Reading and writing are often taught separately. This article explores the crucial relations between these skills, emphasizing the importance of understanding the "what" and "why" to effectively plan the "how" of integrated reading-writing instruction. The Interactive Dynamic Literacy Model (Kim, "Reading-writing…

Revision is an important aspect of the writing process but is often challenging for students. Peer review can be helpful, but training is needed for it to work effectively. This article suggests an approach to preparing students for peer review by teaching specific evaluation criteria and leading collaborative practice in reviewing papers written…

Discusses how picture books can be used in the classroom with intermediate grade students. Provides examples of books and projects that have been used on the following topics: issues of war and peace, the environment, relationships between generations, and the development of self. (MG)

Suggests that learning the reasons for and uses of literacy is important for beginning readers. Describes a series of activities, based on practices used in adult literacy programs, that were designed to make first graders aware of the reasons for reading and writing. (ARH)

Describes a number of ways that a third-grade teacher uses titles to involve students in story meanings. (SR)

Describes class activities for the primary grades based on Margaret W. Brown's book "The Important Book" which connects reading and writing. (SR)

Offers three responses to a question about discourse synthesis and how it can be applied in the elementary classroom. (MG)

Presents a transcript exemplifying principles used with beginning readers who may be unable to learn to read from traditional reading instruction. Claims strategies which allow children to communicate through written language enable them to make important discoveries about reading without knowledge of phonics or other metalinguistic skills. (NH)

Presents a story-writing activity to encourage the relationship between children's experiences with literature and their ability to write. Emphasizes the importance of having students work in cooperative groups. (MG)

Describes the buddy journal (a diary that two students keep together, in which they "converse" in writing) and suggests ways to use such journals to build children's literacy. Proposes that buddy journals can highlight the reading-writing connection for children by involving purposeful, personal communication to enhance students'…

Offers an approach for integrating reading and writing through literature study. Discusses preparing the classroom environment, prereading activities, sustained silent reading, minilessons for related skills, enrichment, and a follow-up activity. (PRA)

Describes using book diaries as a way for students to respond in writing to their reading as they practice the comprehension strategies learned in class; also describes using the diaries as an informal means of assessing students' learning and communicating regularly with parents. (MG)

Describes a classroom technique used to creatively involve first grade students in reading and writing through the use of classroom characters who talk to the class via a paper cartoon-type balloon attached to the characters picture. Provides examples of classroom characters and how they help children develop their writing skills. (MG)

Presents a seven-step activity for researching and presenting information in the form of nonfiction big books, allowing children to read for information and write to inform. (MG)

Offers four practical ideas for classroom use within the field of literacy education: (1) "Press Conference: A Strategy for Integrating Reading with Writing"; (2) "Expressing Ethnic Identity through Brown-Bag Big Books"; (3) "Beanstalk Heroes: Jack and Jim in an Integrated Primary Curriculum"; and (4) "Reading the World around Us." (PRA)