GROWTH UNLOCKED: Unit Two

In this unit, we explore the multifaceted nature of writing by examining it through three key lenses: as a stage, a process, and a trait. It focuses on the various stages of the writing process, which include prewriting, drafting, revising, editing, and publishing. Each stage supports students in improving their writing by breaking the task into smaller, more manageable steps. Additionally, the unit highlights how writing evolves over time, transitioning from simple ideas to more organized and meaningful expressions. By incorporating spelling, grammar, and mechanics into the writing process, the goal is to help students understand the essential role these elements play in communicating their ideas clearly.

 

Unit 2

Writing as a Stage, a Process and a Trait

As a practice teacher, I have come to appreciate the importance of understanding the writing process and the development of writing skills in primary students. The writing process consists of several stages: prewriting, drafting, revising, editing, and publishing. These stages help to scaffold students’ learning, providing a structured path that builds their confidence and ability to express themselves through writing. When I work with my students, I find that guiding them through each stage helps them break down the often-overwhelming task of writing into manageable steps. For example, during the prewriting stage, I encourage brainstorming through activities like creating concept maps or graphic organizers. This way, students can gather their thoughts before jumping straight into drafting.

In terms of primary students, their writing characteristics tend to be simple and direct. They are usually eager to write but may struggle with coherence, organization, or grammar. From my observations, students often write the way they speak, and this can sometimes lead to choppy sentences or an over reliance on basic vocabulary. With time and practice, these tendencies evolve, but the early writing often reflects the language skills they are still developing. In a Grade 3 classroom, for instance, a student’s story might be more of a collection of ideas rather than a fully formed narrative. It is important to be patient and supportive, offering them opportunities to write about topics that are familiar and engaging to them.

As students move through the various stages of writing, their behaviours reflect their growing understanding of how to communicate through text. In the beginning stages, I notice that students are very focused on getting their ideas down as quickly as possible, without much regard for spelling, grammar, or even spacing between words. At this stage, the focus is on fluency. They just want to tell their story. As they advance, especially in the revising stage, I see them becoming more willing to make changes, such as adding descriptive words or fixing the sequence of events in a story. By the time they reach the editing stage, students are better at self-correcting errors and become more attentive to grammar and punctuation. For instance, I had a student who initially refused to revise his work. He would say, “It is already good.” However, after teaching mini-lessons on how revisions can strengthen his stories, he began to understand the value of revisiting his writing, which allowed him to produce more polished work.

In the Caribbean, especially in primary classrooms, writing activities should be culturally relevant and engaging. I have found that students respond well to activities that reflect their surroundings, such as writing about family celebrations, local festivals, or a day at the beach. I once had my class write letters to their future selves about what they would like to achieve. This type of activity connects personal reflection with writing and also allows students to practice writing in a formal structure, which is a skill they need as they move through school. Narrative writing and storytelling, drawing from local folklore and oral traditions, are also significant as these activities celebrate Caribbean culture while building keywriting skills.

When discussing the stages of spelling, we can see how intricately connected they are to the writing process. The stages of spelling, pre-phonetic, phonetic, transitional, and conventional, mirror the development of writing skills. In the early writing stages, students are likely to be at the pre-phonetic or phonetic stages of spelling, where they rely on sounding out words or even using invented spelling. This is especially evident in the drafting stage when they focus on content over correctness. As they move toward revising and editing, students shift into the transitional stage of spelling, where they begin to recognize patterns and correct common spelling mistakes. By the time they are in the publishing stage, many students are using conventional spelling more consistently. I try to encourage invented spelling during the drafting stage because I believe it frees students to focus on getting their ideas out without fear of making mistakes. Later, in the editing stage, we can focus on correcting those spelling errors.

One of the big questions that I have often wrestled with is whether spelling, grammar, and mechanics should be taught within the writing context. From my perspective, these elements must be integrated into the writing process rather than taught in isolation. When students see the relevance of correct spelling or proper grammar in their writing, they are more motivated to learn and apply those rules. For example, if a student is writing a story and wants it to make sense to a reader, they will need to use punctuation marks correctly to show where a sentence starts and ends. Teaching grammar as part of their revision process helps students understand that these elements enhance clarity and comprehension. A separate grammar worksheet may help in the short term, but it is in the context of their writing where they will see how it all connects.

To conclude, understanding the stages of writing, spelling, and the writing behaviours of primary students has enriched my approach as a practice teacher. It allows me to provide targeted support at each step of the writing journey. Writing is a process, not a product, and through thoughtful guidance, students can grow from simple ideas to structured, meaningful expressions of their thoughts. By incorporating spelling, grammar, and mechanics into the writing process, we help students see how the pieces fit together to improve their communication skills.