Modelled writing is a form of effective teaching and learning in primary school as the children can understand how a writer thinks through the demonstration of the teacher.
During the DVD the DCFS published I was able to observe a year four teacher authenticating this accordingly. DCFS (2009) 'The teacher draws ideas from the children before modelling writing on the board. He challenges children to develop their ideas and shows that he is thinking as a writer by articulating what he is doing.' The teacher composes and writes the text down and the children get to observe and question.As the teacher composes and writes the text they 'think aloud' which then subsequently helps the children to understand the process. Hornsby (2001) states that in modelled writing you provide maximum support by composing the text, putting it on paper and talking about it.
The children are free to witness the act of writing. I think that the purpose of modelled writing is to demonstrate how writing works by showing children ideas can be recorded on paper. In addition to this children develop and awareness of the details of letters sounds and words while constructing meaningful texts.Shared writing is a powerful teaching strategy and the principle means of teaching writing. It also adds to children's knowledge of the conventions of writing.
In shared writing the children can work together as a whole class of in groups to compose a text. The teacher acts as a scribe so that the children can focus on the composing text and they also may contribute to the text and help as a member of the group to guide the way in which the text is constructed. By deliberately making occasional errors this can reinforce previous teaching points and can also highlight any misconceptions. Teachers are able to 'provide an essential step towards independent writing by helping children to understand and apply specific skills and strategies' DFEE (2001). Shared writing teaches children about differences between speech and writing DFEE (2001) also states that by scaffolding some aspects of writing, for example the spelling and transcribing, to enable children to concentrate on how to compose their writing, for example through the choice of words or phrases and ways of constructing sentences to achieve particular purposes or effects.
During shared writing we should encourage the automatic habit of basic elements in writing for example capital letters and full stops.Guided writing is an essential stage in the teaching sequence as it enables the teacher to scaffold children towards independent writing. http://nationalstrategies.standards.dcsf.
gov.uk/node/48331 states that Guided writing contributes to the personalisation of learning which then enables the teacher to tailor their teaching to the needs of the group and facilitating the teaching and learning of individual children. The teacher is then able to observe and respond to the needs of individuals within the group to give immediate feedback on success and to discuss further areas for improvement. Guided writing also allows children to apply their new skills to their writing and through guided writing the children are supported. The teacher is able to make it more challenging for the more able writers and also define the writing for the less confident writers.
The DCFS (2009) also agrees that guided writing should be specifically 'targeted towards groups of children according to their current targets or specific needs.' The aim is to provide support to help children improve their writing and work with increasing independence; for example, discussing vocabulary choices, spellings and style.Modelling, shared and guided writing are all essential steps children have to take to reach independent writing as they help children to understand and apply specific skills and strategies. Children should have plenty of opportunities to be able to write independently and by creating a stimulating writing environment they can achieve this. Evans J. (2001) suggests that Independent writing 'must be a daily component of the writing programme.
Children need opportunities to choose to write for a variety of purposes and a range of audiences.' Displaying prompts around the classroom such as suitable vocabulary and also connectives will help the children to get into the habit of breaking free from their routine phrases and help them discover their imagination. Children should have the opportunity to enjoy writing about their own topics and for their own purposes.
