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CH 3
CH 3
Section 1: Harper
The need for Harper’s writing development in this particular scenario is spelling. The
learning to spell accurately is an important aspect for learning good writing (Fellowes &
Oakley, 2014). Harper’s spelling mistakes in the narrative such as wrong spelling of words
like ‘fery’, ‘coftbel’, makes it hard to decode and comprehend for the reader. Writing with
spelling mistakes results in the reader focusing on decoding the text rather than understanding
the meaning of text (Fellowes & Oakley, 2014). It is also being said that children with good
spelling are more competent with their self-correction and self-monitoring when writing
To improve Harper’s learning about writing especially with Spelling words, could be done by
using modelled writing strategy. The modelled writing is a teaching strategy where children
observe the educator’s text in a classroom or small group (Fellowes & Oakley, 2014). The
educator uses the written text and children are able to see educator’s texts, forming
meaningful sentences. The text written by educators should address children’s writing ability
and learning needs. The intention of using modelled writing strategy is that it is only
conducted for short period of time to focus on improving children competency with particular
writing text.
For example, in this particular case, educator’s work on spelling specific words according to
Harper’s need of learning writing development such as words ‘very, comfortable’ and
‘house’.
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Assignment 2: Folio Part B
The lesson plan for Harper’s writing could be using ‘think aloud’ teaching method. In this
method, teacher’s focus on spelling while writing text. The teacher providing the
opportunities to children to ‘hear’ while writing the text to make meaning. For instance, if the
teacher focusing on specific words in the case of Harper’s writing, might say, ‘this is the
word ‘comfortable’ by reading it aloud to children while writing’. Or by saying, ‘this is very
big house sounds it consists of word ‘ow’ but it is actually made up of word ‘ou’ in it or by
adding ‘what should we write down next to make meaningful text’. The thinking aloud
techniques allows the educator to demonstrate more effectively how the writer should apply
skills, knowledge, processes and strategies when writing (Fellowes & Oakley, 2014). When
an educator is done with writing text, children could be provided worksheets of class text in
which they have to find missing letters- which could be removed from beginning, middle or
end of the word using shared reading context. Shared reading provides opportunity to explore
more words and spelling patterns, as it helps children to learn about letter-sound pattern in
words, along with visualising the word spelling (Fellowes & Oakley, 2014).
The missing letters can be provided in a blog to choose from. During this activity, educators
along with children, read the text and identify the missing word within the letters and correct
them by replacing with missing letter. Learning to spell is more of a thinking process than a
task of memorisation (Fellowes & Oakley, 2014). According to Cox (2013), children who are
good at spelling are also good at figuring out (decoding) words when reading.
The use of Spelling software could be used to enhance Harper’s writing development. In the
twenty first century, plenty of software are designed for children to improve their spelling
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Assignment 2: Folio Part B
(Oakley, 2007). By using software like Phonics Alive 3 (The Speller), helps Harper’s in
learning the spelling of words and can be used to supplement child-centred spelling
approaches.
Madison
Madison’s writing demonstrates lack of grammar, as written text with grammatical errors
conveys the writers line of thoughts and it’s difficult for readers to comprehend the text. The
grammar is basically arranging words or group of words to make sentences and this is called
syntax. In this scenario, Madison needs to understand the written text ability and use of
the written text would be more complicated to understand and comprehend by reader more
The Australian Curriculum places emphasis on children learning about language as well as
Madison requires support in her writing text to understand the use of syntax and the role of
grammar in efficient writing and oral communication. In order to maintain and achieve a
certain level of writing ability with Madison, shared writing strategy could be implemented.
The shared writing is a technique where both educators and children work together to
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Assignment 2: Folio Part B
compose written text (McKenzie, 1985). The aim of shared writing is to create text, whether
it be a narrative, a report or whatever, which is well written in both content and form
(Morrow, 2012). Madison is going to benefited by shared writing as whole focus would be on
The educator plans an activity of writing a report on a particular topic with children. For
example, a report on ‘Bush Fire’, which gives children a chance to express their emotions and
concerns related to the community, involved in the fire and how it affected local community.
