Staged Practice Of Primary School Composition: Writing Requirements And Skills For First, Second And Third Grade Students

Start with one sentence and build confidence in writing

Children who have just entered first grade often don’t know what to write when faced with composition books.

In fact, at this stage, the most important thing is not to write a long article, but to encourage children to become interested in writing.

Parents can guide forward from the simplest sentence, for example, prompting their children to tell what food they ate at school today and who they played with.

Writing down what you say is the initial composition.

Children will realize that writing is not an easy task at all.

On weekdays, prepare a small notebook for your child to write a sentence or two. If you encounter a word that you cannot write, use pinyin to replace it.

For example, "Xiao Ming and I skipped rope together today" and "Mom's braised pork is so delicious."

Writing training The key is to make it feel like fun and easy, rather than a task.

When a child finishes writing a sentence, parents should encourage him in time and praise him for his good writing and careful observation.

Gradually, children will be able to change from writing one sentence to writing two or three sentences, and the sentences will become more and more coherent.

Three-step observation method for looking at pictures and writing words

In first grade, looking at pictures and writing words is the most common form of composition expression. However, many children do not know where to start when faced with pictures.

Teach children a three-step viewing method: first, look at the overall picture, which place, time, and characters or objects are depicted on the picture; then look at the details, such as the expressions of the characters and the appearance of their actions; and finally, use your imagination to speculate on what they are talking about and what will happen next.

For example, the picture shows children performing the act of cleaning. You can first notice that they are in a classroom, and then you will see that some of them are wiping the table, and some are sweeping the floor. Finally, you can imagine that they may say something like "Let's clean the classroom together."

By observing in this order, children can explain the content of the pictures clearly.

When writing, connect these observations in clear words.

Training on looking at pictures and writing words You can let the child speak orally first, and then write it down when it is smooth.

At the beginning, Zhang San was choosing products in the mall, Li Si was wandering on the streets, Wang Wu was taking a leisurely walk in the park, and so on. In the end, endless reveries surged in my heart, as if my thoughts were floating to the distant sky, and as if my imagination was traveling through endless space.

If you write it this way, it will not only be in order, but the content will also be more specific.

Observe things around you and accumulate writing materials

When children have nothing to write about in their compositions, it is often because they don’t know how to observe life.

In fact, there are writing materials everywhere around you. A tree, an ant, and the appearance of your mother cooking can all become the content of your composition.

When educating children to observe things, we must guide them to see with their eyes, hear with their ears, touch with their hands, and smell with their noses.

For example, when you write "apple", you can see what color the apple is, smell what kind of fragrance it emits, feel whether its skin is smooth or rough, and then taste what it tastes like.

There are methods for character observation. You can examine what a person looks like, identify what kind of sound he makes when he speaks, and know what things he is passionate about.

There is no need to go out of your way to collect writing materials. When parents take their children for a walk, or go to the supermarket, or go to the park, they can just casually say "what did you see" and "what do you think".

Children who talk more will naturally have something to say when writing.

Normally, children can use short words to record the things they notice, such as "red apples" and "sweet watermelons". These are all high-quality materials for writing articles in the future.

Use good words and sentences to write vividly

The compositions written by first grade students do not require the use of fancy words, but they can use some simple adjectives and metaphors to make the sentences more vivid.

In daily life, children can be taught to accumulate some words used to describe things, such as words like "red" and "green" to describe colors, and words like "happy" and "jumping" to describe mood.

When writing, try to use these words, and the sentences will become much more lively.

For example, "The little white rabbit is so cute" can be rewritten as, "The little white rabbit has red eyes, and its fur is white and feels soft to the touch."

In addition to words, children can also be taught to use simple metaphors.

For first-grade children, their imagination is quite rich. They will compare the moon to a boat and the sun to a big fireball, which is very natural.

Parents should encourage their children to imagine boldly and write out their inner pictures.

Starting from imitation, you can carry out language expression training, read some good sentences, and let the children speak and write according to the pattern.

Slowly, children will be able to write fluent and vivid sentences on their own.

Learn to revise to make sentences more coherent

After the child has finished writing the composition, parents can guide him to read it himself to see if the sentences make sense.

When revising the content of the first grade, it does not need to be too complicated. The focus should be on these points, that is, whether the words have been expressed completely, whether the use of punctuation marks is accurate, and whether there are any typos.

Try to let the children read word by word by pointing with their fingers. Once they are read out, they will be able to clearly know where the obstruction exists.

For example, an expression like "Xiao Ming and I went to play" can be changed to "Xiao Ming and I went to the park to play." In this way, after adding the location, the sentence will become clearer.

When revising, parents should not directly tell their children where the errors are. Instead, ask them, "Does this sentence read smoothly?" and "What does this place mean?" to guide him to detect problems on his own.

The method of revising compositions needs to be cultivated in children from an early age. Children must understand that finishing the composition does not mean it is over, but that they have to read it and revise it again, so that the composition can be made better.

After reading the corrected text again, the child will find that he can also correct the sentences to make them smoother. This sense of accomplishment will make him more willing to write.