Writing Wall Challenge Number One

The writing wall challenge has begun...

Last week we created a display in the classroom which we have called the 'Writing Wall Challenge'. The idea behind this is to set the children a writing challenge every 2 - 3 weeks.

We are hoping that a challenge will excite the children and help to inspire some of the more reluctant writers.

The first challenge was to write a 100 word 'drabble' which is a story based on a picture (shown below). The story has to be emotive and make the reader want to read more.


                              


We took inspiration from the 100 Word Challenge website which states that:

'by setting a limited word count with a focused theme and a guaranteed audience beyond the class teacher, children have far greater motivation for writing. Those who are reluctant writers feel safe with only 100 words to write, whilst those more advanced writers can really extend themselves with the word restriction'

(100 WC, 2012)

100 Word Challenge  - link to website.

We are hoping to develop the writing challenges we set the children which may include a word or sentence prompt, a mystery to solve or decoding a book in another language.

Examples of the children's drabbles










 

Setting New Goals

 

In response to our meeting with our creativity tutor we have developed some new goals to focus on:

• To promote the use of different languages in the classroom; in response to the diverse languages of this class in particular we are going to try to use a Picture book written in French. The justification for this approach is to raise the profile of the students who have English as an additional language. One pupil in particular is newly arrived and we want to illustrate the way in which stories can be enjoyed and read in a different language. Additionally this strategy also reflects how it might feel to read a text in an unfamiliar language. 
• One of our long-term aims is the use of the Magpie Books in school. We hope that this strategy will be one of our legacy's. Consequently we are thinking about hosting a whole-school assembly about the children's work this term and their use of their Magpie Books. This is something we will need to discuss with their class teacher. 
• Lastly, we are about to implement a 'Writing Wall' in the classroom. This wall is going to be changed every 1-2 weeks to stimulate interest and motivation. The wall will contain an interesting stimulus to promote creative writing. This week we are providing a range of examples to start the children off. A carefully selected image will be the starting point for the children's writing as they attempt to write a 'Drabble' (a short, no more than 100 word piece of writing). 

The Reading Box

 

In response to the 40-50 texts we took into the class four weeks ago we have heard some positive responses to our endeavours. The idea was to stimulate the children's imagination by providing them with a wealth of books from a variety of genres. We know that when children have good reading habits their writing improves. As Collins (2003) discusses when children read quality texts their work drastically improves, their ability to construct sentences, select more interesting vocabulary and sustain genre specific language features are enhanced. So we were delighted to hear that the teacher had actively allowed time in the school day for the children to select a new book and enjoy reading it. This change is noted by the shift in reading habits of the class. As we go into school tomorrow we will be analysing the children's 'Book list' to see what genres they have enjoyed the most.

ICT Opportunities

 

Tomorrow the class are coming to visit the University in order to use the ICT facilities we have. When we first surveyed the class they reported that they really wanted to type more of their work. Due to lack of space/funding the school currently does not have many ICT facilities. So we have invited and arranged for the class to come here instead. These visits are occurring regularly until Christmas at the moment. We are assisting in walking the class to and from the university each week and have also undertaken a risk assessment for this to happen. Tomorrow we shall report back on the success of this endeavor!

The importance of ICT in children’s learning is highlighted by Bearne & Wolstencroft (2007) who discuss the significant changes in technology over the last decades which have had a significant impact on the use of everyday writing and text. Furthermore, Bearne (2004) points out that children are using digital technologies to access a variety of texts at home and ‘there is a pressing issue about the relationship between kinds of reading and writing fostered in schools and this experience’ (ibid, p. 19). Mills (2010) also discusses the important role ICT plays in most children’s everyday lives and argues that teachers must include new ‘digital media to make connections between the learning spaces of home and school’ (ibid, p. 35).

Waugh & Jolliffe (2008) discuss the positive impact ICT can have on pupil's learning. Using ICT can help to improve 'pupils' levels of concentration, self-confidence, self-esteem, independence and behaviour’ (ibid, p. 229). Moreover, ICT can have benefits for learners with special educational needs and those learners who may be reluctant.

Through the visits we hope to show the school that using ICT has many benefits so that they can develop the use of ICT in the future when the school is better equipped.

Talk for Writing

The Philosophy for Our Project

The philosophy for our objectives are linked to theory and have been developed through creativity and thoughtful reading. As the children in this Year 6 class displayed signs of being reluctant writers, in some regards, we have tried to engage the class in writing activities which have a genuine purpose (Riley, 1999). The concerns from the class teacher were not isolated as the report from Ofsted 'English at the Crossroads' (2009) found; children's overall ability in writing is far lower than their ability in reading, and as such the government has responded to this lack of attainment. 

We decided to survey the class to seek reasons for their lack of motivation and then set goals with their interests in mind (Chamberlain, 2007).  A central feature of the project has been to develop 'Talk for Writing', however it is noted that effective and confident talk can only prosper in a climate where children feel able to make mistakes when thinking aloud (Dass and Kaur, 1999). Despite the factors that limit effective talk it is "...widely regarded by educators as an indispensable base for reading and writing" (Crowhurst, 1993, p. 24). When children have an open dialogue with one another they can become partners in engaging critically with their ideas (Cox, 2011). The children highlighted that they wanted to share their ideas with partners more often in class. In response we designed and produced a selection of literacy warm-up games. These starters are intended to be used to fire children's brains up and are developed by Pie Corbett. An example is provided from the 'Everybody Writes' website. 

Ink Waster  

To warm up the brain and get into a creative mood - give the children a topic and ask them to write as much as they can in, say, one minute.  Time them and ask them to count the number of words then try again with another topic. They should write as rapidly as possible. This limbers up and frees up the mind. 

Project Objectives

 

For any project to be successful, we first need to outline our objectives. As a group we have collectively decided upon the following:

1. To broaden children's reading habits.
2. To improve their attitudes towards writing.
3. To implement strategies and resources to support areas of writing children find challenging.
4. To inspire children to become effective, creative and confident writers.

We feel that these objectives encompass our passion and motivation for the project and we hope to achieve these.