2. support devlpt writing skills v1.2

Support the development

of writing skills

Support the development of writing skills

Learning language is one of the most important developmental tasks of childhood.



Oral language is learned without direct instruction and children acquire the rules of language without being directly taught.

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Like any new skill, children must be ready to write – this means they must have the necessary prerequisite language, motor and cognitive skills.



Written language skills must be specifically taught.



The link between reading and writing is simply a natural progression of the child’s awareness and understanding that print is a meaningful form of communication.



Continuum development in early reading and writingPhase 1: Awareness and explorationPhase 2: Experimental reading and writingPhase 3: Early reading and writingPhase 4: Transitional reading and writingPhase 5: Independent and productive reading and writing



The purpose or functions of writing: functional writingcreative writing exchanging informationrecording past events



In order to write meaningfully, children must have age-appropriate vocabulary and expressive and receptive language skills.



Process writing is holistic in nature.

Students must: acquire knowledgeretrieve knowledgeplan text construct textedit textregulate entire process



‘Genre’ refers to a style of writing for a specific purpose and for a specific audience.

There are two broad categories of genre -

i. literary ii. non-literary.



Types of genre Description Narrative

Discussion Poetry

Explanation Procedural

Exposition Recount

Information Report Response



Narratives


The use of specific genre assists students to understand that different writing styles are required for different purposes or functions.

As students develop the skills to write in various genres they also acquire a variety of skills and knowledge needed to support each genre.



Learning about grammar, punctuation and sentence constructionUnderstanding the structure of a sentence is essential knowledge for effective writing.



SentencesStudents must understand that a sentence is a group of words that expresses a complete thought. It can be a statement, a question, an exclamation or a command.



Word banks can be used to assist students to write simple and then more complex sentences.



Students will be encouraged to notice punctuation and discuss its meaning in the context of the text.

Punctuation

Full stop . Exclamation mark !

Capital letters Apostrophe ( ’ )

Question mark ? Comma ,

Quotation marks (“ ”) (‘ ’)

Colon ( : )Semicolon ( ; )



Examples of writing experiences

Jigsaw close: Factual text is jumbled and reconstructed with teacher support.Put the sentences in the correct sequenceMy brother found a dead crab. We laughed and Dad laughed, too.We saw an octopus and lots of starfish. On the weekend I went to the beach, which was very crowded. Dad slipped on the rocks and fell into a pool. It was really funny. At low tide, Dad took my brother and me to look in the rock pools.



Fill in the missing wordstoo funny took slipped saw in lots My very found beach fell weekend

On the________ I went to the_______ which was_________ crowded. At low tide, Dad________ my brother and I to look_______ the rock pools. We ______ an octopus and _____of starfish. ________brother _________ a dead crab. Dad _________on the rocks and _________into a pool. It was really________. We laughed and Dad laughed,________.



Guided fact fileMusic Group: The Smashing PumpkinsNumber of people in the group: Names of group members: Some personal details of group members:How long the group has been performing:Where the group performs:Target audience:Who writes the songs:Other information you would like to add:



Compare and Contrast

Compare your physical features, likes and dislikes, favourite things with another student

ComparisonsKai Asher Alike Different

hair

height

weight

eye colour

favourite sport

favourite food

favourite toy



Jake and Amy were the first to arrive at the scene of the accident.

Brainstorm IdeasType of accident: Car accident, plane crash, train derailment, farming accidentTime: late night, early morningConditions: stormy, icy, raining, thunder, blackout, heat wave, flood, fire stormSmells, emotions, reactions etc….

Brainstorm descriptive words or phrases that can be used to convey the scene visually, emotionally, physical sensationsBrainstorm the sequence of eventsWork together to create draft – edit, and write final narrative.

Brainstorm: opening sentences, closing sentences, words that can be used



ConferencingConferencing is a strategy that allows the teacher to work with the whole class, small groups or to support peer conferencing. In teacher-led conferencing, the teacher can ask a series of questions or provide prompts or problems for students to address.



Sentences starters can be used to stimulate and challenge students’ writing. Again, students may write a single simple sentence, a complex sentence or an entire narrative.



Sentence starters If I could fly, I…

If I could have one wish come true, it would be…

The night was cold and bleak…

Suddenly,…

My name is Santa Clause, I…

I am a horse….

Crash! …

The flood waters were lapping the…© 2012 Pearson Australia ISBN: 9781486004591


Graphic organisers

Soft and fluffy

Likes to chase balls

Chews Mum’s slippers

Sleeps on my bed Doesn’t like

having a bath



Mind map

Main TopicBirds

1st ideaLots of species

Native birds

Some birds

can’t fly

Non-native birds

hunters

Lay eggs

Build nests

sea

land

Beaks

Some birds can run fast Some

birds can swim



The degree to which students become competent writers will depend on individual ability, awareness of literacy as a tool for learning and exposure to literacy in the home environment.


2. support devlpt writing skills v1.2

Documents

pearson australia isbn

process writing

functions of writing

style of writing

continuum development

cognitive skills

receptive language skills

written language skills