Any YEAR 1 teachers out there? Help with struggling writers needed!

[Slilou]

I am a Key Stage 2 teacher who has found my self running some 'catch up' literacy groups for year 1 children who are falling behind.

I have loads of training and experience in teaching phonological awareness and synthetic phonics, and this will form the basis of much of much work with them.

However, I do need some ideas for a context for their writing, and also about possible teaching strategies.

I need ideas for/ have questions about:

Handwriting:
-do you still do mark making eg practise zigzags/ curly patterns etc in this year group even though they can write some letters? (or is that usually done only in EYFS?)
-how much practise time for handwriting and how many days per week works best for those with poor pencil control?

• any other activities to promote good pencil control/ motor skills/ layout of writing on page/ finger spacing?

Sentence writing:

• to get them to 'hold a sentence', I plan to get them to rehearse simple sentences aloud and to count the number of words in a sentence

-then I thought we might use 'magic lines' to draw in lines to match the number of words (they can then just use initial/ final sounds at start /end of line if they cannot segment the whole word)

• building sentences by placing word cards in order

I would really like some suggestions of a meaningful context for sentence writing, as our work will not be part of a topic. I have thought about writing sentences based around a picture or a sensory experience eg trudging through leaves or blowing bubbles, for example. I have only 30 mins per session so need to have time for some sort of stimulus and to model and write a sentence or two. Any ideas?

Also, I need help with giving verbal feedback to children whose writing cannot be read without mediation and when they cannot remember what they've written!

Any further ideas/ comments on my ideas, greatly appreciated!

Also, I am struggling a bit with wanting to make the writing accessible to them when they generally don't know any vowels digraphs and only a couple of consonant digraphs yet. It's very hard to write anything interesting composed of CVC words! Should I skip the creative stimuli bit for a while till they have a few more graphemes under their belt?? (And do lots of speaking and listening/ vocab work but not have the expectation for them to write at the same level....)

My son is a Y1 reluctant writer. In Reception, they were provided with an alphabet mat which they could use when writing. This had all the sounds that they had learned with the associated picture.

Once in Y2 these mats were grouped into sounds. Eg. a_e/ai/ay/ would be together so children could think before they write.

Recently I have noticed ds writing more. Off his own back he made a list of colours and there were some marks so looks like he tried to make a tally chart. He also made a list of family members and had cut out a "credit card" and written his name and a bunch of number on it.

He's very keen on the sort of things you get in activity books- mazes, dot-to-dot and drawing lines between matching objects.

In your shoes I'd talk to the Reception teachers at your school. When ds was in Reception they did things like write car number plates for fun.

Thanks crazy, I will also be making alphabet/ sounds mats available to the children.

I'm not a teacher, but have 3 kids with various SEN - and know far more about 'catch up' literacy then I ever wanted to :)

1. Handwriting

You need 3 skills to be able to write.

a) Fine Motor skills to be able to hold the pencil properly
b) Gross Motor skills to be able to sit up properly and move their arm properly
c) Good visual perception.

The best catch up handwriting program for this age group is Write From The Start

If the can't sit up properly, they'll also need something else to develop their gross motor skils

1. Feedback on children's writing

Not sure that it mattered what feedback you gave DD :)

Her writing couldn't be read, and she couldn't remember what she'd written - well she wasn't going to remember your feedback then either, was she :)

I think it's really, really important to look at why they're not learning. And not to assume that 'overlearning' is the solution. If they can't remember what they wrote a few minutes ago - then there's something else going on. And in all the over learning in the world won't cure the 'something else'.

I work in Y1, as an HLTA.

Handwriting:
-do you still do mark making eg practise zigzags/ curly patterns etc in this year group even though they can write some letters? (or is that usually done only in EYFS?)

Yes, we still do some of this, sometimes off paper and sometimes on, depending ont he child's needs.

-how much practise time for handwriting and how many days per week works best for those with poor pencil control?

We don't spend any time in class on this unless the child is following up specific programme. We don't tend to have the time tbh. However, my own DD did have handwriting practise every week in infants, and still does in juniors.

• any other activities to promote good pencil control/ motor skills/ layout of writing on page/ finger spacing?

We have used a range of pencil grip holders where children need some help with pencil grip.
We also practise off paper, using chalk, magic finger, sand, paint, etc.
I have some finger space resources that they can use to help them by placing them after each word.
I find having lines and/or text boxes on the paper, even for those who are struggling, makes a big difference, rather than just a blank sheet.

Sentence writing:

• to get them to 'hold a sentence', I plan to get them to rehearse simple sentences aloud and to count the number of words in a sentence

One thing that can help is to record the sentence they say so they can replay it back to themselves, using something like a talking tin as it is very easy to use.

-then I thought we might use 'magic lines' to draw in lines to match the number of words (they can then just use initial/ final sounds at start /end of line if they cannot segment the whole word)

We clap syllables to help them segment.
Agree with initial and end sounds, and listening for middle sounds too.
Alphabet or phonic sound sheets to hep them find their letters.

• building sentences by placing word cards in order

I have used this a lot esp with children with speech and language difficulties.

I would really like some suggestions of a meaningful context for sentence writing, as our work will not be part of a topic. I have thought about writing sentences based around a picture or a sensory experience eg trudging through leaves or blowing bubbles, for example. I have only 30 mins per session so need to have time for some sort of stimulus and to model and write a sentence or two. Any ideas?

I'll have a think.

