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The importance of teaching writing
Reflection on writing teaching
The importance of teaching writing
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The Australian Curriculum establishes a standard through which students in Australian education centres are taught how to read, write, speak and create English across a range of texts (Australian Curriculum, Assessment and Reporting Authority [ACARA], 2014). This essay will discuss guided writing strategies, focusing on writing purpose and grammar; it will look at modelled writing strategies with a focus on spelling and punctuation. It will further look at two contrasting teaching strategies of reading, independent and modelled reading in application with reading fluency, phonological awareness, comprehension, and vocabulary. These theories will be supported utilising the Australian Curriculum, and other government educational planning and …show more content…
One important aspect is the teacher can target the individual needs of each student during a guided session through observation and review of their work as they are writing (Fellowes & Oakley, 2014). The educator can assist a child’s skill in writing purpose through providing the topic of the writing and manufacturing the type of text that will be written. A guided writing approach enables students to organise their thoughts into a structured scenario through a prior planning where students plan out what and how they want to put their words into composition (Lan, Hung & Hsu, 2011). Vygotsky emphasised the importance of a scaffolded classroom, where in groups children of lesser skill, for example in grammar, can be supported and guided by those who are more competent in that skill (Gibson, 2008). In a guided setting, the teacher would maintain control of the group by setting the context of the activity, then as the students begin to write they gain responsibility of their writing with the teacher available for support to the individuals in the group who need a little extra assistance with grammar or text organisation (Hyland, …show more content…
It is recommended that modelled writing sessions do not extend for long periods of time as they can become too tedious and rote and the children can begin to lose interest (Fellowes & Oakley, 2014). In a learning scenario where the class is increasing their spelling knowledge, a modelled teaching lesson could be the most fitting approach to ensure the child is learning how to spell words correctly the first time through teacher directed instruction (Fox & Vivas, 1984). Often educators will explain the thinking behind their doing; this is called ‘thinking aloud’, which encourages the children to think before they write to ensure that what they are about to write makes sense (Wray et al., 2000; Fellowes & Oakley, 2014). Additionally, when children are focusing on punctuation, the educator can take full control in a modelled setting and instruct the students explicitly on when to use commas and how punctuation affects the way their written literature is read (Fox & Vivas, 1984; Wray et al.,
Lucy Calkins described the writing workshop as a deliberate predictable environment with three basic components: teaching time, writing time and sharing time (Rog 2). Children need structure
This paper will target ELL students of a secondary age level. It will be assumed they are between levels 3 and 4 of the Ministry of Education ELL/D Performance Standards. This level of student will often need help to elaborate on certain ideas. Sequencing is generally good at this stage, as is accessing prior knowledge, however, a graphic organizer can always benefit a student no matter what level. Grammar is improving greatly through these stages, but things such as homonyms and figures of speech will still be difficult (BC Performance Standards, 2001). Having the students learn how to write a narrative will complete a Prescribed Learning Outcomes for English 10: writing in a variety...
The development of a national curriculum for Australia is not a new endeavour (Marsh, 2010). The ideal is that national curriculum across Australia would mean that students are provided with a quality education that helps to shape the lives of the nations citizens and continue developing the productivity and quality of life within Australia. The Australian Curriculum Assessment and Reporting Authority [ACARA] have the task of developing and implementing a nationwide curriculum. ACARA (n.d.-c) claims have addressed needs of young Australians while considering that changing ways in learning and challenges will continue to shape students education in the future. A look at what the Australian Curriculum is, its purpose, structure and scope, learning theories and teaching processes and whether the curriculum has the capacity to meet the needs of 21st century learners will show that the initial construction of a national curriculum appears to be successful. However, the effectiveness of the Australian Curriculum will only be able to be evaluated in the future after implementation across the country.
The Australian Curriculum, Assessment and Reporting Authority (ACARA) manages NAPLAN tests, the My School website publishes the results four months after completion and the numeracy NAPLAN test does not require students to write or explain the strategies used or how they developed an answer (Johnson, 2016: Perso, 2009). The NAPLAN test is problematic and “wicked” in many ways because it provides no evidence, instruction or pathway how to improve student outcomes, how to track student growth from test to test and does not demonstrate student's problem solving or thinking skills Johnson, (2016, p. 19). In 2018, the numeracy NAPLAN test is moving online as a replacement of paper based NAPLAN testing and according to the National Assessment Program (2016) it will provide better
This artifact is a lesson plan I designed for a second grade class teaching grammar, writing, reading comprehension, connections to art, and project presentation that demonstrates my ability to support and expand each learner’s expression in speaking, writing, and other media. The lesson begins with grammar instruction, guided practice, and individual practice, which expands the learner’s writing skills. The learner’s writing expression is also supported through guided practice during the ‘Checking for Understanding’ section of the plan and expanded through the challenge of creative writing in the ‘Independent Practice’ section. I support each learner’s speaking skills by grading each student at or slightly above his or her level during the
the writing process has five stage. first stage prewriting. In this stage children should pick a top that he or she understand, consider the fact of writing and she or he are capable to identify the genre of the writing. Second stage is drafting, the purpose of drafting is to make sure that the idea of the works are emphasize. third stage revising, receiving works by sharing with group or classmate and also get a comment from a teacher or classmate. four stage editing, it is good idea of editing any work before submits it, editing is identify and correct your mistake like capitalization, punctuation and also grammar spelling. fifth stage is publishing, it is final copy of writing and sharing your work with other
The rationale for the Australian Mathematics Curriculum is to provide students with essential mathematical skills and knowledge, develop the numeracy capabilities for work and civic life, and provide the fundamentals on which specialties and professional applications of mathematics are built.
