1. Learning Outcomes
Teachers-in-training should be able to:
1. Differentiate between the stages and modes of writing and reading on
a discussion board
2. Demonstrate the connections between reading to writing in a wiki
3. Support arguments to include children’s literature in the writing
programme at the primary and early childhood level using recorded
evidence

2. Assessment
• Observing/interviewing teachers
• Discussions
• Investigations

3. Activities
• Students will use podcast to differentiate between the
stages and modes of writing and reading
• In pairs students will have a class discussion on the
reading writing connection in a wiki.
• In groups of 4 students will observe and interview
classroom teachers on how children’s literature can be
use in the writing classroom. This will be recorded and
uploaded to the discussion board.

4. Content
1. Stages of writing
drawing, scribbling, random letter, invented
spelling, conventional
2. Modes of writing
– write aloud/modelled writing, shared
writing, guided writing, independent
writing

5. Content contd.
• Modes of reading
– read aloud,
–shared reading,
– guided reading,
–cooperative reading,
– independent reading

6. Content contd.
• Reading and writing foster communication
(Cooper, 2003)
– Both writing and reading are constructive
processes (Cooper, 2003)
– Reading and writing share similar processes and
kinds of knowledge (Cooper, 2003)
• Children’s literature provide good model for writing