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Written expression refers to the distinctly complex, cognitive, autonomous process of writing that may feel out of reach, but is absolutely essential to instill in our students. When our students are able to plan, draft, review, and revise on their own, there is an intrinsic value to their writing process.
At first glance, the standards and goals for third grade may seem out of reach: creating complete sentences, using capital letters and punctuation, understanding the meaning of the text, analyzing an instruction, writing a summary, describing an animal, completing a story…
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With consistent practice and necessary foundations, students will not only meet the benchmarks but also excel. As students progress throughout the year, they start writing texts as they complete their reading: writing a sentence in response to a question, formulating a question, or elaborating a portion of a text or a whole text. They learn to write texts of various genres: poetry, songs, short narrative texts…
The actual challenge is to make writing a real learning object, so students can become aware of the processes at stake and of the posture they can assume. We must, therefore, build entire sessions around writing: from the simplest to the most complex task. The teacher has an important role to play, as do fellow students, thanks to exchanges and rewrites.Another foundation to address is the frequency and diversity of training, in particular, the development of work-related writing: draft, report, summary, learning journal, etc. The challenge is to help students understand how writing and written expression are precious tools for learning and in order to express their ideas. Basically, writing is what will allow students to build themselves and make themselves heard.
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