This is another post in our series on the topic of creating independent writers.
The Standards & Testing Agency have in some ways made the marking of spellings more problematic than it’s ever been. They state quite clearly, that individual spellings should no longer be pointed out to children if you wish to mark it as an independent piece. This, coupled with Ofsted’s move away from heavy amounts of marking needing to be seen in books, could make the marking of spelling seem tricky.
What the The Standards & Testing Agency do say is that you can tell a child, through marking, that there are spelling errors in certain paragraphs that they’ve written. I actually think this is quite sensible if we wish to develop children as independent spellers.
Continue reading “If In Doubt, Circle It Out! How To Create A Class Of Independent Spellers”
Don’t underestimate the power of publishing: it’s the key to high-quality independent writing.
As part of our independent writers blog series, we’ve been reflecting on why the children in our class write the way they do.
We recently asked the children why they take so much care over the editing of their pieces – particularly their spellings and it was interesting to hear their responses.
- More people will read your writing.
- Improves my writing for the people who read it.
- I don’t do it for you – I do it for my readers.
- I want my reader to read it all.
- I want everyone in the class to understand it.
Continue reading “Is The Trick In The Publishing? Reflecting On Why The Children Are Writing With Such Care & Attention.”
We can’t give children rich lives, but we can give them the lens to appreciate the richness that is already there – Lucy Calkins (1991)
As teachers, our job is to help children claim more control over their own lives. One of the ways people most lack control over their own lives is through lacking control over words. Especially written words. – Peter Elbow (1998)
Within a vast educational literature there is a substantial number of treatises that deal with the failure of the primary school to make connections with the lives of working-class children. –Carolyn Steedman (1982)
Think about it. Is there any lower expectation than thinking children will have nothing to write about?
Continue reading “They Won’t Have Anything To Write About: The Dangers Of Believing Pupils Are ‘Culturally Deprived’.”
I should start out by stating quite clearly that this is not an article advocating for the removal of all stimuli or book inspired writing tasks from classrooms. I myself use them. However, this article looks to reflect on what contemporary writing and research is telling us about these dominant writing practices.
We begin with some wise words from Donald Graves, writer, teacher, researcher and thinker: ‘Children want to write’.
In this post, I want to suggest, through use of research findings, that the provision by teachers of cross-curricular ‘topics’ or ‘writing stimuli’ for writing in schools could be inhibiting children’s desire to write. As a result, this may effect the quality of their writing too. Is it the case that too few children are realising that they can do more with writing than simply imitate or produce ‘writing to order’? Is there another way of offering topic choice which can redress this?
Continue reading “Why The Over Use Of Writing Stimuli & Book Planning Could Be Damaging Children’s Writing Potential.”
When planning for this blog, I wrote down the following bullet points:
- Do and should teachers write and share their own exemplars of texts they expect children to go on and write?
- Do teachers take part in the writing process when they write; if so, do they share their process with their children? For example do they show children pages from their notebook? Their plans, their drafts, their revisions, their edits and their final publications?
- Do teachers share hints and tips from their own writing process with children?
Continue reading “In Teaching Writing – How Important Is It That Teachers Be Writers Too?”