Area of need for Harper’s writing development

As per the annotated writing sample of Harper, it shows the student requires attention in some parts of this writing to develop in the future. One of the areas in which Harper needs special attention is spelling. In the narrative of Harper, it is evident that he has made mistakes in the spellings (Mishra & Kaur, 2013).In the narrative, Harper repeatedly made spelling mistakes on words like “fownd” to mean found. Also, Harper missed out the spelling of the word found by writing it as ‘fownd”, hence repeatedly making out spelling mistakes. Besides that Harper missed out the spelling of the words very and comfortable hence writing them as” fery and coftbel”.  In Harper’s narrative, there is a significant error in sentence structuring .the author has repeatedly made this error by writing sentences with subject-verb arrangement errors. It is evident as the author’s sentences fail to use subject and verbs that agree with one another.

An example of this is when Harper says “they were only going there on holiday”. Harper would have said he was only going there on holiday. The authors narrative has some issues with sentence fragments. An example of this is the sentence “Harper fownd it fery coftbel in it”. The sentence sounds incomplete by lacking one independent clause. Besides that, Harper says “that the monster fell”. The sentence is fragmented lacking the meaning which=h the author wished to bring about. The narrative is much smaller compared to that of Madison, with many errors occurring in the spelling of words., Harper’s narrative is very shallow with fewer ideas as compared to Madison, which is comprehensive and with a full range of ideas. In two words of his narrative, it has been identified that Harper had to strike off the words to rewrite the correct spelling that suggests that he is not confident enough.

A teaching strategy to support Harper’s writing development

The narrative of Harper suggests that he is not a confident speller. Lack of the required confidence while developing a text has led to him making many simple spelling mistakes. The teaching strategy that would be most appropriate to support Harper’s writing development is the strategy of the Guided Writing (Winton & Kane, 2016). This strategy can be implemented appropriately when the teacher meets the students with similar spelling problems as a group. To effectively apply this strategy, the teacher is required to engage the students hence discovering the best approach in dealing with specific a student. By doing so, the students will be able to open up on their content of interest. There also needs to be a discussion of the best behaviour in writing. it may include a think-around or an activity that will assist the student in engaging this strategy in their writing. The teacher also needs to offer the student’s time to write on their own but offer immediate guidance to this writing activity. Lastly, all the individual written work can be shared among students, and this will assist the writer to experience their newly written text as a whole. With the assistance of the guided writing, Harper will be able to able to meet with the teacher and be able to improve in his area of need. The guidance from the teacher will be of great benefit since it will assist in bringing him on the right track hence correcting his spelling mistakes.

A lesson to support and extend Harper’s writing development

As per the narrative of Harper, it is quite evident that Harper’s writing reflects a student at a Grade 2 level. As discussed earlier, the teaching strategy concerning Harper’s narrative is the guided writing strategy that is to be implemented as the teaching strategy with the motive of correcting the spellings. The teaching method that would be implemented in the learning procedure is putting up of a Boggle every week, where the Boggle board would reflect the spelling pattern for that period (Zumbrunn & Bruning, 2013). With Boggle, Harper would be able to create as many words as possible from the words in the Boggle board that will ultimately help him to develop on his spelling. Harper would benefit significantly from the Boggle board game, which would assist him with various spelling patterns. Stressing on the board game, Harper will be able to learn correct spellings of the words and will also be able to learn new ones. The game will support Harper to correct his spelling mistakes by offering him many spelling tasks which he is required to develop within 20 minutes. These spelling tasks can range from 20 to 40 words which require to be developed within the 20 minutes. The tool has an additional feature which assists learners to know if he has made correct spelling. By the use of the tool, Harper can recognise common spelling patterns and also discover incorrect spelling patterns. The many tasks developed will offer the learner an opportunity to develop his spelling and vocabulary skills.  The weekly activities from the board game will allow Harper to advance on the areas he requires improvement. Under the guidance of the teacher, Harper will be able to develop extensively on his spelling skills. Using this approach, the teacher would guide Harper to reduce his spelling errors for his future narratives.

Information and Communications Technology (ICT) is an excellent source when it comes to the correction of the spellings. The high standards of literacy can be achieved with the help of ICT (Fu, 2013). ICT can be of great support to students in guiding the students to develop the true sense for the correction of the spellings. The autocorrect will assist in correcting the spellings automatically. Besides the use of some free websites such as Wordle can be of great importance while learning spellings as well in building vocabulary. The use of this free web allows students to develop a word cloud from a given frequency of words in a given sentence hence invoking spellings skills as well as word relationship. Besides that, the tool is very vital for brains storming and remembering vocabulary. ICT also supports a virtual Boggle board game for the students with which the learning patterns can be apprehended.

Area of need for Madison’s writing development

The annotated writing sample of Madison shows a student requiring attention in some parts of the writing that needs to be developed in the future. One of the areas in which Madison needs special attention is the component of narrative writing. From the narrative of Madison, it shows she lacks the necessary structural configuration of a narrative (von Koss et al., 2016). In comparison Harpers, Madison has been able to frame her thoughts quite well, but the components of her writing have been disruptive. It is due to this reason that Madison needs attention specifically in this area where the components have been mentioned casually. An example of where Madison lack structural configuration is the point where he talks of her mum throwing away the magic beans. At this point, Madison could have explained the reason behind her mother throwing away the beans and sending him to his room. Besides that, the opening of the story lacks flow where the author talks of “early the next morning’. At the very beginning, Madison had not talked of the previous day activity hence he didn’t have to say of the next morning rather he would have searched for a better way to develop flow in his narrative. Besides, those Madison ideas seem to contradict hence hindering the flow of the essay.

