2.

1 Strategies to develop writing skills

Written language is an extension of expressive language, i.e. speech and is

manifested through essay (composition), spelling and handwriting (Weeks, 2003:272).

According to Davin & Van Staden (2005:126) teachers should build on learner’s “pre –

existing knowledge” and create opportunities to develop fine motor skills needed to

hold a pencil to write, develop perceptual abilities to recognise differences in print,

understand that we use writing to communicate and further encourage a love for

creative writing. As teachers we should create as many opportunities for young

learners to be exposed to meaningful written language and create opportunities where

they are able to experiment with writing in an integrated, developmentally appropriate

programme.

2.1.1 Make time for teaching written language

Teachers should provide opportunities to improve fine motor skills, e.g. puzzles,

pegboards, small blocks, construction toys and scissors (Davin & Van Staden

2005:127). In order to achieve neater handwriting teachers could assist learners in

correcting pencil grip, making sure that the pencil leans against the front of the middle

finger, opposite the nail bed and is pressed down against the middle finger with the

point of the thumb. Teachers can assist learners to space words evenly by making

use of measures, e.g. their fingers or ice cream sticks. The correct word placing

should be emphasised as well as letter spacing. Handwriting through writing

movements should be practiced, warm – up exercises can be done, e.g. controlled

scribbles and rhythmic patterns (ed. Landsberg et al. 2016:190). Emphasis should be

put on the correct direction of writing, i.e. from top to bottom, left to write. Guidelines

should be provided for even letter formation. Teachers should pay special attention to

left – handed learners by taking note of paper placement and a comfortable writing

posture which will result in better writing results and neater work (Weeks, 2003:286).

Left handed scissors could also be provided to assist with cutting to progress fine

motor skills

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2.1.2 Create an environment conducive to the development of writing skills

Write down stories and incidents related through drawings and pictures of the young

learners. Display their work to create enthusiasm. In order to teach learners that

writing has meaning and context, the classroom should have print in full view of

learners, including words, and letters and numbers in order. This should include labels

on artwork, captions on learners’ work, lockers and storage areas, objects in the room

and other of interest and activity corners, e.g. science table or other displays of

interest. A writing corner with writing utensils (e.g. pens, pencils, blank, unlined paper,

discarded typewriters or old computers, a post box, etc.) should be readily available

where learners could do “writing”, e.g. writing a love letter to Mom, or a letter to

Granny or a shopping list. Include learners in your own writing activities, e.g. a note to

the learners’ parents on an upcoming outing. Discuss with them the content of your

writing and encourage their input, while mentioning terms e.g., words, sentences and

note. As they become more familiar with writing, describe how to form certain letters

and spell aloud some high frequency word (Davin & Van Staden 2005:127).

2.1.3 Integrate writing with other learning subjects

Teachers should provide a variety of different art materials for learners to experiment

with as this will develop fine motor skills, creativity and creative attitudes towards

writing. Opportunities for daily free drawing and painting should be implemented with

blank sheets of paper, crayons and paint readily available, as this plays an important

role in the development of writing abilities. When baking as a class, recipes can be

provided for the learners to follow. The outcome of science experiments can be

written down or drawn and the weather update could be indicated on the weather

chart. Favourite songs and rhymes could be put on the wall for the learners to see.

(Davin & Van Staden 2005:126). Drawing and scribbling indicates that the learners do

not yet associate writing with speech. Ask them to explain what the drawings are and

write under the drawing, emphasising that you are writing their words and point to

their name letters in the words. When learners randomly write letters and letter-like

forms, they start to comprehend that print carries meaning, but they don’t realise yet

that the letters carry sounds that are used in a systematic way to represent spoken

words. According to Davin & Van Staden (2005:127) learners should be exposed to a

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variety of writing experiences to understand the purpose of writing, e.g. in the fantasy

area writing experiences can be provided in context, e.g. “supermarket, post office or

the bank where they have the chance to fill in real forms, draw money, draw up a

shopping list”. Point out beginning sounds of words. Encourage them to sign their

work with their name, pointing to letters in their name and praising them for their

efforts. As soon as learners write with salient and beginning sounds they are

beginning to grasp the alphabetic principle. Knowledge of print and sound are

combined for the first time. However, they can’t yet identify where spoken words begin

and end in written text. The teacher can focus on the beginning and end sounds of

words that are model – written. Invite learners to write their own names during

interactive writing. Attempts at spelling indicates their level of reading and they are

normally able to point at words of a well - known rhyme and correct themselves when

they lose their place. Knowledge of letter sounds and names are used to identify

words using the first and last letters for word identification. Vowel sounds are not yet

grasped (Cabell, Tortorelli & Gerde 2013:653). According to Cabell et al. (2013:654)

“horizontal lines should be drawn to represent each letter of a word to provide a cue

for each sound/letter in the word. Support the child to listen for each sound in a word

as they say the word”.

