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Early Literacy Matters April 29 and May 1, 2010
Early Childhood Update
Sharing Your Work Plan
Assemble in Coaching Cohorts.
GoalsIdentify pre-requisite motor skills and
activities to support children in both drawing and writing
Discuss ways to provide children with daily opportunities to write throughout the classroom
Identify ways to support all children in their attempts to learn to write their own names
Use the writing continuum to inform scaffolding
ExpectationsTeachers will: provide multiple opportunities for children
to use emergent writing skills in many settings and for different purposes.
use scaffolding to support children’s writing.engage children in activities involving
vertical surfaces, bilateral skilla, proper wrist position, and strengthening and stability.
support ALL children’s attempts to write their own name during daily routines.
Making Sense of PrintIndividuallyLook at the document.Identify the language you are reading.As a group Determine what the document says.Discuss how you determined the meaning.List the clues that informed your
conclusions.Tables will report to the large group.
The social contextThe development of children’s writing has its roots in their social interactions with other more competent members of the society through various meaningful and purposeful activities.
(Haneda & Wells, 2000: Newman & Roskos, 1997)
Authentic Use of WritingSharing information (showing another child
to how to write)Transacting business (writing a bill at a
restaurant)Organizing activities (generating list or
planning a party)Showing ownership (lunch box, cubby, paper)
What’s in a name“The process of writing helps children focus
closely on the features that distinguish each letter from the others. To the extent that writing their names sensitizes children to the unique qualities of each letter’s shape, the process of writing may increase children’s awareness of differences among letters and facilitate their learning of the letters names, particularly the names of the letters in their own names.”
Clay (2001) Change over time in children’s literacy development
Our Changing Understanding
Reading Readiness
theory:Children need a
certain “maturity” to learn to read.
Read first, then learn to write.
Emergent Literacy theory:Children learn skills
over time; reading is an accumulation of multiple skills.
Learning to write informs learning to read, and vice versa
Teaching Writing Requires…both the mechanics of writing and the reason to write.
Meaningful Purpose
Writing Continuum
At your table: as a group sort the stages of writing along a developmental continuum.
As you do so discuss how/why you have placed each stage in its position
What clues are you able to detect about the child’s understanding of print at each stage?
Looking at Writing DevelopmentUsing the writing samples from your classroom
or the samples provided at your table, place each child on the writing continuum.
Discuss with a partner how you might support each child’s writing or movement to the next stage on the writing continuum.
At each table select 3-5 writing samples to post along the continuum on the back wall for a whole group discussion.
Use any of the ideas on the Preschool Writing Environment handout to support your work.
Stages of Writing Scribbling Letter-like symbols Strings of letters Beginning sounds emerge Consonants represent words Initial, middle and final sounds Transitional phase Standard spelling
Children go through certain developmental stages of writing – these stages may vary in length from child to child.
Development typically spans from 2 or 2 ½ to 5 years of age – from the late toddler stage to the end of the preschool years.
Language, reading and writing skills develop at the same time and are intimately linked. (Baghban, 1984; Clay, 1987; Schickendanz, 1990)
“If children are provided with marking tools, a
suitable surface on which to write, and a safe
place to play, they begin to make marks at
quite an early age.” Judith Schickedanz, 2000
Scribbling
is to writing
as babbling
is to speaking.
Understanding Writing as Narrative• Tell stories as narrative to express thoughts, ideas,
feelings• Organize stories with a beginning, middle, end• Identify critical components of stories (character, setting, plot, etc.)
DictationWrite down child’s exact wordsEncourage all attemptsAsk questions to extend languageMake sure the child can see you
writeRead dictation back to child,
following the print with your fingerEncourage child to reread dictation
by themselves, or to friends or family members
Concepts of Stories
Stories have a sequence. Stories have characters,
actions, and settings. Stories have a beginning,
middle, and an end. We read words from the top
of the page to the bottom There is a one-to-one
correspondence between written and spoken words.
M
Writing Across the Curriculum
Numeric Symbols
Oral and Written Messages
Sign in Sheet
Lunch
1. Count off 1-10. Form 10 groups.
2. Begin at the flip chart with the number of your group.
3.At each chart, brainstorm how you can include writing, print referencing, or storytelling and dictation in that area.
4. You will have 2-5 minutes before you are prompted to move to the next area.
5. Continue until the facilitator halts the activity.
Work Plans
Provide each child with at least two opportunities to write each day.
Use scaffolding techniques to support individuals or small groups of children in their writing
Engage children in activities to develop fine motor skills
Support ALL children in attempts to write their name at least once during the school day
Wrap up and Evaluations
Make and Take