Teaching+Writing


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Teaching Writing //**  The most important idea when teaching children how to write is to ensure that they see a purpose for their writing. There are four major teaching strategies that teachers can use to encourage children to write. These are modelled writing, shared writing, guided writing, independent writing and language experience. Each of these strategies has different features that set them apart from others. media type="youtube" key="9xvmNaF73fo&hl=en" height="355" width="425" // Modelled Writing // Based on Hill 2006 p. 299 According to Hill (2006) teachers model the process of writing by doing a number of different things. They talk aloud about the decisions they can make to improve the information, organisation and ideas. Spelling, syntax and punctuation are also revised. Modelled writing can cover various things such as genre, writing for different audiences and aspects of written products for instance: Ideas Organisation Language features Mechanics How to polish a piece for publication, Ways to learn from others, like giving positive feedback, Seeking help Maintaining a positive self-concept Ways to write collaboratively Roles to play like editor, publisher etc. All these things are covered so when the child begins to write they will eventually consider these things without thinking about it. // Shared/Interactive Writing // Based on Hill 2006 p. 299 Interactive writing is usually conducted with a small group and the teacher, although the whole class can be used. In this instance large pieces of paper are put up on the board and the students and the teacher share the pen. Usually the teacher will write the easy words, such as ‘it’, ‘is’ and ‘the’, and the students will try the more difficult words. A narrative is a good choice as it will include a beginning, a complication and a solution. As a group the students will work on preparation time, where ideas are gathered and selected, organising the ideas, drafting and revision and proofreading and publishing. This is a dynamic and creative process with the teacher and the children sharing the pen. The teacher also needs to know when to step in or when to let the children go as writing takes over.
 * 1)  Teacher selects teaching point/s relevant to the learning needs of the children. [[image:big_pen.jpg align="right"]]
 * 2)  Teacher holds the pen or demonstrates from a book or other text type.
 * 3)  Teacher makes explicit the thinking process involved in a select aspect of writing a text.
 * 4)  Children observe the writing process in action.
 * 1)  The teacher responds the writing ideas generated by the children.
 * 2)  Teacher holds the pen and acts as scribe.
 * 3)  Sometimes children are invited to share the pen in more interactive writing. [[image:interactive_writing.jpg align="right"]]
 * 4)  Teacher and children share the planning and decision making needed to construct the text.
 * 5)  This is a collaborative process between the teacher and children, and children and children. The teacher assumes more than an equal role in which she enables children to develop and organise ideas.
 * 6)  Teacher provides guidance and the children’s discussion contributes to a growing awareness and understanding of what writing is about.

// Guided Writing // Based on Hill 2006 p. 299 Guided writing involves the children writing in pairs, small groups or as individuals. The children don’t share the pen with the teacher as in interactive writing but the teacher is still there to provide support. Often the writing is a small part of a whole such as a scene from a play that will later be put together or a small article that will be put into a larger school newspaper. //Independent Writing //
 * 1)  Small group or individual instruction.
 * 2)  This is the writing conference in action.
 * 3)  It is a short teaching mini lesson.
 * 4)  Children hold the pen and do the writing.

Based on Hill 2006 p. 299 Independent writing is the final stage in learning to write. By this point a child writes on topics of their choice. The child can write in different formats such as journals, narratives, applications etc with little support from the teacher. // The Writing Conference // A writing conference is a way for the teacher to help a child improve their writing during guided and independent writing. This technique is very effective as it enables the child to think up new ideas for themselves. There are several kinds of writing conferences: individual conference, group conference and publishing conference. Graves (1983) suggests that there three kinds of questions can be asked in all kinds of writing conferences. What’s that piece about? How did you get started? What is your favourite part? Why are you writing that? Paraphrase what the child said so you encourage them to give more information. ‘You said it was your cat that was trapped in the tree?’ **Process Questions** These are designed to help children think through what they have written so far and where they will go next. What do you think you’ll do next? Can you think of a different way to say that? What questions do you have now?
 * 1)  The children choose the topic and write independently.
 * Opening Questions **
 * Following Questions **

Eventually the writer learns to use these questions to self-conference without relying on the teacher. The writing conference will also enable the child to make sure their work makes sense and will show their understanding of what they have learned.

Group conference takes place when a group of children have a similar problem or the teacher wants to teach an aspect of writing to the whole class. When children read and critique another’s writing they will imitate the teacher’s attitudes. Therefore it is important to focus on the writing and not the person. Always focus on the strengths of the piece first before giving critical feedback, and try not to criticise the writer in any way. Praise to the strengths will encourage the child to fix their mistakes whereas criticising the writer will only lower their confidence and will not give them any information about ways to improve. Hill (2006) states that helping children read and critique each other’s writing can help children understand that writing may sometimes be for the self, but most of the time it is for an audience of peers.