Teaching+Writing


 * ===TEACHING WRITING===** [[image:abc_line.gif]] [[image:penciltalk.org.japan.6.jpg]]

“When children begin writing, they can tell more complex stories than they can write. This is because learning to write – to represent language in written symbols – involves learning to use a pencil, to hold it properly and create letters, words and sentences to convey meaning to others” (Hill, 2006, pg. 279).



**Early Development of Writing**
Hill (2006) notes that the ‘sign principle’ develops once children understand the fact that letters actually stand for something. Children commonly learn to identify letters and words that are associated with images that they encounter in everyday life. For example, when toddlers commence playing video games, they soon work out that they need to click on the word ‘start’ to begin the game. When images are commonly accompanied by text, such as in alphabet charts, children become familiar with words, such as ‘a is for apple’. Following on from the sign principle, is the ‘flexibility principle’, in which students come to distinguish between random symbols, and actual letters.



**Stages in Children’s Writing**
Role modeling by adults plays a significant role in children’s early writing. Children observe adults writing, and begin to imitate this activity. The early forms of writing are often scribbles or marks on a piece of paper, which later develop into coherent letters and then words (Hill, 2006).

STRATEGIES FOR TEACHING CHILDREN WRITING

The teacher holds the pen, or demonstrates from a book or other medium how to (physically) write. Children also learn by observing the writing process in action. The teacher also describes the thought processes involved in certain aspects of writing a text. The teacher selects certain activities, or points, that are relevant to learning writing (Hill, 2006).
 * Modeled Writing**

Children and teachers share in the planning and execution of writing a piece of text, thus it is a collaborative activity between teacher and children as well as between the group of children. The teacher responds to the ideas and input from children about writing, and this can take the form of writing stories, drawing, and discussion of an event or experience (Hill, 2006).
 * Shared Writing**

The teacher assists the students to write up an experience or event, in particular helping children to write the more complex components of the text. The main aim here is to engage the students in writing and encourage and reward efforts made on the part of the children. Illustrations may be used to facilitate thoughts and ideas that can be included in the text (Hill, 2006).
 * Language Experience**

In independent writing, the children choose the topic of the text and write independently. The teacher monitors spelling, grammar and punctuation, as well as giving students feedback on their efforts (Hill, 2006).
 * Independent Writing**



Teaching and learning is enhanced when students are engaged and interested in both the subject matter, and the teaching methods. Children enjoy games and challenges, thus, activities such as web-based games that include colour, movement and sound are particularly attractive as a mode of teaching writing.


 * ONLINE WRITING GAME**


 * The following weblink leads to an interactive online game called ‘Listen and Spell’, which encourages children to identify letters which are combined to form words, and recreate them using the correct spelling.**

[|Listen and Spell Game]