Written by Emma Avery, Teacher of the Visually Impaired
The symbiotic relationship between reading and writing is a cornerstone of our individual intellectual journey and our educational system. We write as an act of self-expression. We read because language renders unto us the vitality of real and imagined experience. – author Marita Golden
Being a “good reader” or a “good writer” is not as simple as learning to read or to write. Each of these skills is built on many, many subskills that can be acquired directly or incidentally as students progress through schooling. For students with visual impairments, however, opportunities for incidental learning are harder to come by. By integrating explicit instruction and deliberate practice of these subskills, we can help students fill in the gaps on their journeys to becoming strong readers and writers.
In my secondary English Language Arts classroom, integrated instruction in these subskills takes the form of a daily journal. When they enter class, students take a journal prompt in print or Braille from the pouch on the ELA Essentials Board, a bulletin board on the south wall of my room. They independently read the prompt and type a response on their device. On Thursdays, students submit all journal responses for the week. Ideas and skills from the journal prompts are also incorporated into curriculum instruction throughout the week.
The journals act as review for students who have already acquired the day’s subskill, and an opportunity for direct instruction for those who have a gap in this area. On the ELA Essentials Board are posters in print and Braille containing information and examples of this week’s subskills. The subskills are organized into four categories: Word Part (root words, prefixes, and suffixes), Grammar Gem (grammar and punctuation conventions), Comprehension Strategy, and World Connection (integration of cultural topics such as Black History Month). The subskills change each week, but may be repeated throughout the year to reinforce the topics.
For an activity that only takes 10-15 minutes at the beginning of class, the journals provide several opportunities for students to grow as readers, writers, and learners. Each student must read their journal prompt independently in their learning media, so they are practicing their print or Braille reading skills. Each student must write their response independently on their device, so they are using their technology as they practice critical thinking and writing skills. Finally, students are reminded that they can access the posters on the ELA Essentials Board if they need help, which reinforces their independence and provides an opportunity for accessible research. Students are taking charge of their learning as they practice integrated skills in the literacy classroom.
Image 2: The Word Part journal from the board shown above.
Image 2 Description: A white strip of paper reads, “Word Part Journal: Write a sentence about something you did this summer. Then, identify the subject and the predicate.”
