We consider “writing” distinct from the “language arts” subject. Language Arts is a skill area. Think of it as learning a system of rules. The skills such as punctuation, grammar, and spelling are essential. We consider our “language arts” subject narrowly as skills that can be done by a machine or computer program. Reading comprehension and writing require a human mind so we consider these as individual subjects to be studied.
We’ve found using parts of a writing curriculum balanced with general writing application works well. The curriculum exposes the child to various types of writing while general writing allows freedom of expression and individual development.
Our curriculum is Writing Strands (WS). WS consists of 7 books of various levels which are confusingly labelled. Level 2 is for age 7 while level 3 is for age 11-12. Level 3 is suggested for 6th grade. A range of exercises are provided including simplifying sentences, describing objects, writing directions, planning a story, and narrating an event. Level 3 has 14 exercises where each exercise is organized into 3 to 7 “days”. So an exercise fits well for a week of your lesson plan.
Level 3 Exercises we recommend for 6th grade are: 5, 6, 7, 8, 9, 10, and 11. These should be mixed in with other writing assignments, which are described below. On the week that a WS exercise is assigned, that will be the only specific writing assignment for the week. Assignment examples for WS are shown in the month 6 lesson plan. You may want more or fewer WS assignments in your school year, depending on the structure your child enjoys or needs.
The majority of writing for the year should be the general essay. The subject of the essay is usually the day’s reading assignment. However, if your family made a recent field trip or saw a concert or play, the student should write the essay on the special event. Family discussions that interest the child are also good ideas for essay topics. The essay should be about a 1/2 page to a page in length and take the child up to one hour to complete. You should check the essay the next morning. Heavy critique of style is not necessary. As the child reads good books, over time they will conform their style to the good styles they are exposed to. You should check the essay for grammar, punctuation, and spelling. Part of the child’s assignment for the new day is to correct any errors in the previous day’s essay. Misspelled words should be written correctly 5 times. Be careful not to overcriticize grammar or spelling mistakes. Criticism may persuade the child to stay with a simpler, basic writing style and vocabulary to avoid risking mistakes with more adventurous styles and words.
When the child’s reading assignment is a challenging book, you should have the child list at least 5 unfamiliar words they read that day. They should then define each word and use them in a sentence. This can be in addition to, or instead of, the essay. On days when lesson schedules are pressured, this is a good way to encourage interaction with the reading assigment while limiting the time required for a more creative, original essay. Advanced students can be required to use the 5 new words in the essay itself.
On the example lesson plans, Writing is listed as Essay or Essay+Voc. Essay+Voc is the general essay plus the 5 new words listed in new additional sentences – not required to be part of the essay itself.
Hopefully this explanation of the Writing subject gives you ideas for teaching writing in a flexible way. You should be able to confidently assign writing several times a week that will engage and interest your child without overburdening him or wrecking your time schedule on busy days. Success depends on this flexibility that comes from having several tools with which to teach this subject.