In order to produce a communicative text, the student-writer PRODUCES and ORGANIZES logically his ideas in terms of coherence, having in advance chosen his audience and clarified the purpose for which the particular genre is written; then, he DEVELOPS these ideas with the appropriate vocabulary, the grammar-syntactic & spelling rules, the punctuation & the cohesion indicators, and, finally, he IMPROVES the original text and COMMUNICATES it to his readers.

From early childhood, kids use language as a means of communication, understanding and speaking, while they rather intuitively perceive some elements of its structure. Meanwhile, the transition to the conscious and systematic language processing is a prerequisite for a regular reading-writing acquisition. To facilitate this transition, children have to "play & have fun" with their mother tonque (language as a game), so that they will see, analyze, reconstruct and realize what it is about. 

In the context of social interaction, the most knowledgeable (e.g. teacher, parent, peer, ICT) mediate between child and external stimuli, motivating him to expand his skill limits, which he could not achieve alone. The facilitator, therefore, helps children to think about their knowledge, to adopt specific strategies and procedures, to do schoolwork and/or to apply their experiences in new situations.

The coaching for the intended skills and strategies development gradually diminishes until each child can perform an activity on his own. His personal achievements, but also the weaknesses he encounters, are continuously monitored through his degree of response to selected mental works, texts, discussions, problem solving or experiment situations, games, constructions and other educational material; all these data are then recorded into his portfolio.