I was in a spa far away from the race track.  I imagined involving my students in the spa experience to closing their eyes and visualizing the imagery of what is being read to them.  I felt that the strategy would be an eye opener for them to be able to answer questions and have what to write about for 15 minutes.  In the end, they would feel proud that they have written a few lines that they can share with the class.  As such, the results of this strategy must motivate all students to become writers.   Moreover, I also think that going through different texts while focusing on particular genres prior to writing should bring out and cement the different organizational structures students could use in their writing.   Additionally, on the flip side of reading those texts, it will give them some ideas of what they can write.  Lastly, having noted how reading bridges the gap for writing and vice versa, along with how we can pass on the knowledge to show students how they both connect, I believe it should instill that intrinsic motivation they all need to have when reading and writing.

            All-in-all, I view this lesson as a handy tool box I could pull tools from for my students to use while on our race track.  I also think that as the students utilise these tools they would understand and relate experientially how reading and writing are hand in glove, respectively, and vice versa.  I feel that although a good deal of information was shared during the lesson at a seemingly fast pace, it was vital information to the connection of reading and writing.