1. Learning Outcomes
Teachers-in-training should be able to:
• Evaluate the writing requirements as stated in the Revised
Primary and Early Childhood Curricula using a self-developed
rubric
• Create and describe classroom environments that
foster/enhance the development of good writers after viewing
model classrooms.

2. Assessment
• Classroom creation to foster writing development.
• Lesson and unit development
• Micro-teaching

3. Activities
• In groups of 4 students will create a model classroom that will
foster writing development and explain how they will use this
classroom to develop writing. Students will observe a real
classroom before doing this activity. They will then use cartoon
strips (toondoo.com)to demonstrate their version of the classroom.
• In groups of 3 students will develop unit and lesson plans based on
demands of the revised curriculum to address writing deficiencies.
• Micro-teach the elements of writing using aspects of the unit and
lessons developed.

4. Content
• Purposes for writing
– Children write to express personal and public
ideas, writing to learn and communicate
knowledge and writing to accomplish important
purposes
• The writing environment
– should help young writers “acquire vocabulary
and writing techniques that will help them
eventually develop their own styles” (Rubin,
1995).

5. Content contd.
• The Revised Primary and Early Childhood
Curricula:
– Writing at the primary level used to narrate,
describe, persuade for transactional purposes,
and to respond critically and aesthetically to
literature (Revised Primary Curriculum)

6. Content contd.
– Pupils are expected to write reports, notes,
stories, poems, instruments, explanations, and
letters for different audiences. They must do
journal writing, arguments, expositions, respond
to literature, dialogue, complete simple
documents (Revised Primary Curriculum)
– Toddlers need language to communicate what
they know (Revised E.C. Curriculum)