An example of this is when she talked of her mother being “a poor mom” but contradicts this by saying that ”they owned an old cow which gave them some precious money”. The arrangement of these two ideas in the essay shows Madison lacks some skills in planning out the events in her essay. Lastly, Madison talks of smelling the blood of an Englishman,  later on, the man went to sleep. The use of statement portrays  Madison poor arrangement of ideas in his essay since he never saw the man, and who minutes later went to sleep.

A teaching strategy to support Madison’s writing development

From the narrative of Madison, her writing structure shows common mistakes in her sentence construction. In addition, the components of the narrative writing were not up to her level of standard. The fragments of the narrative writing were not appropriately arranged as well.  It tells that Madison needs special care in this area. The teaching strategy that will be appropriate for Madison is the strategy of Independent writing (Bai, Hu & Gu, 2014). With the help of this strategy, Madison will be able to get guidance on the designing and composition on the writing. Independent writing duly delivers the platform for the students, where they receive the freedom to enhance their skills.

The lesson to support and extend Madison’s writing development

As per the narrative of Madison, it is quite evident that Madison’s writing reflects a student at a Grade 2 level. As discussed earlier, the teaching strategy with respect to Madison’s narrative is the Independent writing strategy. It is to be implemented as the teaching strategy with the motive of providing the right assistance towards framing the narrative writing. Independent writing allows the student to write by herself hence only dwelling on the text which they are familiar. This writing strategy will assist in developing internal motivation; hence Madison can apply it in idea development. The purpose of introducing this lesson to Madison is to assist him in idea development as well as arrangement. For flew to exist in his narrative, Madison needs to learn these lessons since they will help assist him in arranging the sequence of events in his essay. The teaching method that would be implemented in the learning procedure is the conferencing the writings of Madison (Jalongo, 2013). This type of teaching method is chosen explicitly because this would keep Madison engaged in the writing skills under appropriate guidance.

The conferencing of the writing skills is set to develop the writing skills of the students. In writing conferences, a special one to one will be held between the teacher and the student where the student will be required to a piece of writing with the student. Madison will receive guidance during the course. The mistakes in the piece of her writing will be pointed out to her so that she has the opportunity to correct the errors she had committed in her writing. From the narrative, it is pertinent that Madison needs to develop her writing skills.

In the context of narrative writing, the ICT can be of a great benefit in developing the writing skills for the students. The digital infrastructure of ICT will enable the students to have a grip over their writing. Literacy teaching will be enhanced when the students will receive technical assistance with the help of ICT (Noor-Ul-Amin, 2013).  Technology will also be able to reduce the human workload by incorporating time-efficient techniques and methods comprising of efficient learning. Madison will receive the technical assistance from a series of guides over the internet in addition to the non-technical guidance from the teacher. An example of ICT software that could be of great help to Madison is the Mind –mapping tool. With the use of this tool, Madison can be able to develop ideas in a visual format hence eliminating anxieties of event sequencing. Once the ideas are developed on this tool, the next step involves developing them in maps or text outlines. The text outlines and maps can be worked up into reports and essays by importing them into word a word processor. The tool hence proves to be useful while developing the consequences of events to assist students such as Madison.

Section 2

This section talks about the comparison of the teaching strategies along with the benefits and the limitations.

Comparison of teaching strategies

The two strategies that have been selected in relevance to Harper’s narrative writing and Madison’s narrative writing is the guided writing strategy and the Independent writing strategy, respectively.

The guided writing strategy is focussed towards providing direction on the sense of correct spellings to be used in narrative writing. On the other hand, Independent writing is focussed towards providing guidance on the correct sense of arranging the components of the narrative writing (Saberi & Rahimi, 2013). In the guided writing strategy, the spellings and the punctuations are mainly treated with utter importance. In contrast, in the Independent writing strategy, the construction of the narrative writing along with the internal structures, are given prime importance. In the guided writing strategy, guidance is provided, which is unlikely in the case of Independent writing. (Conderman & Hedin, 2014).Besides that, the tools employed in the guided writing strategy are different from those used in independent writing strategy. In guided writing strategy, the teacher support has to be incorporated fully.

In contrast, in independent writing, the learners’ effort to use the idea development tools determines the effectiveness of the strategy. The other difference is independent writing mostly focuses on more compound issues of planning and may skill of writing. On the other hand, Guided writing strategy mainly focuses on forms of writing or the writing part of writing.

Benefits and limitations of each teaching strategy

The teaching strategies mentioned in the above paragraphs are of great importance to the student in developing their writing skills. However, both teaching strategies the guided writing strategy and the Independent writing strategy have some benefits as well as some limitations. The benefits of the guided writing are that it enables the students to be assisted with the guidance from the teachers (Fidalgo et al., 2015). The guidance provided to the group of students aims at developing the writing skills. The limitations of the guided writing strategy are that the guidance is provided in groups or small sections of the students for which the extra care proves to be insufficient. The main reason behind this is because there is minimal individual attention between the teacher and the students. it is due to the group approach method used while implementing this strategy to improve students learning.

Similar guided writing strategies mentioned in the above paragraph, there are some benefits and limitations of Independent writing. As compared to the guided writing strategies, there are several benefits of the Independent writing strategies. In the Independent writing strategy, the benefits are that it is focussed towards providing guidance to the students individually (Hayes & Berninger, 2014). The limitations of the Independent writing strategy is that the students are exposed to the Independent platform to have an understanding of their skills. However, in doing so, the students may get more nervous and commit more errors in the comprehensive writings.