Conventions of Writing: Scaffolding Learning From 0.5
Indicators of Progress
- In their writing attempts, students show an awareness of elementary concepts about print, including left to right, top to bottom, and spacing, i.e., that there are spaces between written words.
- Students begin to write short, teacher-dictated sentences by approximating the spelling patterns and may invent or approximate some letters.
- Students write the first letter of their name, and then their name and the names of others in their class.
- Students distinguish between pictures and written language.
- Students display the conventions of pencil grip, paper placement and posture.
Teaching Strategies
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Organising phase
Distinguishing between pictures and written language
They select from each list the relevant words and arrange these under a picture that the teacher has selected. For example:
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Ann
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Jack
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Sam
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white
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yellow
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gold
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cat
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bird
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fish
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Cuddles
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Tweety
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Glug
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Articulating and rehearsing correct letter formation
The students practise writing the four words for each set of pictures. They read each word, say each letter and then move the pencil, with the correct grip ‘in the air’ to trace out the letter. They can articulate the verbal script (i.e., the starting point and the sequencing of correct letter formation) that they will say to themselves to guide the motion of their hand either before they begin to write or while writing. Students may be encouraged to say the verbal script for each letter aloud before they begin.
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Revising phase
Conventions of pencil grip, paper placement and posture
Students:
- learn and practise aspects of motor co-ordination that lead to legible writing
- learn to use effective hand movements such as pencil grip or hand positioning on a keyboard, and gradually refine their pencil grip to get fluency in letter formation. They tell themselves how to hold a pencil correctly.
- learn how to sit correctly when handwriting and when sitting at a computer. They learn correct body posture and arm movements such as how to hold their heads and to position their arms. They practice moving their arms over a horizontal surface as they write with a pencil or a felt-tip pen.
- learn how to position the paper on which they will write or the keyboard on which they will type.
Learning and practising aspects of fine motor coordination
Students learn to write each lower case letter pattern, one at a time, by using self-talk to guide their motor activity for each letter. Supporting activities include tracing around letters, saying each letter and then moving the pencil, with the correct grip, ‘in the air’ to trace out the letter. They can say the oral self talk they will say to themselves to guide the motion of their hand either before they begin to write or while writing. Students may be encouraged to say the self talk for each letter aloud before they begin.