Over the years I have repeated met the ‘I’ve got nothing to write about’ kid, the ‘stare at your page for the whole writing session’ and the ‘start crying because my page is still blank and it’s nearly playtime’ kid. It has been with some frustration that I have carefully scaffolded the child’s writing, provided a variety of prompts, guided the child through a plan and conversation only to leave their side and come back to find a page that has nothing more on it than when I left. I have also tried taking away part of their playtime where I thought it was mucking about (often with the same result) and even once having a student record their ideas using an iPad then transcribing it.
The children in this scenario are not necessarily mucking about, developmentally delayed in an way shape or form and sometimes are fluent writers of dictated text. They have ranged in age from five to 14 years of age. So I am seeking to understand why this is happening.
I am still working my way through a variety of articles for my assignment on this topic, and will provide more detail at a later point in time. So far I have found four common themes in my reading which impact on these; Continue reading →
A year ago our school implemented Barbara Brann’s framework – building blocks for literacy – which looks at identifying and addressing the skills necessary to be ‘curriculum ready’. This means that a student is ready to take advantage of the school curriculum, and has the skills necessary for this. Any gaps that existed prior to the programme have been addressed, similar to plugging the holes in a bucket before trying to fill it with water.
This framework was started in its entirety by a very talented teacher at my school, after some PLD was provided to myself and her courtesy of the RTLB (resource teacher of learning and behaviour) service. I incorporated aspects of the programme with the older children I mainly focussed on, and tried to implement it later on in the year when I shifted to working with younger students.
Now, a year later, the framework is still in use, although less intensively than it was a year ago. It has been incorporated far more naturally into our daily programme, with key aspects still being applied.
Blocks for teaching spelling
Blocks/counters to help young students hold a sentence in their head as they write it
Blocks/counters to help students visualise a target number of sentences for writing
Casey Caterpillar – teach letter shapes and the order they go in to turn into letters – when kids are ready
Casey Caterpillar – Use a means of teaching skills such as differentiation and patterning
Have physical objects handing as prompts for writing (and let the children handle them as they talk and write)
Develop fine motor skills and oral language – these are essential to success in writing
Explicitly teach oral sentence structure and questioning techniques – in a practical context
Shore up the foundation before adding to the building
Look at the stage not the age
Has it been successful?
This depends on your view of success. In terms of academic achievement gains it has a two year span, so the jury is still out. It has definitely not harmed/limited the students’ learning. In terms of teacher gains, it has been an outstanding professional development tool which has vastly improved my understanding of how students develop their literacy and what potential blocks or ‘holes’ are preventing their learning for moving forward. From that view alone, the training is worth goin through.
Am I convinced?
The jury is still out on that one too. The framework is absolutely valuable and worthwhile. I would be interested to see the results further down the track.
I think adopting the framework in its entirety is outside my current headspace of working with year 0-3 students (pre-k to 2). In a situation where students were of a closer age/stage I can see myself implementing this in more detail. However halfway through last year we introduced play-based learning, which I believe complements this framework and has provided a means of covering the framework more authentically than previously.
The Casey Caterpillar leaves me with no doubt whatsoever of it’s benefit. I wouldn’t want to teach it any other way (unless it was a rose by any other name).
I hope that this has been of some help to you if you are interested in building blocks. Even getting the giant chart which identifies all of the skills would potentially be helpful as a PLD tool.
I sit here a very excited teacher. My writing lesson not only worked, but it worked well! I was thrilled with the quality of the writing produced.
I used a planning template (Sheena Cameron & Louise Dempsey – The Writing Book), and spent a writing lesson teaching children how to fill these out. Shockingly, I then insisted that they use this planning the following day to do their writing. Finally I got them to peer-assess each other (although that’s another whole story and lesson to be taught).
All of this is fairly basic pedagogy. I am excited because it has actually pulled together – something I haven’t achieved in the past when teaching writing in this way.
I am continuing recount writing according to the model established by one of teachers in the team-teaching situation I work in. She of course did an awesome job, so it was really easy to pick up on and work with.
After a week of it I am pleasantly suprised at the results & the hugely improved engagement levels. It is clear that a number of the students have had limited exposure to ‘comics’ and are unclear on the idea of using pictures to convey additional information to the limited text included there.
I am also thinking that the group working ‘in books’ should be my focus group, despite them being of mixed abilities and having different individual foci. I will trial this next week and then cement my decision during week 3.
There is one student who was so motivated by these writing sessions that it was repeatedly talked about at home!
Of consideration is a cross-school moderation session which all students will need to be familiar with the traditional narrative written form.