Michael is right when he says the government and the DfE should have spoken to practitioners like us. Phil and I, for example, are both in the very fortunate position of being applied linguists, teachers and two people who know about writing pedagogy.
Our passion for our work has resulted in our producing materials which we would argue begin to address the idea of teaching ‘knowledge about language.’ Our Real-World Literacy approach is built around the idea that children imitate, investigate, play and repeatedly practise writing and writerly behaviour alongside direct instruction from a sympathetic writer-teacher. We also agree that this kind of ‘knowledge about language’ teaching is helping and always has helped children to write well.
Continue reading “Response to: How ‘knowledge about language’ for schools could be so much better, by Michael Rosen”
When you write, ideas crazily spill from your head, tumble down your arm, into your pen and out along the crisp, white page. To us, the only way to see ideas is scribbling them down – but ideas are more than just words on a page.They are colourful, squirming, squiggly things that slide and slip through the nooks and crannies of your brain. Some of them crash against the walls of your head in roaring waves. Others come more slowly – each droplet of water a letter.
Once you gain control of the sea – the droplets make out your idea.
– Year 5 Child.
Modeling topic selection is the best way to help children develop independent thinking and decision-making skills for composing – Heller (1999, p.86).
Research clearly shows that if children get to choose their topics, this strongly influences their enjoyment of writing and therefore the progress they make. Children may need initially to generate a whole raft of topics and ideas that they feel they could write about.
Continue reading “The Sea Of Writing Ideas: 10 Ways We Got Children Choosing Their Own Topics.”