To improve outcomes for reluctant writers, a structured routine is beneficial. Graves (1994) lists routine as one of six conditions of an effective learning environment to enhance student writing. Below is a suggested outline for standalone writing activities
The warm-up
Each writing lesson could begin with a spoken activity, the reading of a book, a brief dictation or fluency writing task as a warm-up. Warm-ups are not compulsory nor suitable for every lesson but do serve a purpose to generate writing in the classroom and for children to switch into writing mode. A classic story-telling exercise where each child tells a sentence as the story is continued around the circle or a book can be read that may elicit some ideas for the upcoming writing exercise. Dictation should be short and no longer than 3 sentences. Dictation is a modelling tool for the expectation of writing. Dictation sentences could be used by the teacher to discuss student learning intentions. Dictation allows children to focus on the mechanical composition rather than compose original sentences; it assists spelling and is used to reinforce or teach editing skills (Rippel, 2018). A short five-minute fluency writing task could also be used as a warm-up activity to get the mind ready for the writing lesson that awaits. After the warm-up is completed, the child puts coloured rectangles around their capital letters and coloured circles around their full stops. Using colour, they also underline any possible spelling mistakes. This is referred to as proofreading so we can develop these monitoring expectations into the child.
Build Knowledge
The building knowledge phase is about gathering information. Information should be read, drawn and labelled. Children are encouraged to be thinking throughout this phase. Word walls, word storms and alphabet boxes can be used to build-up appropriate vocabulary for their theme.
Where possible, brainstorming and planning should be done collaboratively. This could either be as a whole class or in pairs. The more ideas the children are exposed to the better it will be for them when the time comes to write.
For pre-writing planning, the children can be exposed to different planning methods. A combination of drawing and writing through different graphic organisers is ideal to prepare children for writing by allowing them to develop their plot and organise their ideas.
Where possible, brainstorming and planning should be done collaboratively. This could either be as a whole class or in pairs. The more ideas the children are exposed to the better it will be for them when the time comes to write.
For pre-writing planning, the children can be exposed to different planning methods. A combination of drawing and writing through different graphic organisers is ideal to prepare children for writing by allowing them to develop their plot and organise their ideas.
Teach
A specific focus for the lesson should be chosen. Teachers need to explicitly model the expected learning intention and highlight how they know they are successful with their learning. Teachers of writing must write and share their thought process with the children. Explicitly showing children how a text is created or a skill is used in writing will enable children to understand what will make their work successful for a particular lesson.
Write
A specific writing goal (or two) is chosen to be the focus of the writing task as well as a Simple Strategy to apply. Children are then encouraged to write for 15-30 minutes uninterrupted to complete their task. Some children may be able to sustain writing for a longer period of time.
Editing/Revising
Children then complete their proofreading (as from warm-up task) and underline any possible spelling mistakes. Children also read to make sure that what they have written makes sense. (For more information on editing, see the Editing & Feedback section of this guide on page 40.)
Feedback
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It is essential that children are given feedback about their writing. After reviewing a student’s work, a small comment can be made following a three-step process called the SAS method. Further feedback methods can be found on page 40.
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Graves (1994) suggests the following methods to deliver feedback to students:
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Give Feedback about:
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Considerations for the Writing LEsson
Outside of the Developing Writing and Exploring Writing activities, there are many other ways to enhance student writing. Using these tips will help children improve their writing.
Model
Even if you don’t enjoy writing, you must do it; children need to see how teachers come up with and expand their ideas. They need to see their teacher use the formats and struggle and wrestle with ideas to understand writing. Teacher Talk – the teacher discussing their thought processes as they work – is essential. Talking through what you are doing and explaining where your ideas are coming help children understand the logic behind the texts we create. Revising as you write and making changes or using particular punctuation for impact should be brought to life. Children viewing construction can be more effective and influential then deconstructing and analysing features of prewritten professional texts.
Expectations
Having high-expectations of students is essential for writing success and improvement. Accepting mediocre or below ability work should never happen. Using the explicit goal structure and clear, precise learning intentions encourage children to aim higher.
Routine
A continuous and constant writing program or schedule is important. Children need many opportunities to improve their writing. This will be more successful if there is familiarity around the process. If children are at ease with the routine, structure and environment of the writing lesson, they will be able to focus on their ideas and manipulation of language.
Exposure
Always look for opportunities to expose children to new parts of language. These opportunities may arise through the reading of literature rich texts or in class sharing of work; it could even be exposure to a technique that you accidently use in your modelled construction. Exposing children to punctuation and vocabulary writing devices in well-written texts, encourages them to use the same techniques in their own writing. Never be afraid to discuss literary techniques that arise through incidental reading.
