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The "root" of Writing in the Pre-K and Kindergarten Classroom

The Beginning Writers PreK- K

ruth castillo

on 19 August 2014

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Transcript of The "root" of Writing in the Pre-K and Kindergarten Classroom

The "roots" of Writing
in Pre-K- Kinder Classrooms

Components for successful writing
Writing Process
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

Writing Practices

Every opportunity
Writing Process
Revising for content
Editing for mechanics

"Strategies in the Classroom”
Authentic Writing
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
Journal Writing
Display children’s writing, where it can be seen.
Shared Writing
Daily News
Letter Note
Experience Charts
Analogy Maps
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
Class Books
Letters and Notes
Respond to a book

Daily News
Letter Note
Experience Charts
Analogy Maps
“Gradual Release”
I do
We do
You do

Invented Spelling
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
Letter-like forms.
Reproducing symbols or letter strings
Invented spelling
Transitioning to conventional spelling.

Pre-K Guidelines
Kindergarten TEKS

Pre-K Guidelines
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 Opportunities
Environmental Print
Story Writing
Letter Writing
Journal Writing
Writing around the room

Engage them in name writing each day with a purpose.
Kindergarten TEKS
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
Full transcript