In order to have a strong understanding of primary English, teachers need to understand how children learn reading, writing and language, and how these develop throughout childhood. Covering the interconnected areas of speaking, listening, reading and writing, and aware of the new National Curriculum in England, this book gives beginning teachers clear pragmatic guidance on how to plan, deliver and assess high-quality teaching. Key features: Recurring case studies in each chapter provide realistic examples of children’s literacy development across the primary age phase • Research focus boxes explore contemporary research findings and what they mean for the classroom • Activities and classroom application sections give practical advice that can be used in teaching. • This is essential reading for all students studying primary English on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, PGDE, School Direct, SCITT), and also NQTs.
- To identify key features of progression in writing composition
- To examine key models of the process of writing composition
- To relate progression in writing composition to daily classroom practice
- To evaluate common forms of assessment for writing composition
This is the first of three chapters that look at the progression of writing in primary pupils.
In school there are two aspects to writing: learning to write and writing to learn (Britton, 1972). Learning to write is different from writing to learn. Writing to learn is about writing fluency; it requires motivation and a reason to write as well as an environment that prizes the production of independent and unique pieces of text in a range of genres. Writing can lead to different forms of thinking as ...