In my classroom we use the Wit & Wisdom resources for our ELA whole group reading curriculum. This program is a beast, but I do feel this program allows for teachers and students to have rich discussions about mentor texts. These rich discussions lead to student engagement and reading comprehension. To practice reading comprehension, the students often draw about what they read and what we discussed. Drawing is a kindergarten way to “write” about reading. In Kindergarten it is difficult to think how I can get my students writing for 30 minutes each day, as suggested in the article. However, it’s important to remember that drawing is an early form of writing. At this point in my classroom, I have students responding to texts via drawings. Towards the end of the year, students are more able to write about a text or write their own stories using one or two sentences. Towards the end of the year, students are given opportunities to write “sticker stories” in my classroom. Students pick 3-5 stickers and then draw a picture incorporating their stickers. Then they write a story about their drawing. The story is only 1 or 2 sentences using “sound spelling”, but all the students LOVE doing this as it is a creative way to get students writing and practicing sentence structure. I hold students accountable for spelling patterns and trick/heart words we’ve introduced throughout the year, but many words are still spelled wrong at this point. I do this purposefully as to not discourage students from writing. Giving students an opportunity to write, opens up opportunities for students to be creative and have fun. If students like to write, then they are more likely to be engaged with reading. 

 “Harold” was absolutely incorrigible! He would ignore my requests to try writing in his journal, put his hoodie over his head and bury his head down on his desk.  He could barely write his name. His spelling tests had absolutely no CVC, or CVVC patterning at all. In fact, he would not ever use any vowels at all. One day, during ELA block, he volunteered to read a passage in our chapter book. To my surprise, Harold read beautifully! I wondered what kind of learning disability does this student have? It was so unique, that I had to ask our SPED teacher if she was familiar with this unique situation. She said she had never experienced this. I found out that my student displayed symptoms of a rare disorder called  “Dysgraphia is a neurological condition and learning difference in which someone has difficulty with writing for their age level. This can range from issues with the physical act of writing to issues with translating thoughts into written words.” Trouble forming letter shapes. Tight, awkward, or painful grip on a pencil. Difficulty following a line or staying within margins. Trouble with sentence structure or following rules of grammar when writing, but not when speaking. Children with dysgraphia are often skilled at reading or at expanding on a topic verbally, their struggles with writing are often blamed on “laziness” or “carelessness.” Have any of you experienced a situation like this in their educational travels? 

Dysgraphia. Google (2021, April 29). 

 

Kilpatrick Chaps. 5 and 9:  The chapters in this book often discuss the importance of fostering motivation and engagement in reading, and provide guidance on supporting struggling readers with social-emotional and behavioral challenges. Many times, students display frustrations while trying to decode certain difficult words. My questions still remain. What if a student doesn’t need encouragement with reading? What if a student needs encouragement with written expression? 

Next, I wondered how the type of students’ writing may affect their development. Each year I am surprised about the lack of spelling, vocabulary, and grammar in the writing assignments I give my students. Although I, perhaps selfishly as a math teacher, do not focus on such errors I wonder how they are addressed in other classes. If students should be writing for more than thirty minutes a day, are teachers content with students expressing ideas and a willingness to write or are they focusing on details at the high school level? It is clear that The Literacy Association believes that students should focus on spelling, vocabulary, and grammar. As a math teacher, I know I can contribute to vocabulary by being more insistent on using more proper/official terms. How active do you think reading specialists should be in influencing other teachers, including in different subjects, to enforce spelling, vocabulary, and grammar?

Lastly, both Gunning and The Literacy Association agree that students should have strategies going into reading and writing. Gunning states that strategies such as preparing, organizing, elaborating, studying, and monitoring are keys to comprehension. By purposefully using constructive processes that activate a reader’s schemata they can improve comprehension. In my classroom, I can help the students focus on process based learning. Although they may not perfectly align, I can still have my students focus on planning, revising, and checking their answers (editing). Do you think developing comprehension policies in other subjects will contribute to higher levels of reading and writing?