Child A struggled the most with writing, including spelling and pronunciation of words as well as counting and recall of number facts in maths. Provisions that the class teacher and school put in place included intervention groups outside of the classroom, where the child would go with an adult to a separate room to complete the class task or to use online support programmes suc...
The Australian Education system is under pressure to improve the public sector performance. Anderson and Boyle’s article explicitly sidelined the challenges involved with improving the measurement of IE and the quality of diversified teaching and learning. Australian schools are increasingly facing the challenge of working within a context where there are increasing numbers of ‘disadvantaged students who are tuning out and switching off in alarming numbers’ (Smyth, 2013, p. 119). Students come to school with a diverse range of experiences and learning needs (Dinham, 2008). The article estimated 12.3% of students in Australian schools require additional learning assistance (Dempsey and Davies, 2013). Anderson and Boyle placed emphasis on the
Language serves many purposes. Absence of language is mere dearth of communication. The role that language plays is immense, since time embarked. Hearing is the physical ability, while listening is a skill. Listening skills allow one to make sense of and understand what another person is saying. In other words, listening skills allow people to understand what someone is talking about-the meaning behind the words. While Learning to read is a sequential process; each new skill builds on the mastery of previously learned skills. Early on, for example, children learn to break down words into their most basic sounds in a process called decoding. Later, they begin to comprehend the meaning of words, sentences and, ultimately, entire passages of text. And in writing, Most people never consider the complexity and difficulty of the writing process. In fact, relative to all other academic activities, writing requires more basic skills than perhaps any other. The purpose of this topic is to know the importance of usage of all skills during a lesson hour. ... These methods are realized through various strategies and techniques, according to language skills (listening, reading, writing) . Teacher and students collaborate on the organization of teaching /
One of the most important skills that second language learners are required to develop is writing. A student when learning a language apart from the L1 needs to be able to write in that particular language. Therefore it is crucial that the teacher will establish the main elements of the writing. Second language learners need to understand an amount of grammar and vocabulary before learning to write but once they have grasped them, teaching can begin. The teacher’s role is to provide the students with all the properties needed in order to write. However, the different approaches to teach second language writing have developed and increased drastically over the past years. There are four major approaches: the product, the process, the ‘post-process’, and genre approach. In this essay, I will develop a writing lesson consulting published materials using two of the above approaches: the product and process approach. As part of the writing lesson I will be explaining the approaches used, why I chose these particular ones and the teaching context.
There are many approaches to teaching reading and writing. A debatable discussion has been the need for Primary English teachers to provide a balanced literacy program. A balanced literacy curriculum is comprised of three interdependent aspects: learning to read and write, learning about reading and writing and learning through reading and writing (Grice, 2015). However, there are a variety of methods to teaching in English, including integrated, thematic, literature based approaches as well as systematic and explicit skills-focused approaches, which will be further discussed. This report will also discuss a range of programs, approaches and strategies used in Australian schools, compare, and contrast the advantages and complications of the programs in relation to a Primary English classroom.
“The art of becoming a proficient writer is a developmental process and occurs over a long period of time” (Winch, Johnston, March, Ljungdahl, Holiday, 2010. p271.) The purpose of this essay is to analyse a sample of handwriting from a foundation, prep level students. Drawing on a number of sources to explain the developmental stage in their spelling and writing skills. Beginning with an overview of this writing sample, from which this essay will focus on her spelling, sentence structure, letter formation, and awareness of the genre, before making an analysis of her writing as a whole, and determining her level of development against Australian Victorian Essential Learning Standards (AusVELS) levels.
Two days a week in the morning, the children participate in a reading and writing block called “literacy and writing workshop.” The classroom is organized into five different levels with one group having one extra person; the levels are based on scoring of reading assessments. The groups are rotated so that each may spend 15 minutes cycles with either the teacher or Para-educator. The groups not with an instructor were to work on the “Daily-5” (explanation later) until their scheduled lesson. After the students finish their lesson, they are to fill the remainder of the workshop time working on “Daily-5.” This workshop is part of a regular routine. The students understand that after a reading a story with the teacher, they are verbally given a writing assignment. The assignment is usually to write a five sentence paragraph and color a picture related to the reading.
A writing frame consists of a skeleton outline given to students to scaffold their non-fiction writing. The skeleton framework consists of different key words or phrases, according to the particular generic form. The template of starters, connectives and sentence modifiers that constitute a writing frame gives students a structure within which they can concentrate on communicating what they want to say while it scaffolds them in the use of a particular generic form. By using the form students become increasingly familiar with it. (p.