Also, I need help with giving verbal feedback to children whose writing cannot be read without mediation and when they cannot remember what they've written!

Stickers/stampers for praise
Repetition - lots of it!

Like IndigoBell - we use the Write from the start programme with selected pupils also.

Thanks hula and indigo.

I wish Write from the Start wasn't so expensive...

Most schools just buy one copy and photocopy it I think.....

We use Write from the Start for target children and handwriting it taught for 10-15 mins daily to all children, target children follow a daily exercise programme and weekly Jedi Writing

some Y1s at my school are on a programme called WriteDance where they practice fine and gross motor skills to music. It has made quite a differerence to their handwriting. They are fairly secure in terms of phonetic knowledge,however. Those who are not have some Phase One type activities, including listening practice and clapping syllables. I love your ideas about sensory stimulation, no idea how helpful they'd be but I would imagine they could be a great way of stimulating ideas and motivating writing. In fact I may try a couple of these myself and see where it goes!

We used Write Dance in nursery and Reception and still use elements but found Penpals for handwriting a good alternative in Foundation Stage.

Thanks everyone. I like the idea of write dance, but would this approach work better with whole classes? (I'm doing 1:1/ 1:2/ 1:3 interventions)

Re penpals writing... would you recommend the year 1 or foundation book, given that they are not currently being taught to join?

Going back to the issue of context/ purpose for their sentence writing, I have a further question...

Should I be aiming to get the children in this situation to learn to write simple sentences based on using CVC words that are within the realms of their phonic knowledge, or should I be aiming for more 'natural' sentences, which they may not be able to fully encode, but may be able to 'have a go' at and manage some initial/ final sounds?

I can't help but feel that asking them to write 'creative' sentences is like asking them to run before they can walk.

we pulled out a small group for Write Dance during class assembly, it was amazing how quickly you saw a difference in their handwriting

thanks ninah, could you give me a quick outline of what it involved in terms of lesson sequence? did you need a large space to work in?

ps what's your view on my question about creative vs simple sentence writing, ninah?

Should I be aiming to get the children in this situation to learn to write simple sentences or should I be aiming for more 'natural' sentences...

I would do both: some dictation of simple sentences with key words and sounds they know, and also some work where they decide what they will write and 'have a go' e.g. initial sounds.
Sounds great, I wish we had a teacher to do this intervention at our school!

ladybird, I was thinking of getting the children to extend sentence orally adding 'layers' of language eg
The cat sat.
The fat cat sat.
The fat tabby cat sat by the fire.
The fat tabby cat sat by the roaring fire.
But.. would only get them to write the simple sentence- possibly to accompany a picture- but orally would extend the language further. What do you think?

www.everybodywrites.org.uk/writing-games/details/sentence-games/

depending on the child's needs I would probably look at foundation stage rather than KS1 penpals

but Write from the start is a great programme
I'm using Apples & Pears at the moment which has a handwriting element and also dictation

programme was based on a book and CD, volcano movements to dramatic music, then curving movements to softer music. Didn't need much space because such small groups at each session - eg 5. The actual writing might be done on large sheets of paper, which would need a writing surface - or in chalk outside. Although the programme is set out as a series of sessions, we did a diagnostic exercise to use as a baseline and worked on the movements most appropriate to the particular children. Hope this helps!
As for the creative v simple sentences, I really don't have the experience to have an opinion on this. It is something that interests me very much though. Personally while I accept that teaching the basic structure is important, the motivation is also an issue and if you can give children a reason to want to write, they may master the basics more willingly. I am working with a group for basic phonics atm (phase one, some 2) and I think I will try out your sensory idea at the end of one of our sessions. Not so that we can write anything down, but so that we can remind ourselves of what writing can be and why we need it, as this can get overlooked in the relentless grind! and some of our group has limited exposure to books for pleasure Will report back! I wouldn't expect short term benefits, however.

slilou this is just an idea but could you personalise your built-up sentences? i know it's difficult when the vocab has to be cvc
I found that using photos of familiar objects taken in and around the school were great for grabbing interest when doing eg initial sounds, maybe you could make a sentence that relates particularly to your target children or their interests (hopefully one might have a fat cat called sam lol)

Just a few ideas for writing in a context - could you take photos of the things you do (like blowing bubbles) and then they can write a caption to make a diary. Or read a story then give them a pic of a character and they write a speech bubble with something the character would say. Or play kims game and they have to write a list of all the things they can remember.
I like your idea of extending sentences - I would get them to have a go at writing some words other than cvc too so they can get used to writing the sounds they can hear. Also if they can learn sh, ch, th it reeeally helps!
Have you seen doc 'developing early writing'-I haven't read itfor ages but I think it wasquite good.Sorry my space bar has biscuit in it!

This thread is helping me such a lot! Thank you all. I need to equip myself with a camera, I think. I love the diary idea. Maybe I plan a series of lessons based on sensory experiences like squidging playdough or paint, or digging for buried objects in sand. I have access to a messy area for my writing group time, so it'd be a shame not to use it. We could put these experiences in our diary.More able children could sequence what we did, using connectives.

Pie Corbett link was FAB- I wish I was still in KS2 so I could use his ideas for older children! Early writing doc also v useful.

Have just had an idea about a writing context... I could provide a treasure box with a special object inside eg a shell, crystal, an old watch...anything really. The children could ask me questions to try to gather clues about what's inside, thus practising oral question skills
eg
What's it made of?
What do you use it for?
What colour is it?
We could then reveal the 'treasure' and write a sentence about it.