Writing is a complex task; one that a lot of children find difficult or tedious. What makes writing even more problematic for children, is the expectations adults and teachers place on their work without providing sufficient opportunities for them to understand how to effectively use language to enhance writing. Everybody’s writing has faults in grammar, syntax, spelling and content; let alone a child trying to discover their actual writing ability. It is our job to try to foster children’s writing in a non-threatening manner to push them to achieve their potential. To assist children on their journey, Simple Strategies: writing that works uses a four-goal structure for the K-3 primary classroom.
The purpose of these writing goals is to improve writing by developing writers who are responsible for their own monitoring. Initially, it is best to set one goal for a writing task. Then, as the children become more confident, multiple goals may be selected depending on student ability and lesson focus. The aim is to eventually have all four goals being met during writing tasks.
The purpose of these writing goals is to improve writing by developing writers who are responsible for their own monitoring. Initially, it is best to set one goal for a writing task. Then, as the children become more confident, multiple goals may be selected depending on student ability and lesson focus. The aim is to eventually have all four goals being met during writing tasks.
One or two goals are selected for a student to focus on prior to every writing activity. This gives the student an awareness and focus for the writing lesson. It gives them an area to improve as they write as well as a single focus when editing. While the goals are tiered in terms of requirement, it is beneficial to move around the structure to suit the needs of the students or the lesson.
It is important to remember that the purpose of these goals is to improve writing for beginner and reluctant writers. We are not trying to create a polished piece of writing, but create opportunities to improve specific skills to help children become more confident writers. Once this is achieved regularly, children can focus on further writing techniques to review identified concepts.
It is important to remember that the purpose of these goals is to improve writing for beginner and reluctant writers. We are not trying to create a polished piece of writing, but create opportunities to improve specific skills to help children become more confident writers. Once this is achieved regularly, children can focus on further writing techniques to review identified concepts.
Goal 1: Improve writing fluency – Get them writing
In studies of children’s writing, fluency is viewed in different ways and has varied definitions. Fluency is influenced by a variety of factors: prewriting tasks, prior content knowledge, time spent on task and/or deep thinking and monitoring techniques. As our focus is on writers in their early stages of development, we are going to take a very simplistic view of writing fluency. Our definition of writing fluency will be a child’s composition rate; to put it plainly: the number of words a child writes in a specified amount of time.
The purpose of the fluency technique is to enhance a child’s ability to transfer their ideas into written pieces of work, or basically, getting words on a page. The thought process behind this is simple; if children write nothing, then there is nothing to improve. We need to get children comfortable writing at an acceptable pace before we can help them become better writers by applying new ideas and concepts.
In this goal phase, especially in the younger grades or early phases of implementation, all writing is complimented. Minimal critiques are made about spelling, punctuation, meaning making or handwriting. Our primary aim is to build the developing writer’s confidence in their ability to produce writing. To assist with the creation of fluency, encourage children to draw on memories and experiences to create their writing.
The purpose of the fluency technique is to enhance a child’s ability to transfer their ideas into written pieces of work, or basically, getting words on a page. The thought process behind this is simple; if children write nothing, then there is nothing to improve. We need to get children comfortable writing at an acceptable pace before we can help them become better writers by applying new ideas and concepts.
In this goal phase, especially in the younger grades or early phases of implementation, all writing is complimented. Minimal critiques are made about spelling, punctuation, meaning making or handwriting. Our primary aim is to build the developing writer’s confidence in their ability to produce writing. To assist with the creation of fluency, encourage children to draw on memories and experiences to create their writing.
Goal 2: Improving basic sentence structure and sense – Send a message
Once children are regularly achieving their goal with fluency, we can put the stopwatch away and begin to focus on creating sentences that communicate effectively to the reader. Some children will already be writing in sentences while others could need just a little tweaking. If you have been combining the ‘Developing Writing’ technique with ‘writing conventions’ while working on fluency, then children should already understand and be applying a rough sentence structure in their writing. If you are not using this technique, then lessons on grammar may be required to teach students the parts of a sentence.
The main punctuation markers we are focusing on in this goal phase are the capital letter and the full stop. Advanced punctuation techniques can be taught in later years or when children become competent and ready to move to the next phase of their writing development. We are trying to develop independent writers, so ensuring we don’t crush their confidence is vital to our success and theirs. Negative language should never be used; however, constructive feedback or reminders should be given. Using the self-editing framework, children become responsible for marking their own sentences – this makes feedback easier to give as sentence length is easily defined.
This goal is the ideal time to watch out for incorrect sentences. Pointing out and teaching children about run-on or fused sentences and comma splices will give them a deeper understanding of their work. Explaining to children the definition of these incorrect sentence formats allows richer discussion and explicit feedback that leads to improved self-editing. By doing this, it allows the teacher to introduce coordinating conjunctions (FANBOYS – For, And, Nor, But, Or, Yet, So) or even semi-colons in a non-threatening environment surrounded by context which will help students make meaning and find relevance in the concepts.
The simplest way children can check punctuation is by placing a rectangle around capital letters and circling full stops. Furthermore, to encourage children to think about sentences as they write, we could instruct them to write each new sentence in a different colour.