Sharing
Effective sharing strategies are possibly the most efficient medium to improve writing. When sharing becomes embedded in class procedures, children are given an audience to direct their writing. Their writing is no longer a meaningless piece of work hidden in a book, but a form of communication that will be shared with their peers. Sharing writing has an immeasurable impact on a student’s willingness and desire to improve.
Teach from Student Samples
Use samples from within the classroom to teach new concepts to students. Find well-written examples of concepts and use them to demonstrate expectations to your class. Be careful and try and select a range of abilities as nothing enhances confidence like your work being displayed as a model for others to aspire to reach. While it is easy to find samples from high-achievers, search for basic concepts from low-ability writers (even just a sentence) so that they can feel the sense of achievement. If the need arises to deconstruct texts, use student written texts from within the class so that they can be discussed within a framework of construction that all children are already familiar.
Model
Even if you don’t enjoy writing, you must do it; children need to see how teachers come up with and expand their ideas. They need to see their teacher use the formats and struggle and wrestle with ideas to understand writing. Teacher Talk – the teacher discussing their thought processes as they work – is essential. Talking through what you are doing and explaining where your ideas are coming help children understand the logic behind the texts we create. Revising as you write and making changes or using particular punctuation for impact should be brought to life. Children viewing construction can be more effective and influential then deconstructing and analysing features of prewritten professional texts.
Expectations
Having high-expectations of students is essential for writing success and improvement. Accepting mediocre or below ability work should never happen. Using the explicit goal structure and clear, precise learning intentions encourage children to aim higher.
Routine
A continuous and constant writing program or schedule is important. Children need many opportunities to improve their writing. This will be more successful if there is familiarity around the process. If children are at ease with the routine, structure and environment of the writing lesson, they will be able to focus on their ideas and manipulation of language.
Exposure
Always look for opportunities to expose children to new parts of language. These opportunities may arise through the reading of literature rich texts or in class sharing of work; it could even be exposure to a technique that you accidently use in your modelled construction. Exposing children to punctuation and vocabulary writing devices in well-written texts, encourages them to use the same techniques in their own writing. Never be afraid to discuss literary techniques that arise through incidental reading.
Sharing
Effective sharing strategies are possibly the most efficient medium to improve writing. When sharing becomes embedded in class procedures, children are given an audience to direct their writing. Their writing is no longer a meaningless piece of work hidden in a book, but a form of communication that will be shared with their peers. Sharing writing has an immeasurable impact on a student’s willingness and desire to improve.
Teach from Student Samples
Use samples from within the classroom to teach new concepts to students. Find well-written examples of concepts and use them to demonstrate expectations to your class. Be careful and try and select a range of abilities as nothing enhances confidence like your work being displayed as a model for others to aspire to reach. While it is easy to find samples from high-achievers, search for basic concepts from low-ability writers (even just a sentence) so that they can feel the sense of achievement. If the need arises to deconstruct texts, use student written texts from within the class so that they can be discussed within a framework of construction that all children are already familiar.
Example Lesson Plan for Fluency 01 – The Treasure Chest
PurposeThe purpose of the lesson is to give students an opportunity to improve their writing fluency. The aim is to give students a structured environment that will allow them to build their knowledge prior to attempting writing tasks.
Students will be required to record their results and to edit their work. Warm-upCircle story-telling:
The teacher starts of a story with a simple sentence that introduces character and setting. The story is continued by each student contributing the next sentence in the story. If it ends, the teacher restarts with a new topic. Build KnowledgeGive students 20 minutes to build their knowledge on the theme.
Encourage them to work together and share ideas. Pictures should be drawn and labelled. Remind students the more they explore the topic, the easier it will be to write about. Get them to beg, steal and borrow ideas from peers. Teach: A prewriting strategy to plan for a writing task.Planning is an essential part to the fluency process. Students need to know where their writing is heading before they begin.
We will use the ‘BME´ strategy to plan.
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Vocabulary
writeChoose a goal to be the focus of the lesson. Children focus on ensuring this goal is being met throughout the lesson. (For more information on goals, see the goals section of this guide on page 37.)
Give students 10 minutes to write as much as they can on their chosen topic. Revise/EditChildren complete their own proofreading as instructed. They can use the editing checklist provided at the bottom of the sheet to make sure they revise their own work.
The teacher can then provide feedback using the 3-step SAS method (on page 41):
See Feedback Section (on page 42) for ideas and areas to give feedback on. NotesLI: Learning to use a planning strategy to create a piece of writing.
SC: - Effectively plan different ideas for a piece of writing. - Compose a completed text within the time frame. - Achieve my chosen goal for improvement. |