Building a Passionate Reading and Writing Community in Your Classroom
When was the last time your students were so captivated by each other's writing that you could hear a pin drop in your classroom? For Robert Kennedy, a dedicated Mt Barker South Primary School primary teacher in his third year of transforming his literacy approach, this has become a regular occurrence.
The Power of Read Alouds
"It all starts with reading aloud to students every day," Robert explains. He always has a read aloud in progress—carefully selected books that are slightly above students' independent reading levels, rich in language features, and engaging in content.
These aren't random selections. Robert strategically chooses texts that:
- Expose students to sophisticated vocabulary and language structures
- Open windows to new worlds and expand background knowledge
- Model high-quality writing that students can aspire to emulate
- Connect to curriculum topics when possible
Most importantly, he reads these books before sharing them, either with his daughter at home or on his own. "You need that in-depth knowledge," he emphasises. "You need to know what's coming so you can ask the right questions or highlight particular language features."
From Consumers to Creators
The magic happens when students begin transferring what they experience as readers into their own writing. "So many kids have made connections this year between their reading and writing," Robert shares. "One girl told me, 'Wow, the reading I'm doing has actually given me the vocabulary to put into my stories.'"
This transfer doesn't happen automatically. Robert deliberately builds bridges between reading and writing workshops:
- During read alouds, he highlights powerful language, vivid descriptions, and effective techniques
- In reading workshops, he teaches explicit strategies that students immediately practise during independent reading time
- Writing workshops build on these same strategies, with students encouraged to try techniques from their reading
The results speak for themselves. When students share their writing, classmates are "gobsmacked" by what they've accomplished. Students have become "proud writers"—a crucial achievement that Robert sees as central to his role as a teacher.
Game-Changing Practices
What transformed Robert's approach to literacy instruction? He identifies several "game changers":
- A robust classroom library that students can access throughout the school day, continuously expanded with carefully selected books
- Extended independent reading time that allows students to truly immerse themselves in books rather than rotating through stations every 15 minutes
- Clear purpose in reading workshops with specific strategies for students to practise while reading
- Regular reflection where students share their discoveries, from new vocabulary to effective techniques
- Connecting read alouds, reading workshops, and writing workshops with intentional links between what students observe as readers and what they create as writers
Creating a Culture of Reading
Perhaps most impressive is the reading culture Robert has cultivated. Students who previously showed little interest in books are now avid readers. "A lot of kids were reading a lot more novels this year," he observes. "There was a real buzz around certain books—'I've read this book, try this one'—and that inspired other kids to read as well."
This didn't happen by accident. Robert:
- Shows his own passion for reading and writing
- Introduces students to quality books they might not discover independently
- Helps match readers with books that will engage them
- Creates opportunities for students to share recommendations
- Sets expectations that reading widely is essential for achievement
Even reluctant readers have found entry points. For some girls, series like "Wolf Girl" became the gateway to regular reading. "They have found a girl hero who's successful," Robert explains. "Those books have helped their fluency and engagement in reading, and now they're into reading."
The Teacher's Role
What's clear throughout Robert's reflection is the essential role of the teacher in creating passionate readers and writers. It requires:
- Personal enthusiasm about literacy that's visible to students
- Deep knowledge of children's literature
- Thoughtful text selection based on student needs and interests
- Explicit teaching of strategies within authentic contexts
- Consistent structures that prioritise time for reading and writing
- Regular opportunities for students to share and celebrate their progress
"If you're not passionate about literacy, it's not going to come across in your classroom," Robert reflects. "I make sure that when kids leave me at the end of the year, they're passionate about reading and writing. It takes a lot of hard work, but it's so valuable because you see the reward—the beautiful writing they're doing, and them engaged in books they wouldn't normally have found themselves."
For Robert, this represents the heart of teaching: "Otherwise, why are we teachers? Literacy is a passion."