24 Days of Formal Education Done: What does their writing look like now? Take a look- These are 4 & 5 Year Olds!.

I’ve had some requests from teachers who would like to see some samples of my student’s INDEPENDENT writing. Some are trying to follow my posts to plan their teaching and learning experiences. What a compliment. This is also an opportunity to thank the people who are sharing with me or writing blogs that I visit to inform my teaching and learning. There are so many great blogs to visit and I’m so thankful that these teachers are ‘risk takers’ and take the time to share their practice. I’ve been managing a post a week because this year has been so busy. I can’t remember a year like it! I wonder if others are feeling the same.

My students have now had 24 days of formal education and I’m so proud of their achievements. They are settling well, confident, developing a sense of belonging and fun. It’s a long weekend in Melbourne and these young children will enjoy their break. It’s full time from next week and I’m looking forward to having five days each week with the children.

My students have been immersed in the alphabet (Phonemic Awareness), Concepts of Print, stories, recounts, letter formation, rhyme, Language Experience, collaborative sentence construction, Independent Writing, Talk, Oral Language building and Student Led Interactive Writing. I define my approach as ‘The Interwoven Approach’. It’s like a weave – building on connections. Language Experience is the over arching philosophy in my classroom. Concepts are not introduced separately, there always needs to be a link/connection to prior knowledge. These are the foundation years and I want these students to have a strong foundation to build their future learning on.

When looking closely at each of these writing samples, I can see their understanding of writing growing. Each sample of writing is a recount of an experience. The concept of a sentence is developing, spaces are evident to define words. Full stops are present in some of the samples along with a capital letter at the beginning of a sentence. Good attempts at spelling unknown words is evident. Within my Interwoven Approach/ Language Experience clear foci are planned in response to student writing needs. My students are well on their way to becoming competent young writers. They are ‘risk takers’, proud of their work and confident enough to ‘have a go’.

Cheers Nina

2 Comments

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2 responses to “24 Days of Formal Education Done: What does their writing look like now? Take a look- These are 4 & 5 Year Olds!.

  1. averil2

    Hi Angela,
    Thanks for visiting and I always value and appreciate your comments. I know now that my writing this blog and reflecting on my teaching improves my student’s learning outcomes. The comments/emails I receive from other teachers helps guide my teaching and reaffirms I’m on track.
    Informing parents is something I feel strongly about and to support parents we have information evenings. We’ve had our first evening which was well attended and I spoke to parents about home reading. I ‘role played’ listening to a child read. Orientating the text & the strategies we use to support the child. The parents were given little story books written in Indonesian to practice with someone and it was interesting for them to experience what it is like for their child to be confronted with text. They could understand how important the pictures were, how they used their prior knowledge and the discussion that comes from this ‘role play’ is excellent.
    Next term (we have four terms) I’ll be speaking to parents about writing and how we teach and assess writing development. My aim is always to have ‘no secret teacher business’. The parents will be shown what their child’s first school report will look like and how assessments are transferred into progression points & then a letter grade. A ‘c’ represents a child who is making pleasing progress and meeting the standard. Parents have found the ‘c’ hard as many have come from a traditional ‘A, B, C’ reporting system. Explicitly educating parents on how & what our reporting system represents will ensure they see their child’s achievements. Writing samples are displayed with assessment comments. Samples represent progression points and ‘at standards’ pieces are displayed and discussed. These nights are well attended. We’re always trying to balance what is ‘too much information’ for our parents to take in at one session or what do we really want them to understand in order to support their child. They also receive newsletters that explain our program and our ‘open door’ policy ensures that parents are welcome in our classrooms.
    Thanks once again for commenting.
    Cheers Nina

  2. I love your analysis of the work you share, as always, Nina. I wonder if parents would appreciate learning how teachers look at student writing, as you do?

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