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The "root" of Writing in the Pre-K and Kindergarten Classroom
Transcript of The "root" of Writing in the Pre-K and Kindergarten Classroom
in Pre-K- Kinder Classrooms
Components for successful writing
Teach writing as a process
Letters and words convey meaning
Letters make sound and form words
Words have a beginning and an end
Writing is as reading and Reading is as writing
Understand the stages of the writing process
Fine motor skills
Able to grasp writing materials with fingers
Eye hand coordination to make certain types of marks
Writing Knowledge and Skills
Materials throughout the room
Play simple games of hand-eye coordination.
Refer children to one another for help. (aiming at a target with a beanbag or ball)
Model how to hold tools
Be sensitive to children’s frustration
Provide different fine motor skill activities
“Stages of Writing”
“What Research Says”
1980 – cognitive and physical abilities are too demanding
NELP - writing/name-writing skills are important predictors of children's later decoding, reading comprehension, and spelling skills
Revising for content
Editing for mechanics
"Strategies in the Classroom”
Awareness of the purposes
functions of written words
Awareness of conventions of
Awareness of the purposes and functions of written words
Provide contextualized examples of print
Model the use of written language for different purpose
Display children’s writing, where it can be seen.
Writing Expression Assessments
Recognize the visual form and name the letters of the alphabet
Point to the words and not to pictures while being read to
Touch the words when pretend reading
Knows left to right
Knows difference between a letter, a word and a sentence
Encourage vs correct students
Have children write for a purpose
Call attention to how letters are formed
Use and explain punctuation as you write with students
Draw attention to similarities between written examples
Engage children in writing and reading
It has a meaningful purpose.
Children learn to write experimentally, through trial and error.
They write a couple of letters that represent a word.
Sign in sheet
Letters and Notes
Respond to a book
Consider the MOM strategy
“There is no Miracle-Grow for growing young writers. There are no shortcuts when it comes to learning how to write.”
Fletcher & Portaulpi, 1998
Drawing as a form of written expression
Reproducing symbols or letter strings
Transitioning to conventional spelling.
Students use scribbles to convey meaning
Use letters or symbols to make words
Write own name
Write some letters on request
Use some writing conventions when writing
Writing around the room
Engage them in name writing each day with a purpose.
Students use elements of the writing process (planning, drafting, revising, editing, and publishing)
Dictate or write story in chronological sequence
Write short poems
Write own name
Form upper and lower case letters
Capitalize the first letter
Use punctuation at the end of the sentence
Use letter sound to spell CVC
Dictates or write to express their ideas and feelings
Write or dictate information for lists or invitations