Expectations

If you are talking children aged 5.5 - 6.5 yrs then I would say the minimum standard that I observed in the year 1's at the school I supply at was six or seven sentences about an event that they had just participated in (the weekend or an excursion). Miminum level would be secure with the names of letters, letter formation and the sound that they make and some problems with the more difficult phonemes like ai, ou, ea etc but know the blends such as wh, th, sh. Occasional letter reversals for some chidlren. Spelling phonetically but beginning to recognise spelling patterns from other words they know. Generally remembering to use capital letters to start a sentence, fingers spaces between words and full stops at the end of sentence. Beginning to recognise how to use speech marks in their writing. Planning the writing into ideas of who, what, where, when, how did they fee, why etc.


The children had all had at least one full year of english medium schooling.


Of course there were children that could write fully independently for several pages with lovely handwriting and fantastic spelling, speech marks, and all sorts of punctuation. The above was the level that the teachers were aiming to have all children at ready for year 2.

each child has their own talents and each child matures at their own rate. the first year is a huge transition year for many kids.


so i don't necessarily agree, particularly if english is the child's second language.


an exercise a teacher suggested to us for our son was to let him draw creatively (which he loves) and then to let him tell me the story of what he had drawn and label things. this got him writing sentences and pracitcing writing in a fun way.

It can be physical in that his hand and small muscle control is still building, I have two boys and a girl and the boys handwriting is rubbish in comparison to hers and she is the youngest. She however spends every waking moment and a pack of A4 paper a week (not joking) making drawings, labels, books, lists, you name it! So her fine motor control is super. The boys will hardly even bother to write, colour or draw unless directed to do so, they would certainly hardly ever do it for recreation.

I'm not sure I would rush off for testing. If he can write and his phonics are secure and scores well in all other areas then it will most likely improve with time and encouragement/practice.


Think about any task that you don't necessarily enjoy or find very easy - you won't want to do it because it can be exhausting to concentrate that much or you don't find it that pleasurable.


Why not ask him why? You may have to suggest a reason and see if he confers "You don't like writing because your hand gets tired?" He will not agree with you if that is not true, he will say "No, it is too hard to think of things, or I'm slow because I like to get all the spelling correct."


Keep up the practice of quick writes - get a little timer and see how much he can get on the paper in say 10 minutes. Let him give himself a tick on the bottom of the page for each sentence he completes. Maybe you can write one at the same time and share your story. It is good for him to read the work to you (or Daddy, Granny, a friend)


Don't be tempted to "Mark" the work. Instead "conference" with him. Talk about the story when HE has read it, don't be tempted to correct his grammar or spelling as he reads, ask him if he thinks he met his target.


Each day you can focus on one of three or four targets that you have set or look through his writing from this year and see if the teacher recorded any.

1. Letters formed properly (round the right way, on the line)

2. Capital letters at the start of sentence and for peoples names.

3. Fingers spaces in between words.

4. 6 sentences at least (or whatever seems appropriate for the topic)


Draw a little bullseye target on the top of the page and write the target for him before he starts.

As he achieves each target you can introduce more - see his teacher at the beginning of next year for the writing objectives so you know what he is aiming for.


Let him know that you are going to ask him to write about something - an outing, a tv show, a book you have just read and discuss it briefly with him or help to draw a quick plan (stick figures) of the story (a mind map is great if you know how to do those) - he can use that as a guide to help him to keep going and progress the story.


Think of a title together and write that along with the short date down on the page and then set the timer. (Some children spend most of the writing time just working this bit out!)


Don't worry about the spelling too much. Perhaps at the end when he has finished the work you can jot down some of the words that need help (some not all - 3 or 4) and use them for spelling practice at a different time.


Keep reading with him every day - and him to you. The writing he sees modelled in reading is how we learn how to structure our own writing.


Whatever issue that would be uncovered during testing the action will usually be the same - more reading, more practise writing. Remember that reading and writing are two different skills and the writing does tend to lag begind the reading quite a lot.


With all of the writing - try to encourage him that if he gets it done he has communicated something to someone through his writing and how special that is, post the story/letter to granny or daddy at work, we write to communicate not just because the teacher can't think of any other way to keep thirty kids quiet for half an hour!


He can make signs for you and stick them up, shopping lists, help type on the computer, directions for a trip, packing lists, look at recipes - show him what you use your writing for - why, how.


All reading/writing recovery programs essentially come down to the same thing - more exposure, more practise - but don't stress him out - he is still very young.


Teachers also feel the need to say something at report time, it's not the be all and end all though - a quick look back through my three children's reports shows some up/downs, truths and not sure what they were talking about!


If you can do this most days during the holidays you will be able to see what it is he seems to be having the most trouble with.

Thinking of what to say

Concentration and staying on task

Pencil control - really has to try and gets frustrated at the letter formation.

Worrying abou the spelling and trying to decide and then of course he has lost his train of thought about what comes next in the story.


Keep calms and just talk to him about it naturally and helpfully.