Session 3: Helping with Writing

Purpose • To introduce the writing process • To discuss the stages of writing and the links

to spelling • To explore the ways that classroom helpers

can assist in this process

Pencil grip

Pencil grip is important, particularly when students are required to write more in the older levels. Please

encourage the correct grip.

During writing lessons, check...

• Is the pencil grip correct?• Is the child sitting on the chair

properly?• Is the paper/hand position correct?• Is the child’s head in the correct

position? (eg. not leaning too far down towards the table).

Structure of the writing hour

• Whole class focus – Teacher models writing.• Writing groups – Teacher group, handwriting

group, construction activity, independent writing activity.

OR • Whole class writing activity (eg. Monday

morning journal writing).• Share time – Students share their writing and

discuss processes and strategies.

Writing in the Prep classroom

• Copying from the board• Handwriting• Journal writing• Attempting independent writing

Copying from the board

• We assume this will be easy for students, but many find it difficult.

• Students need to track where they are up to.• Students need to identify individual letters and

words to copy correctly.• Students need to remember spaces and

punctuation.• It can be overwhelming for our students so

remember to praise them!

Handwriting

• In Prep, students focus on one letter per week.• This letter is reinforced in all literacy lessons

and a handwriting lesson will be completed during the week.

• This handwriting lesson focuses on the starting point, direction, size and formation of the letter (see handwriting chart).

Journal Writing

• Most grades will do journal writing every Monday morning.

• In Prep students use the sentence prompt On the weekend...

• At the beginning of Prep, teachers scribe for each child and the children draw pictures about their weekend.

• After a few weeks, Preps are encouraged to have a go at writing something about their weekend independently. This is tricky for many students!

Journal Writing

Independent Writing

• Students will eventually be able to attempt to write independently.

• Some children can be reluctant writers, especially if they want to get their work “perfect”.

• Students are provided with sound/letter cards to assist them to hear and record sounds.

• It is a very gradual process for many students.

A key message

We need to help our young students become good writers by praising

them.

We need to reinforce that it is fine to make mistakes. Mistakes help us to

learn!

A writer needs:

• knowledge of a variety of writing forms to use (for example: letter, list, note, instructions, story)

• a reason to write • someone to write to • to know when correct spelling and neatness

are important

Talking Writing

Initial stage

Babbling Scribbling and drawing

Experimental Stage

Invented wordsConventional wordsDuring this stage the children’s approximations gradually develop towards the adult modele.g. ‘dink’, ‘dink, dink’, ‘dada dink’, ‘dada me dink’. These examples are all approximations of ‘Daddy I want a drink.’

Invented lettersConventional lettersNo spaces

With spaces

Invented wordsChildren use their knowledge of sound and letters when writing

5 l > r kdl

bLMofceO

MNO afT bellAMI l s (I like school)

I lk sklI lik skolI like school

Developing Stage

The approximations continue until the adult model is reached of the structure of words and the relationship between letters and sounds id made.

Conventional wordsDuring this stage further developments are made in understanding the relationships between letters and sounds.

loin (lion)

Jumpt

jumped

Spelling strategies

• Say it slowly; what sounds do you hear? • Circle the word (or part) you think is wrong • Try it again • Look in your own writing and around the room for

charts and lists • Ask a friend • Use a dictionary or word book.

Spelling strategies continued

Think about the word the child is trying to spell:

• If it is a word they should know, ask: “Is it a golden word?”• If it is a word they can say slowly to hear the sounds, ask

“What sounds can you hear in that word? What letters do you write for those sounds?”

• If it is a word that is on display, ask “Can you see that word on any charts around the room?”

• If it is a word like another word they already know, say “You know how to spell Will. So how would you write fill?”

• Talking about writing

• Listening to children read their writing back

• Publishing (on computers)

• Handwriting

• Journal writing

Activities you may be required to help with

Activity Role of helper Key words or phrases to assist

Talking about writing Give children time to thinkEncourage drawing ideas firstBrainstorm ideasSay sentences aloud before beginning

Tell me what you did …What was the most fun?Can you draw ….. ?What else could you say?Tell me what you plan to write.

Listening to children read their writing

ListenPraise effortsAsk What do you want it to say?

Read me what you wrote.I enjoyed hearing about…

Handwriting Ensure children know what to doPraise and encourage efforts

Sitting up straight.Chair in close to the table.Where do you start writing?Your writing is easy to read

Some examples of activities classroom helpers may be involved in:

Writing videos – Halfway through Prep

Writing videos – end of Prep

Helping with Writing

The purpose of today’s session was: • To introduce the writing process • To discuss the stages of writing and the links

to spelling • To explore the ways that classroom helpers

can assist in this process