” You can’t write sentences unless you have said them, you can’t say them unless you have heard them.”

This week we looked at ideas of methods we could use to help with our children’s writing, we looked on the internet to research different methods to use to help our children become independent writers.

https://www.tes.com/news/four-ways-help-students-write-independently-primary –  we found this website useful as it gave us a few ways of getting our children to write independently.

Above is a picture of our mind map of ideas.

Each person chose a method that they were going to do during the next few weeks to see if any of these help with our children’s writing.

We also  looked into Pie Corbetts philosophy that you can’t write it unless you can say it and you can’t say it unless you have heard it. As we only looked at this for a short amount of time we will look into this more next week.

This week we looked at our assessments and tried to see if there were any patterns in the abilities or any similarities. We thought that there may be a gap between boys and girls writing but discovered that this was not true. The girls ability to write a sentence independently was the same as the boys and there was no link between them being able to segment and blend the words orally. The children who were able to orally segment and blend the CVC words in the assessment were still not able to write those CVC words independently when asked.

We researched what we could do to get children to write independently and found this article that we found useful. It talks about making writing special and writing for a real purpose, it also talks about embedding the learning into ways that the children can transfer into their writing.

https://www.tes.com/news/four-ways-help-students-write-independently-primary

Next week we are going to focus on ideas that we are going to implement in our teaching to support the children’s writing.

Below are photos of the oral blending assessment from one group and the supported and unsupported work from a few of the children we assessed.

“I went to school.”

“I can see a man.”

“I went to school.”