Discussion 6

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University of the People *

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5271

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English

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Jan 9, 2024

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docx

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2

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I find that teaching primary elementary students to write is very exciting. I enjoy providing them with questions first that they must answer and incorporate an illustration, as I find the younger they are, the easier it is for them to express their thoughts by way of drawing than writing- at first. As we dive into the mechanics of writing, it becomes easier to draw ideas out of the students and to assist them in organizing their thoughts, by reading to them. I read lots of stories to my students, often pausing to point out the beginning, the middle and the end of the story, and then the characters of the story as we circle around to the setting and the plot. Assisting students in the use of Emotive language when teaching older students is important as well. Middle school students are filled with emotion, and helping them to use it in their prose is important, and it adds expression as well as identity to their writing. One important way language stirs our feelings is by association (Bowket, 2010) These elements are crucial to the story ,and provides the scaffolding students need in order to organize their thoughts and ideas. As we continue to write, I continue to require an illustration that depicts and idea or event in their prose. I do this because many students are visual and need to see their words. I have found this technique assists them in becoming better writers, as it allows for them to organize their thoughts. The use of graphic organizers to assist with the organization of thought is important as well. Have you ever listened to a seven year old tell you a story? It is generally all over the place, because they are not able to sequence events cognitively, and when you throw in the fact they are excited to have your attention as the teacher, the story is really all over the place. As students get
older and develop cognitively, their ability to organize their thoughts becomes stronger and that story they tried to tell when they were seven is much more coherent and is littered with details. When students are provided with the tools they need to organize their thoughts, writing becomes easier for them. Helping students to understand the importance of asking the “w” questions to obtain answers is very important, and this strategy provides focus and understanding to the reasoning behind the assignment as well as toward the outcome of the assignment. Art and graphics play an important role in the writing process for many students, as they are often unable to paint a picture with words, so it is easier for them to paint a picture, however, this does not exclude them from having to write about their illustration. When I have students who are apprehensive about words, I have them answer the “W” questions in a sentence or two, and allow for inventive spelling, and grammatical mistakes they can correct in peer groups. Writing prompts such as: If I were stuck in a snowglobe My favorite food is- and why? If I could be anyone in the world… If I were a snowflake These types of prompts spark imagination and when a few “w” questions are sprinkled in that must be answered, it puts focus on the students writing and their ideas. References Bowkett, S. Developing literacy and creative writing through story making: story strands for 7- 12-year-olds.
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