7)+Teaching+Strategies+of+Writing

‘The most important idea when teaching writing is to ensure that children can see a purpose for their writing’ (Hill, 2006 p.306). When children begin developing the aspects of learning it is crucial for them to explore and enjoy the written language. If children do not enjoy writing then it is more difficult for them to develop the skills of written language.  Key strategies provide ways for teachers to develop and promote writing with children (Fisher et al, 2002). A strategy to begin writing lessons is modelled writing, involving the teacher reading a text to the class and demonstrating ‘the technique (writing) they want to teach’ (Hill, 2006 p.300). It is interactive and highly participating for the whole class. After a modelled writing session it is then followed by small group work. Fisher et al (2002, p.20) explains after teaching modelling strategies it is then ‘followed by small group work to scaffold, practice and embed the new leaning’. Plaskon (2007) explains small group work as shared and interactive writing where the teacher and students share the writing both creating the text. ' The teacher and the children work together to compose messages and stories. The teacher models how " a good writer thinks" and encourages the children to write words or parts of words they know' (Plaskon, 2007). Guided writing is the next strategy taught. It involves working within a group and each child writes individually (Wells, 2008). This can involve writing small sections of a class project; for example a project on sport. Each child completes a small factual sheet on their favourite sport. Once completed each fact sheet is collected and turned into a classroom sport booklet. This can also engage in independent writing as this is a strategy where children write on topics of their choice (Hill, 2006). Independent means working alone; therefore writing is completed without help from the teacher. Conferencing from the teacher must also be provided at this lesson time. ‘Conference is a way for the teacher to help a child improve their writing’ (Hill, 2006 p.305). This does not mean ridiculing the child’s writing but providing additional support to encourage them to write more confidently.