Teachers must help children to perceive themselves as writers before they are able to write for themselves. – Frank Smith
The world is not divided into the people who know how to write and those who don’t. – Philip Gross
As part of our ongoing work on building a Writing For Pleasure pedagogy, we have been reflecting on the second principle of our Writing For Pleasure manifesto:
High Expectations: Seeing Every Child As A Writer (2)
Effective writing teachers hold high achievement expectations for all writers. They see all children as writers and, from the first, teach strategies that lead to greater independence. They make the purposes and audiences for writing clear to children for both their class and personal writing projects. They teach what writing can do. They also promote the social aspects of writing and peer support in their classrooms.
What do you need to consider as a teacher to ensure you are creating an inclusive environment where all apprentice writers can flourish?
Continue reading “What Teachers Do To Make Every Child Feel Like A Writer”
Please note that this blog-post is not anti structure-strip. As this post and the research that informs it will explain, they can be a highly-effective self-regulatory resource that children can certainly learn and build from!
When reading about writing, you are often faced with one of two extremes. At one end of a continuum is the belief that ‘language,’ including writing, cannot be effectively taught unless it is solely acquired through experiences and by being presented with a situation which causes an authentic reason to write.
At the other end is the idea that language is best learned through tutelage, rote-learning and explicit instruction in its structures, forms and conventions.
As is often the case with extremes, academic research and sensible practitioners suggest a moderate middle ground is required. Language is best learned through a combination of authentic experiences and explicit instruction.
Continue reading “A Cautionary Blog Post About Using Structure Strips”
Here is a brief outline of the key messages from the Education Endowment Fund’s summary on effective writing at Key Stage Two. The summary produced by the EEF uses a number of meta-analysis based research papers to draw its conclusions. It says:
Continue reading “What The EEF’s ‘Improving Literacy in Key Stage Two’ Report Tells Us About Teaching Writing Effectively.”