Conventions of Writing: Scaffolding Learning From Level 1
Indicators of Progress
- Students write in complete sentences using basic sentence structures and use mainly simple sentences and some compound sentences, for example, On Sunday we went to the market, or I picked up the bat and I hit the ball.
- Students write short sentences by approximating to the spelling patterns and may approximate some letters.
- Students experiment with capital letters and simple ending punctuation such as full stops.
- Students form letters correctly, beginning mainly with lower case, and use various writing implements and software.
- Students leave spaces between the words in sentences.
Teaching Strategies
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Organising phase
Refining correct letter formation and leaving spaces between words
Students practise writing the four words for each picture by copying them on several occasions before they progress to the next phase of the writing. As their visual motor control and legibility improves, they are encouraged to write the four words on the same line rather than underneath each other. They leave gaps between the words.
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Composing phase
Identifying basic punctuation
Students re-read some of the picture books they read earlier, and are asked to look at each sentence and note each punctuation mark, the sign or mark that shows where each sentence finishes. Students use the term full stop. They are shown a string of word cards from the set of word cards they have used for pets and some full stop cards. They decide where they would place each full stop in the letter sequence. For example:
Ann has a cat Maisa has a rabbit Sam
has a fish Khalid has a dog
Students locate or place full stop cards in the sequence of cards and read each sentence they have formed. They decide whether the sentence ‘sounds right’. Students learn that the full stop shows us where each sentence finishes. Students practise locating the full stop cards in several of these sentences.
The question mark shows us that a string of words is asking a question. Students are shown a string of word cards that make a question and an answer and a set of question mark cards and full stop cards, such as :
|
Does |
|
Ann |
|
have |
|
a |
|
cat |
|
Ann |
|
has |
|
a |
|
cat |
|
|
Does |
|
Khalid |
|
have |
|
a |
|
dog |
|
Khalid |
|
has |
|
a |
|
dog |
The students locate or place the question mark cards and full stop cards in the sequence of cards and read each sentence they have formed. They decide whether the sentence sounds right. The students practise inserting the question marks and full stops in the sentences they have written .
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Revising phase
Proofreading for conventions of writing
Students reread what they have written and check that they have:
- written letters correctly
- spaced the words correctly, with appropriate spaces between them
- used full stops and capitals for names and the beginning letter of a sentence
- checked their lists of words for any that have unfamiliar spelling.
They learn that it is acceptable to write and to change what they have written because they can write the story again for publication.
Using visual memory to support handwriting and spelling
Students plan how they will write particular letter clusters before writing them. They learn to copy clusters of two and then three letters and then learn to copy words one at a time; they learn to say each word before beginning to write and rehearse it .
Learning to set future learning goals: after some practise with each letter, students learn to evaluate the legibility of their writing and say how they can improve it.
Using a keyboard to reinforce letter cluster knowledge
Students learn to use keyboards reinforce their knowledge at clusters way. This includes learning to :
- use effective arm and hand positioning movements on a key board, and gradually refine their key press activity to form letters and letter clusters. They tell themselves how to use a keyboard.
- plan how they will type letter clusters before writing them.
- learning to copy clusters of two and then three letters and then learning to copy words one at a time; they learn to say each word before beginning to type and rehearse it .
The learning and teaching approach for writing is illustrated for students responding within the context of Pets.
Learning consolidation phase
Identifying new language and literacy knowledge
Students read back over their writing and note the new ways of speaking, reading and writing they have learnt, for example:
- using question marks to show a question and full stops to show the end of a sentence.
- making writing interesting by writing compound sentences.