This helps children to form content of the report using variety of sentences such as simple,
children’s grammar and punctuation knowledge and use in writing begins in the early years of
school (ACARA, 2011). Children would use their thoughts to make variety of sentences,
using different types of words depending on their specific role in conveying the meaning of a
During shared writing session, educators could discuss the role of grammar in writing text,
by giving a reference to the sentence. For instance, in a particular sentence such as ‘The bush
fire usually occurs during hot and windy days.’ Educators might speak to the children about
the use of verb, subject, adverbs or adjectives in the sentence to make meaningful and
complete sentence. Educator could talk about the use of capital letters, full stop (.) and other
parts of sentences. Once, educator and children are finished with written text, children would
be given an opportunity to reread the report, which gives them extensive exposure to gain
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Assignment 2: Folio Part B
The use of ICT in children learning development brings ‘funds of knowledge’ (Moll et al.,
1992), via means of digital norms such as video, audio and graphics. To extend Madison’s
grammar skills, educators could introduce child to a word processing Clicker 6 writing
software, which helps Madison to frame sentences using multimedia tools. The Australian
Curriculum requires children in the Foundation Year to construct texts using software
including word processing programs (ACARA, 2012). Using this software, children would be
able to frame variety of sentences: from simple to compound sentences and helps children to
understand the elements of sentence structure and grammar (Fellowes & Oakley, 2014).
Modelled writing is a specific strategy which allows the teacher to explicitly demonstrate the
process of writing by ‘thinking aloud’ with Harper. Whereas shared writing includes both
educators and Madison in a group to achieve a particular task. The children involve
educators and children both work together or act as active participants through discussion and
contributing thoughts to written text. Moreover, modelled writing should have a clear
teaching goal for Harper to enhance child writing development through topic chosen by an
educator which aims to improve child spelling word skills. Whereas, Madison has a sense of
ownership by collaborating with educators by deciding what should be included in the text
and how to express using ideas and suggestions in the text (Fellowes & Oakley, 2014). The
discussion via shared writing helps Madison to understand the importance of process and
strategies for composing texts, which helps to achieve particular effects of writing such as the
use of verb, adverb or proper use of syntax to complete the sentence (Fellowes & Oakley,
2014).
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Assignment 2: Folio Part B
There are both benefits and limitations of each strategy used to enhance children writing
development. The benefit of modelled writing strategy for Harper is educator focuses on
child’s particular need of writing text development throughout the activity session. But in
modelled writing, students are merely observers (Fellowes & Oakley, 2014), which means
Harper is only going to observe the educator without any interactions or collaborations within
the group. The educator leads the written text, like an old teaching technique where children
should be seated in a row to clearly see the educator text and depend on educator instructions
The shared writing strategy for Madison, is a kind of collaboratively work done by educator
and child, where both are involved to achieve a task. It is a step for children moving towards
an independent writing (Routman, 1994). The limitation of shared strategy is that it does not
work for short period of time which means if educator wants to see Madison improvement in
grammar, then it should be done on regularly basis for about 10-15 minutes to achieve the
goal. It might not help other children writing development level, as it is a small group activity
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Assignment 2: Folio Part B
References
Learning_Progression.pdf>
<www.australiancurriculum.edu.au/GeneralCapabilities/ Information-and-
Communication-Technology-capability/Introduction/Introduction>
Cox, C. (2013). Teaching Language Arts: A student centred classroom (6th edn). Boston:
Pearson Education.
Morrow, L. M. (2012). Literacy development in the early years: Helping children read and
Oakley, G. (2007). Can ICT help children spell? Practically Primary, 12(1), 45–7.
Ogle, D. & Beers, J. W. (2012). Engaging in the language arts: Exploring the power of
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Assignment 2: Folio Part B
Routman, R. (1994). Invitations: Changing as teachers and learners K–12. Portsmouth, NH:
Heinemann.
Melbourne: ACER.
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