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The tricky bits of writing

The tricky bits of writing. handwriting. Modification of the Hayes-Flower Model for beginning and developing writing. (Berninger and Swanson, 1994). Affect. Motivation. Social Context. WRITING PROCESSES. THE WRITER ’ S LONG TERM MEMORY Knowledge of Topic Knowledge of Audience

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The tricky bits of writing

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  1. The tricky bits of writing handwriting

  2. Modification of the Hayes-Flower Model for beginning and developing writing. (Berninger and Swanson, 1994) Affect Motivation SocialContext WRITING PROCESSES THE WRITER’S LONG TERM MEMORY Knowledge of Topic Knowledge of Audience Stored Writing plans (Advanced) (Post –translating) TRANSLATING PLANNING REVIEWING On-line planning Off-line planning (Idea generating) EVALUATING • Text generation • Word level • Sentence level • Discourse level • 2. Transcription ORGANIZING REVISING a.word level b.sentence level c.discourse level THE WRITER’S WORKING MEMORY Hold knowledge retrieved from LTM while planning , translating and revising. GENERATING GOALSETTING Metacognition – Declarative and Procedural

  3. The processes of writing Authorship skills • Style • Organisation • Communication • Development of ideas • Creativity • Consideration of the audience Secretarial skills • Spelling • Punctuation • Grammar • Punctuation Frank Smith (1982) cited in Clipson-Boyles (2001)

  4. Children seeing themselves as writers • Encourage mark-making • Facilitate ‘literate’ role play • Encourage written communication • Provide reasons for writing • Always have a writing corner • Provide appropriate resources Palmer & Bayley (2004)

  5. The feel good factor • Use different surfaces • Different implements • Chalk, pastel , felt tip • Sugar paper • Glossy shiny paper • White boards • Glue, icing, wax crayons, wax resist, lemon juice • Special pens etc, etc • Give activities a context, • Keep practising through age groups

  6. Moving into writing Young children preparing for writing: • competence and confidence in speaking & listening • familiarity with patterns of written language • a thorough acquaintance with the alphabet names & letter shapes • an understanding of what writing is • sound phonemic awareness Palmer & Bayley (2004)

  7. Handwriting movements Provide opportunities to develop: • Physical control through large-scale movement • Manipulative skills • Fine motor control & hand-eye coordination Practise three key movements: • Curly caterpillar • Long ladder • One-armed robot Palmer & Bayley (2004)

  8. An early startActivities to develop ..and refine • Pre writing gross motor control activities • Pre writing fine motor control activities • Look, move and talk it through • ball games, tearing, cutting, folding, construction, jigsaws, bead threading, lacing, finger rhymes and play, make recognise patterns, modelling, sand , clay , plasticine, dough, finger painting

  9. Towards formal practice • Scribble • Start big.. Really big • Human pencil • Drawing in the air, on backs, blind fold • Different textures – sand letters, marble run letters • Drawing in channels • Mazes • Tracing – variations • Verbal chants and jingles- children can suggest ideas • Do it with spelling

  10. Are you sitting comfortably… • Pencil control- correct posture check • Grip – aids rubber band triangular pencil • Left-handers – elbow room needed • Paper slanted to comfortable angle • To left of mid body line • Should I use lines? Not at first, yes later • What about the IWB- reservations- not appropriately tactile.

  11. Neat or Quick? • Neat • Sometimes you need neat handwriting • Best work for folders • Letters • Birthday cards • This may take longer • Quick • Sometimes you need to write quickly • Exams • Notes in lessons • Story plans or drafts

  12. Cursive – the big debate • Means joined, flowing • There are different styles ( lots of fashions over time) People have strong feelings for aesthetic reasons • There are various commercial schemes e.g. Nelson but they are limited • Schools need an agreed policy for handwriting • Handwriting rationale and style need to be shared with parents

  13. Rationale • Joining from the start – no re learning • Establishes movement habits which become ‘second nature’ • Helps with speed and stamina • It is almost impossible to form letter incorrectly • Helps eliminate reversals e.g. b and d • Helps keep letters regular size • Helps differentiate ascenders and descenders • Stops children getting stuck as print writers

  14. More good reasons… • Rehearses letter strings • Integrates with spelling • Children don’t seem to have a problem reading print script • Stops children getting stuck as print writers • Helps differentiate words from individual letters • Stops dissatisfaction with being a neat printer but untidy joiner • Recommended by dyslexia experts • Something to be proud of • Can be fun • Teaching it helps own handwriting

  15. Responding to children’s early writing • Respond to the content first. • Show an interest in the writing. • Ask the child about the subject matter. • Ask the child what he/she thinks of the writing. • Read the writing together. • Praise the attempts at spellings before pointing out that they are wrong. • Do not overload the child with too many mistakes to think about. • Ask if the child would like to change or check anything. Clipson-Boyles (2001)

  16. Bibliography Bearne, E. (2002) Making Progress in Writing, London: Routledge Farmer Clipson-Boyles, S. (1996) Early Years Writing Stages, Oxford: Oxford Brookes University School of Education Clipson-Boyles, S. (2001) Supporting Language & Literacy 3 - 8, London: David Fulton Corbett, P. (2003) How to teach story writing a Key Stage 1, London: David Fulton Corbett, P. (2001) How to teach fiction writing at Key Stage 2, London: David Fulton Cripps, C and Cox, R.(1992) Joining the ABC, Cambridge, LDA DfEE (2001) Developing Early Writing London: DfEE DfEE (2000) Grammar for writing London: DfEE Hiatt, K., Rooke, J. (2002) Creativity & writing skills, London: David Fulton Latham, D. (2002) How Children Learn to Write, Supporting and Developing Children’s Writing in School, London: Paul Chapman Medwell, J., Strand, S., &Wr ay, D. (2009)'The links between handwriting and composing for Y6 children',Cambridge Journal of Education,39:3,329 — 344 Medwell, J. & Wray, D. (2007) ‘Handwriting: What do we know and what do we need to know?’ in Literacy. UKLA: Leicester. 41 (1) pp. 10 - 15 Millard, E. Walsh, J. Improving Writing at Key Stage 2…Getting it Right for Girls and Boys, Kirklees School Effectiveness Service NERF Bulletin (2004) Learning to Write in Evidence for Teaching and Learning, Nottingham: NERF publications Palmer, S., Bayley, R. (2004) Foundations of Literacy, Stafford: Network Educational Press Palmer, S., Corbett, P. (2003) Literacy what works? Cheltenham: Nelson Thornes http://www.nha-handwriting.org.uk/

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