Welcome to Never Too Early to Write? Presented by: Amy Harris Aneth Segovia January 7, 2013. Never Too Early to Write?. HMMM?. Stop and Think! Do you believe this quote? Why or Why not?. Ready… Why Write Early?
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Never Too Early to Write?
January 7, 2013
Stop and Think!Do you believe this quote? Why or Why not?
Ready… Why Write Early?
“Children who write before they read become better readers than those who don’t?”
Research tells us that by strengthening the reading and writing connection you will strengthen students’ abilities to master these concepts more quickly.
Writing moved back into the classroom, because classroom teachers can make a more effective and efficient connection between the materials being read and the materials being written.
Animated Literacy– for step-by-step picture drawing and labeling
Houghton Mifflin Journeys– ideas, suggestions, topics and writing ideas and genres
Teaching Writing in Kindergarten (Bergen)– the foundational principle of writing workshop in kindergarten
Only 10 minutes of writing time for the first 9-weeks may be used for letter formation. Any additional time needed must be outside the writing block or writing time needs to be extended to accommodate.
Teacher models for the first 6-weeks how to draw and write. Teacher should model sentences about week 3. Students may not be able to copy the whole sentence at first.
First two weeks is draw and label
Next two weeks is draw and phrases
Last two weeks is draw and model sentences
Move into individual journal writing using topics and connections from the Houghton-Mifflin Journeys. (When determining a connection, think broad generalizations) Such as the section on WHEELS– think transportation.
Class Stories (child does one page)
Response to Literature
Teachers should be working with letters and sounds from the word wall daily.
Activities and games should be developed around the word wall.
During transitions or downtime that you have do a word wall activity to increase letter and sound recognition
Using color to differentiate between names and high frequency words as well as vowels.
http://viewpure.com/BELlZKpi1Zs A is for Apple...
http://viewpure.com/1pCFfkqmU2A letter/ sound a-i
http://viewpure.com/Fotkt0dPra0 letter/ sound j-r
http://viewpure.com/oHcI2vtjybU letter/ sound r-z
Teachers should use the rubric from the Bergen book on page 92 as a guideline.
This rubric will help you determine what your students should be able to do as they grow throughout the year.
Writing is very individual and students will progress and grow at very different rates.
Anchor charts are designed with the students to provide them lists for things they can write about, places they can go or things they see.
Anchor charts are a great way to model different mini-lessons for the students. They can be used as a great reminder for students, if they are left up as a reference point.
Thematic Word Walls are another great way to expand the students’ writing vocabulary. They are shaped according to the theme and they have very specific, theme-based words written on them. They are created with students to ensure they know the words that are on the thematic word-wall.
This is the most important thing you can do when working with Kindergarten writers. They need to see how you develop a story. They need to hear how you talk through a story and make different decisions that can affect your story.
Modeling is a great way to get students to experience the story with you. If they are able to relate to the story and help you with yours, then they are actively involved in the writing process.
They think about their topic.
They write neatly.
They use a Capital Letter at the beginning of a sentence and for Names of people.
They use punctuation at the end of a sentence (. ! ?).
They use finger spaces between words.
They read it over and over.
They ask if it makes sense.
Another great way to develop a word wall is through environmental print. Most kids recognize places through visuals signs and cues.
Students can use environmental print word walls to write about places they would like to visit, or places they like to eat or shop.
Temporary spelling, invented spelling, or phonetic spelling – Whatever you call it; it is absolutely necessary for kids to feel comfortable when experimenting with letters and sounds written down.
This temporary spelling will give students the confidence they need to want to be writers. If they have to spell everything correctly, they will be limited in the choice of words that they use and the topics that they write about.
Students should be held accountable for words that are on the word wall, but words that can be “temporarily” spelled should be.
Mini-lessons should be taught as a whole group everyday. These lessons should reflect something that you want them to specifically know or learn.
Individual mini-lessons can be used for individual skills that students need in order to move their writing forward.
Take a little tablet with you, when you conference with students and write down things that you notice students need to work on individually or as a whole class.
Making students feel as though they are wonderful writers will create a sense of enthusiasm and joy for your students.
Celebrate writing rather than Correct writing!!
Correcting writing every time inhibits creative, thoughtful writing.
Take a risk and teach students that it is okay to take a risk!!
Journaling can be the greatest fun that you and your students can do together.
You get to experience their lives and the journeys that you take together as writers.
Get ready to lead students into the greatest literacy experience of their lives!!!
Stage 1: The child scribbles
Stage 2: The child is starting to write with a varying series of lines. Size of objects are shown by the size of the marks made
Stage 3: The child starts to arrange known letters in ways to make different words (No knowledge of the alphabet at this stage)
Stage 4: The child starts tracing and copying and using mock-letters and symbols. (reversing letters and changing direction is common)
Stage 5: The child uses random lettering, labeling, and listing of key words. Temporary or invented spelling will start to emerge. The child will hear one letter for each syllable in a word
Stage 6: The child learns and uses more alphabet letters and sounds (Vowels will begin to appear in words). Closer to conventional spelling.
Stage 7: Conventional spelling is used, for the most part.
order (can later be done with others’ names).
During this stage, children begin to write in a more conventional way. Their writing becomes more readable, by themselves and by others.
Ideas for Making Writing “Fun” for Students
Treasure Hunt: Use word & picture cards to guide students to prizes (e.g. bookmarks, pencils, etc.) you have hidden.
Silly Poems: Help children create poems with pretend words, a la Lewis Carroll’s Jabberwocky.
Word Hunts: Have students search for words in newspapers, etc. that begin with certain letters, etc.
During this stage, children write with increasing fluency and expression. They express their ideas in more complex ways, and they are able to write with greater speed. They are able to present sequence of events, and stories have morals.
Ideas for Making Writing “Fun” for Students
Around the World: Children create sight word cards and play games (e.g. I have -sight word-; can you find a different -sw).
Spice It Up!: Students “spice up” newspaper articles by creating better words for “said” and “says,” etc.
Word Family Bingo: Practice word family endings (e.g. -at, -an, etc.).
You can READ without thinking, but you cannot WRITE without thinking creatively!!(Bea Johnson)
Teach students how to think about their writing. Metacognition– through think a-louds.
Talk to the students as you model your thinking as you write.
Creative writing is the best way to get your students to think through problems and processes.
Research shows that children who are given the opportunities to write and express themselves progress faster and score higher in school.