The main punctuation markers we are focusing on in this goal phase are the capital letter and the full stop. Advanced punctuation techniques can be taught in later years or when children become competent and ready to move to the next phase of their writing development. We are trying to develop independent writers, so ensuring we don’t crush their confidence is vital to our success and theirs. Negative language should never be used; however, constructive feedback or reminders should be given. Using the self-editing framework, children become responsible for marking their own sentences – this makes feedback easier to give as sentence length is easily defined.
This goal is the ideal time to watch out for incorrect sentences. Pointing out and teaching children about run-on or fused sentences and comma splices will give them a deeper understanding of their work. Explaining to children the definition of these incorrect sentence formats allows richer discussion and explicit feedback that leads to improved self-editing. By doing this, it allows the teacher to introduce coordinating conjunctions (FANBOYS – For, And, Nor, But, Or, Yet, So) or even semi-colons in a non-threatening environment surrounded by context which will help students make meaning and find relevance in the concepts.
The simplest way children can check punctuation is by placing a rectangle around capital letters and circling full stops. Furthermore, to encourage children to think about sentences as they write, we could instruct them to write each new sentence in a different colour.
Goal 3: Improve spelling and handwriting – Clear communication
Children need to be aware that their writing is a method of communication; therefore, they must create written work that is easy for the reader to comprehend. Most children, and probably most adults, have a neater handwriting style than the one they use for the majority of their work. To get children to write neater, there needs to be explicit instruction and goal focus so that they are aware that handwriting is their main goal. If they know beforehand that there is an expectation and a goal has been set, then they will try to write neater. If this is continued, overtime they will condition themselves to write neater so their work can be read. Furthermore, if students show reluctance, keep samples of their work and ask them to re-read them at a later date – a discussion can then take place about writing being a method of communication and a way to preserve a message.
Spelling is attacked using two monitoring methods; self-monitoring (awareness) and adult guidance. Once children have finished writing, ask them to reread their writing to check for words spelt incorrectly or that ‘look funny’. Children are to underline any spelling concerns in colour. These words can then be reattempted. Children should be encouraged to read their writing in a number of different ways. They should read it backwards (as they are dealing with spelling in isolation and not getting lost in context and prediction) and forwards, out loud and with a peer to check for contextual spelling mistakes. Helping children locate their own spelling errors is empowering. If mistakes are missed by the student, a simple tally stroke in the left-hand-side margin can be made to indicate an error to be found.
Spelling is attacked using two monitoring methods; self-monitoring (awareness) and adult guidance. Once children have finished writing, ask them to reread their writing to check for words spelt incorrectly or that ‘look funny’. Children are to underline any spelling concerns in colour. These words can then be reattempted. Children should be encouraged to read their writing in a number of different ways. They should read it backwards (as they are dealing with spelling in isolation and not getting lost in context and prediction) and forwards, out loud and with a peer to check for contextual spelling mistakes. Helping children locate their own spelling errors is empowering. If mistakes are missed by the student, a simple tally stroke in the left-hand-side margin can be made to indicate an error to be found.
Goal 4: Improve description in writing – Craft your writing
This goal is to target students who are writing consistently, but all children need to be exposed to this goal. The aim is to help students develop more sophisticated pieces of writing. While this is the final goal, it is important that all students are encouraged to write with detail and description. This will raise the expectations of quality writing and give all students the opportunity to improve their writing.
Increasing vocabulary knowledge is important to develop descriptive writing. Adding adjectives and adverbs can be helpful, but the real key is vibrant verbs. Words that show rather than tell can dramatically change a piece of writing. Exposure to ‘Exploring Writing’ tasks help to develop these skills – children just need to be reminded of this (through explicit modelling with teacher thinking) to start to become more descriptive in all writing tasks.
Increasing vocabulary knowledge is important to develop descriptive writing. Adding adjectives and adverbs can be helpful, but the real key is vibrant verbs. Words that show rather than tell can dramatically change a piece of writing. Exposure to ‘Exploring Writing’ tasks help to develop these skills – children just need to be reminded of this (through explicit modelling with teacher thinking) to start to become more descriptive in all writing tasks.
When looking for examples of inspiring writing, look no further than the room where you are standing. Use examples from your own class to show what has been done well, and what can be improved further. Celebrate successes and encourage everyone to strive towards the same heights. Work being celebrated and used as teaching examples will inspire children to reach a higher level.
Developing Self-monitoring tool
The purpose of these goals is to help children become self-aware of their writing. By working on these goals, students will improve their writing but will also improve their ability to successfully edit their work. For further information on editing and proofreading, go to Basic Reviewing.
Further writing technique
These are for all students, but especially for students who consistently demonstrate achievement of the four-goal structure. Further techniques should be student or teacher identified features of writing that have been explicitly taught to the children and expected to be attempted to improve writing. They would usually offer a level of sophistication and maturity to writing. It could be a focus on leads into stories, using paragraphs correctly, the use of dialogue or a simple literary technique. These higher-end tasks are much easier for students who can actively apply the 4-goal structure effortlessly in their writing tasks.
Go to Further Techniques
Go to Further Techniques