Analysing Children's Writing Samples
Critically Analyse Student Writing Samples
Analysing children’s writing is critically important because it allows teachers to have an understanding of what the child knows already, and what he/she needs to build on with their writing (Stewart, 2012). In the paragraphs ahead, two samples have been chosen and have been analysed using the Victorian Essential Learning Standards and the Western Australia First Steps Developmental Continuum.
The Victorian Essential Learning Standards have established “what is important for students to achieve at different stages of their schooling, set standards for those achievements and provided a clear basis for reporting to parents and for planning programs.” (Victoria Essential Learning Standards, 2011) VELS have been implemented in various Victorian schools; however it is up to the educators to come up with a curriculum plan to meet these standards.
WA First Steps (1997) was created to help teachers deal with challenges in English, Mathematics and Physical Education. First Steps provides maps of developments in different areas of study, so teachers can evaluate student’s progress and observe student individual needs.
Sample 1: (Appendix 1)
Sample 1, known as Nelson, was born in Australia. His first language is English, followed by Cantonese (spoken to parents and elders). Nelson was ten years of age at the time of this writing sample.
Looking at WA First Steps Developmental Continuum (1997), Nelson would be placed in Phase 4: Conventional Writing. The Conventional Writing Phase is where children make less spelling mistakes and are familiar with the writing process modeled and explained by educators.
In this sample piece, Nelson has produced an independent writing piece of a short narrative domain. This shows that Nelson is able to select forms of writing to suit different purposes (WA First Steps, 1997).Nelson has shown ability to choose his own topic which is an important step in Calkin’s(1986) process writing. Nelson
Analysing children’s writing is critically important because it allows teachers to have an understanding of what the child knows already, and what he/she needs to build on with their writing (Stewart, 2012). In the paragraphs ahead, two samples have been chosen and have been analysed using the Victorian Essential Learning Standards and the Western Australia First Steps Developmental Continuum.
The Victorian Essential Learning Standards have established “what is important for students to achieve at different stages of their schooling, set standards for those achievements and provided a clear basis for reporting to parents and for planning programs.” (Victoria Essential Learning Standards, 2011) VELS have been implemented in various Victorian schools; however it is up to the educators to come up with a curriculum plan to meet these standards.
WA First Steps (1997) was created to help teachers deal with challenges in English, Mathematics and Physical Education. First Steps provides maps of developments in different areas of study, so teachers can evaluate student’s progress and observe student individual needs.
Sample 1: (Appendix 1)
Sample 1, known as Nelson, was born in Australia. His first language is English, followed by Cantonese (spoken to parents and elders). Nelson was ten years of age at the time of this writing sample.
Looking at WA First Steps Developmental Continuum (1997), Nelson would be placed in Phase 4: Conventional Writing. The Conventional Writing Phase is where children make less spelling mistakes and are familiar with the writing process modeled and explained by educators.
In this sample piece, Nelson has produced an independent writing piece of a short narrative domain. This shows that Nelson is able to select forms of writing to suit different purposes (WA First Steps, 1997).Nelson has shown ability to choose his own topic which is an important step in Calkin’s(1986) process writing. Nelson