2.1.4 Guidance to write meaningful and creative composition

Assist learners to expand their sentence construction by asking, e.g. where or when

questions. If learners repeat the same sentence construction assist them by giving

them the first two words of a sentence and that they need to complete. To assist with

correct word order, read the correct and then the incorrect word order and ask the

learner to choose the correct one. If learners do not complete a sentence, probe them

with who, what or where questions and allow them to complete the sentence. When

words are left out of sentences, or learners are able to recollect the sentence orally

but not omit it to writing or if they forget the dictated sentence, exercises using strips

of paper representing each word in the sentence can be given to assist them in

remembering. Problems with the spacing of words can be rectified by using an ice

cream stick or their finger to measure the space between words. Learners who leave

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out capital letters or full stops can use colour pencils as highlighters (Weeks,

2003:282 – 283).

2.1.5 Assist learners to reach the point in their writing where they automatically

apply writing and spelling rules without having to think about it

Spelling and word recognition are interlinked and therefor spelling and reading should

be seen as interrelated subjects. Repetitive spelling of words is of little value to learn

correct spelling methods. Rather encourage as much reading opportunities in – and

outside the school environment, as many writing opportunities as possible as well as

experimenting with spelling. Teachers should not place too much emphasis on correct

spelling as to not dampen their enthusiasm to put thought to paper. Parents are

encouraged to motivate their children at home to write correctly and have pride in their

writing skills (Weeks, 2003:284). Praise should be given to learners who are making

conscious attempts to spell correctly. Learners could furthermore be encouraged to

start their own dictionary and the teacher can write a word on the page opened at the

correct letter, or they can look up words in a dictionary depending on their spelling

level (Weeks, 2003:284).

When teaching learners beginning spelling it is important to concentrate on vowels.

Make use of cognitive input to assist learners to apply spelling rules. Word rhythm

should be emphasised by concentrating on the syllables in words. Learners should

make use of words in full sentences. Establish letters or letter groups’ links by using

exercises, e.g. card games: “the fat rat sat on the flat cat”. Learners should be made

aware of certain consistencies within the spelling system in order for concepts from

one word to another to be conveyed, keeping in mind that spelling rules should be

taught with the learners’ writing level in mind. According to Weeks (2003:285)

“mnemonic techniques can be used, e.g. “curly c” and “kicking k” and learners are

taught that “k” always kicks “c” away and therefor “c” can never follow “k” in a word. A

mirror can be used to assist learners to see the rounded and unrounded sounds that

vowels make. Furthermore, the letters “b” and “d” should never be taught in the same

lesson as they not only look alike but also sound similarly”. Use rhymes to teach

consonants and consonant constructions. Concentrate on high frequency words the

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learner will use most often when teaching specific spelling structures (Weeks,

2003:285).

2.1.6 Develop the learners’ ability to produce quality writing by allowing them to

assess their own writing

During the introduction phase concentrate on concepts, ideas and vocabulary that suit

the learners’ needs, interests and abilities. Provide for an experience and build it

around visual, auditory and emotional facets. According to Botha & Hugo (1999:60)

“spelling is often learned through the visual images of the word”. With the input of the

learners co – construct a framework with all the important points to cover in the writing

as well as the chronological order of the main content. Strengthen the communicative

experience by allowing the learners to bring a photo of the person they are writing to.

Allow for independent writing and allow for communication (i.e. the learner asking

questions) throughout the writing process, in order for reflective and active

participation to take place. Ask the learner to read the composition out loud after

completion to self – reflect and correct, in order to enhance the writing activity. Allow

for group feedback on what they enjoyed or points that were not clear. Let the learner

complete the writing exercise with final improvements where necessary (ed.

Landsberg et al. 2016:190).

2.1.7 Employ teaching strategies that will contribute positively to the learners’

writing skills

Spontaneous efforts at writing should also be displayed as you would art activities, as

this indicates the importance of writing to the learner and would encourage them to

experiment more with writing (Davin & Van Staden 2005:128). Every writing attempt

by a learner should be seen as a learning opportunity. Do not be overcritical as this

could damper their enthusiasm and confidence to write freely (Weeks, 2003:282).

Teachers should at all times encourage learners to write as neat as possible and to

take care of their books but accept that not all learners will achieve this.

Acknowledgment and praise for their work will lead to pride in their work that should

encourage them to improve. They should never be made to feel that their attempts are

not good enough (Weeks, 2003:286).