All lists, of course, have their limitations. These are not
intended to be comprehensive in any sense, nor do they
attempt to suggest the best or most appropriate or even
the most interesting words to use when writing about a
particular subject. They are meant as props for each
child to use or reject according to their needs at that
moment. The teacher will know when these props are
helpful, when they lead on to an exploration of other
words and when they give a young writer confidence.
They will also be aware of the moment at which such
props can be restrictive, when the child has used them
and moved beyond them into a wider field. Then the list
will remain important simply as a reference point. Most
of us, when we go shopping, make a list and then ignore
it, filling our trolleys with impulse buys and then, just
before the cashpoint, check to see what essentials we
may have left out. The list does not save us from the
impulse buys, and nor should these word lists restrict
the pupil’s flights of fancy.
WAYS OF WORKING WITH THE WORDLISTS
One of the advantages of presenting children with lists
of words is to give them a focus and an opportunity to
talk among themselves about their writing. Using the
lists, the children can work together, discussing their
choice of words both with each other and with the
teacher. Making up sentences can be a rewarding social
activity, particularly for young children or for those who
lack the confidence to get their ideas out onto the page.
Teachers may also want to involve the parents in helping
their children to use the lists and to develop their ideas.
6
