WRITING TRAINING RESOURCES
WRITING EARLY
| Resource ID | Descriptor/Video Link | Resources |
| EW1 | Writing Genres | Online Video |
| EW2 | Supporting a Child with Literacy | Online Video |
WRITING 1ST LEVEL
| Resource ID | Descriptor/Video Link | Resources |
| 1W1 | Writing Genres | |
| 1W2 | Read it – Think it – Post it – Write it |
WRITING 2ND LEVEL
| Resource ID | Descriptor/Video Link | Resources |
| 2W1 | Writing Genres |
Learning to write is a complex process and it is every child’s entitlement. Taking possession of the written word can open up a world in which children can cultivate identity, an understanding of the world and their place in it in relation to others. To engage children in writing, they have to want to write, see the purpose in doing so and the opportunities it gives for them to have a voice. Make writing a part of daily life, linked to play, fictional and real experiences. Provide authentic contexts for writing that are meaningful to the children and demand their active and critical engagement with the process.
As a teacher, it is important that you are able to model writing ‘live’, sharing the frustrations and successes involved. Engage in cooperative writing that includes the teacher as writer and allows children to be supported to develop their ideas, skills and writing style within the security of a large group and maintain momentum for writing.
This will enable you to learn empathy with pupils, give them more space when they are writing and respond more sensitively and deeply to their own efforts. Model writing everywhere; linked to all areas of learning and throughout provision. Show children and parents it is inherent in daily activity. Demonstrate the act of writing but, crucially, write alongside children, articulating the thought process you are going through and strategies you draw on to articulate ideas and ways to overcome difficulties faced.
Children benefit enormously from a teacher that writes, a writer that teaches.
Demonstrate to children how to craft texts with the reader in mind and how to reflect critically on their own writing. They will, in turn, see how to manipulate and control writing to achieve intent as a writer for purpose and effect on the reader.
