writing

In preparation for my new Teach Along – Writing Success in the Early Primary Years – I talked to quite a few teachers to really understand what it is they experienced when teaching writing.  There were many things they had in common, and one of them was this statement:

“I am expected to get all children writing full texts, when some of them can’t even write a sentence. It just doesn’t make sense!

As I spoke with them, I could hear the frustration and worry in their voices.  Frustration that th…

Last week’s post talked about some of the finer points of language selection to support our students' writing development and suggested that there really isn't a need to have small group instruction in order to reach every child.   What I didn’t get time to do was to explain exactly what this might look like in your classroom.  So gather round as I tell you a story. 

There was once a teacher who tried her very best every day to help her students learn to write.  She modelled using the struc…

I have said it many times and I’ll say it again.

 The simple fact is that our children don’t have enough time focusing on language at school.  Now I know that they talk to each other in the playground and that they talk in the classroom when you don’t want them to. I know that you are likely already doing some ‘talk to your partner’ in your classroom (if you aren’t, please do start) and that you are possibly engaging children in oral sentence level instruction.

Even with all these things goi…

One of the things we can all agree on is that our curriculum is a crowded document. The expectations of what we are supposed to be able to teach, assess and track are, frankly, ridiculous.  Before I decided to ‘just keep things simple’ I felt incredibly overwhelmed by the sheer amount of ‘stuff’ I was supposed to get my little people students to know and do. It was as if I was being asked to be on some kind of teaching game show where I was put in a booth and had to quickly stuff as many marshma…

 Once we understand the need for explicit language and writing teaching, the question becomes, “Exactly what does this look like in a classroom?”  This post aims to begin to answer that question.  

Quality picture books.

A particularly engaging and effective method of building language is through the use of quality picture books.  This is by no means a new way to explore and contextualise grammar.  I highly recommend Joanne Rossbridge and Kathy Rushton’s book “Convers…