This process relies on them having paid attention at each previous stage in order for them to apply their learning of each skill at the end; the middle section is undoubtedly the most important, where we see the effect this skill has on a piece of writing. Visually, the learning process is extremely clear and the children are able to articulate the progress they have made. Each lesson starts with revision of the skills already covered, ready to add a new one to the list.
It does sound extremely long winded, with an easy response being, “How do you have time? There’s so much to cover!” But my equally easy reply would be that it’s important to invest time. As long as you have a rough plan about where you’ll teach each skill, and in what context, you’re safe in knowing you’ll get the coverage you need, while gently adding new learning to the ever-increasing list of features young writers are expected to exhibit.
I have found this method to be extremely valuable because it gives the learners more stable ground to move forward; investing time into teaching, and designing specific, purposeful practice opportunities, saves time banging on about the same missing features. The challenge as the teacher is to ensure the skills you have taught previously continue to be used, despite changing the focus to something new. For example, while I taught you about time connectives through writing instructions, there’s no reason you can’t continue to use them in your recount, when the new skill I’m teaching you is how to use conjunctions. Equally, I could teach you about using adjectives in your narrative to describe the setting, but I will still expect to see them in your non-chronological report about a creature, when I’m focussing the learning on the purpose of paragraphs.
Constant revision and visual clues help the children embed the learning; this is why I refer to all the skills as the ‘tools’ of writing. However, that’s nothing without you! Use personality, make jokes, anecdotes and actions for them to pin their knowledge to. For example, I always talk about using sights, sounds and feelings in writing; I point to my eye, ear and heart every time I say them. I know that when I say ‘feelings’, I can ask my children ‘Just emotions?’ and they’ll all point to their arm and reply ‘No, physical feelings too!’ I’m amazed they’ve retained so much, but I guess that's through spending time learning something, and repeating the quality we're looking for, rather than expecting sufficient competency after the first model.
Dear Student, I’m so sorry my explanation the other day was so poor, I hope this is a little better. I know what I mean! :)
Dear Colleagues, I'd like to know what you think; have I overthought something so simple, or do you do something similar?