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                                                                                                                                    Gloria Wells





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Reflection 1: Stages of Writing Development

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      Last week, we conducted our own research on the  Stages of Writing Development  before the teacher introduced us to those outlined in ROG (2007). In my research, I came across the work of  Teale and Sulzby (1986) , which provided me with some insight into how children transition from scribbling and drawing to more conventional forms of writing. Then, our teacher later showed us the stages of ROG. It was interesting to compare what I had found with that of ROG's.       It was then, during my research, that I realized what I used to think of as “just scribbling” actually has real meaning. Teale and Sulzby describe how those early marks are a critical part of the preliterate stage, and ROG confirmed that children’s random symbols and drawings are not meaningless but are their first attempts at written communication. Before, I might have dismissed these as play, but now I see them as the very foundation of literacy.    ...
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Reflective Post 1: The Value of Understanding the Stages of Writing

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Learning about the different stages of writing really opened my eyes to how students’ skills develop over time. The first three stages are mostly seen in the lower grades (K–3), while stages four to six appear as students move further along in school. For instance, emergent writers often begin with scribbles and drawings, while early writers use letters and invented spelling to form words and simple sentences. One of my classmates pointed out that writing can actually begin as early as Kindergarten. That insight reminded me that writing doesn’t have to be perfect at first; it’s a messy process of trial, error, and revisions before reaching a polished piece. I also realized that even the earliest attempts, like scri bbles or drawings, are meaningful and should be celebrated as the first steps in a child’s journey as a writer. As an educator, this makes me think about the importance of realistic expectations. I can’t expect a Grade 1 child to write like a Grade 6 student, b...
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Guiding Young Writers: Insights from the 6+1 Traits

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       What does it really mean to be a good writer? This week in LIT, exploring the 6+1 writing traits made me reflect on that question more deeply than ever. I have always thought about teaching writing as mostly showing students the rules, but examining traits such as ideas, organization, voice, word choice, sentence fluency, conventions, and presentation made me see writing in a new light. Each trait acts as a tool that helps students communicate their thoughts more clearly, confidently, and creatively. Writing is not just something students do. It is something they grow into, and each trait gives them ways to express themselves and develop their own voice.      One question I asked myself during the week was how I can help my students become better writers. This question was answered through our discussions and activities in class. Our lecturer asked us to get into groups based on our grade levels and explore the Language Arts standards of the OE...
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