Teaching Strategies for Developing Writing Skills in Early Childhood Education

Bachelor of Early Childhood Education

Table of Contents
Section 1.....................................................................................................................................2
Teaching strategy....................................................................................................................2
Description of the teaching methods needed for the learning experience..............................2
Learning experience supporting the developing of writing skills..........................................3
Evaluation of ICT...................................................................................................................4
Section 2.....................................................................................................................................4
Comparison of teaching strategies..........................................................................................4
Benefits and limitations of teaching strategies.......................................................................5
References..................................................................................................................................6
1

Section 1
Teaching strategy
The main goal of the teacher would be to develop phonemic awareness in order to represent
in the written language. The phonemic awareness will enable Harper to determine the sounds
of the spoken workers for translating it into the written form. The teacher should help Harper
to understand the spellings on the basis of the phonemic code (Cavazos & Oliver, 2007). The
phonemic code is considered to be complex but Harper has to learn all the codes for
managing the complexities. The teacher should start teaching basic code and then increasing
complexities with r-controlled combinations, vowel combinations and other niceties. The
teacher should ensure that Harper is learning and practising common spelling patterns which
are being used in English. The spelling instruction should be focused on the goal of assisting
Harper to obtain the ability to represent the written language accurately. The process of
writing the spellings accurately need to be instructed to Harper. A common pattern is to be
followed for developing the spelling writing skill of Harper. By learning general guidelines
and common spelling patterns, Harper will be able to understand the structure of the spelling.
Practice is considered to be important which assist to understand which spelling pattern can
be used for a specific word.
The teaching strategy for teaching proofreading consists of reading the content, style and
conventions. The teacher should teach Madison to read the written narrative for determining
and examining its clarity, structure, meaning and completeness (Hutchinson, 2005). The
teacher should enable Madison whether the narrative is making sense or it is clear, whether
anything is left, any additional words or component need to be added and making paragraphs
as per the requirement (Henderson & Lawrence, 2011). The writing conventions should be
focused which consisting of checking spelling, grammar and sentence structure. The teacher
should guide Madison to determine the areas which need to be improved. The last step is to
do the editing of the narrative written by Madison.
Description of the teaching methods needed for the learning experience
2