The Reading-Writing Connection

As a South Carolina Second Grader in 1982, my school schedule was very compartmentalized.
Each core subject was taught as a separate entity. For example, Reading and Writing were treated as
different classes with little integration into Science, Social Studies, or Math. As educational theory
continues to grow and change, teachers are learning more about the human brain and the importance of
making connections between subjects. At Heritage Christian Academy, we incorporate Project Based
Learning because we believe in the strong connection between hands-on experiences and long term
memory.

As a Second Grade Teacher in 2024, I value the incorporation of reading and writing skills into
every subject. Creating written projects such as timelines, charts, graphs, posters, articles, and mini
books based on reading and research provides opportunities for artistic creativity, technology
integration, peer interaction, and higher-level thinking. In addition, I have found that students of all
ability levels who read and write regularly as a part of classroom instruction are more likely to grow
academically and to remember what they learned days, weeks, and even years later.

The reading-writing connection is a powerful one. Rosa Parks from a history book becomes a
living, breathing person when students not only read about her accomplishments, but fully understand
her values, challenges, and feelings through the development of a written product. Mount Rushmore
transforms from a map landmark to a special place of true significance and monumental beauty after a
project presentation. A few weeks ago, my class created mini-projects based on the United States
Presidents. Last week, students learned about the First Ladies. Imagine my excitement when I heard
one student comment to another student, “Wow! You are reading about Dolley Madison! I know about
her husband! Let me tell you about him.”

In a similar manner, God's Word and prayer become more meaningful through the reading-
writing connection. Deuteronomy 11:18-19 reminds us, “Fix these words of mine in your hearts and
minds; tie them as symbols on your hands and bind them on your foreheads. Teach them to your
children, talking about them when you sit at home and when you walk along the road, when you lie
down and when you get up.” Last week, I started something new with my students. At the beginning
of the week, I gave them an extra copy of the weekly Bible verse to put in their classwork folder.
Anytime we had a few minutes of transition time, I encouraged them to write the Bible verse. Students
wrote the verse with markers, crayons, dry erase markers, in capital letters, lower case letters, in
cursive, and many other ways. When I tested the verse on Friday, I found that the students recited it
easily, many of them remarking that they could remember what they wrote down. When my students
write scripture in their journals, on their dry erase boards, or in their artwork, they are putting precious
words into their minds and hearts. They are also demonstrating obedience to Deuteronomy 11:18-19.

How can adults apply the same principle? This week, as I reflected on the powerful connection
between reading and writing, I thought of many opportunities. Take notes during Bible studies and
sermons. Refer to the notes later in the week to see what you can remember. Make a list of
encouraging Bible verses to keep in your Bible. Write them on lunch box notes for your students, in
emails or texts to college students studying away from home, or in cards to individuals who need
support. Take time to write out verses that you want to remember, but easily forget. Post them on your
refrigerator or on your desk at work. Keep a prayer journal and record requests, but don't forget to
record praises and answers to prayers, too.

What connections with God can you make through reading and writing today? There are
infinite possibilities. I am headed back to Second Grade to see scripture, prayer, and academics come
alive through the powerful connection between reading and writing.