Essay on Analysing Children's Writing Samples

1752 Words May 6th, 2012 8 Pages
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)
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(Hill, 2012, p. 323)
Kevin has used clustering with his illustrations to form ideas of what to write. This is shown through the questions asked with the illustration and the answers that follow underneath. Kevin’s illustration and text shows that he knows a lot about Hulk, he tells the audience what is looks like, what it is, how to use it and where to find it.
Looking at WA First Steps Developmental Continuum (1997), Kevin has shown strength in writing a title which reflects his text and illustration. However, important things to teach Kevin would be to help him understand the differences between oral and written language, this will help him learn to write in different types of text forms. Teach and model how to revise and edit writing. Show him how to connect sentences and use paragraphs and help him develop a word wall to enhance his word use and spelling
Educators can assist Kevin in moving to the next level by using the Writing Process. Educators should introduce the Writing Process to Kevin and other children depending on their level of development. The Writing Process has five steps: selecting the topic, drafting, revising, proof-reading and publishing (Cooper et al., 2012).
Educators should encourage Kevin to engage with other students to produce a collaborative story. This allows Kevin to explore and expand different topics and ideas to write about. (Cooper et al., 2012)
Educators can encourage Kevin to do a quick write,

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