Welcome to Welcome to Never Too Early to Never Too Early to

Write?Write?Presented by:Presented by:

Amy HarrisAmy HarrisAneth SegoviaAneth Segovia

January 7, 2013January 7, 2013

Never Too Early to Write? Never Too Early to Write?

Ready… Why Write Early? Ready… Why Write Early?

““Children who write before they read Children who write before they read become better readers than those who become better readers than those who don’t?”don’t?”

Stop and Think!Do you believe this quote? Why or Why not?

HMMM?

Reason for Writing Going Back into the Reason for Writing Going Back into the ClassroomClassroom

Research tells us that by strengthening the Research tells us that by strengthening the reading and writing connection you will reading and writing connection you will strengthen students’ abilities to master strengthen students’ abilities to master these concepts more quickly. these concepts more quickly. Writing moved back into the classroom, Writing moved back into the classroom, because classroom teachers can make a because classroom teachers can make a more effective and efficient connection more effective and efficient connection between the materials being read and the between the materials being read and the materials being written. materials being written.

Acceptable ResourcesAcceptable Resources

Animated Literacy– for step-by-step Animated Literacy– for step-by-step picture drawing and labelingpicture drawing and labeling

Houghton Mifflin Journeys– ideas, Houghton Mifflin Journeys– ideas, suggestions, topics and writing ideas and suggestions, topics and writing ideas and genresgenres

Teaching Writing in Kindergarten Teaching Writing in Kindergarten (Bergen)– the foundational principle of (Bergen)– the foundational principle of writing workshop in kindergartenwriting workshop in kindergarten

Transition from Drawing to WritingTransition from Drawing to WritingOnly 10 minutes of writing time for the first 9-weeks may Only 10 minutes of writing time for the first 9-weeks may be used for letter formation. Any additional time needed be used for letter formation. Any additional time needed must be outside the writing block or writing time needs to must be outside the writing block or writing time needs to be extended to accommodate. be extended to accommodate.

Teacher models for the first 6-weeks how to draw and write. Teacher models for the first 6-weeks how to draw and write. Teacher should model sentences about week 3. Students Teacher should model sentences about week 3. Students may not be able to copy the whole sentence at first. may not be able to copy the whole sentence at first.

First two weeks is draw and label First two weeks is draw and label

Next two weeks is draw and phrases Next two weeks is draw and phrases

Last two weeks is draw and model sentencesLast two weeks is draw and model sentences

Move into individual journal writing using topics and Move into individual journal writing using topics and connections from the Houghton-Mifflin Journeys. (When connections from the Houghton-Mifflin Journeys. (When determining a connection, think broad generalizations) Such determining a connection, think broad generalizations) Such as the section on WHEELS– think transportation.as the section on WHEELS– think transportation.

GenresGenresLabelsLabelsCaptionsCaptionsClass Stories (child does one page)Class Stories (child does one page)DescriptionsDescriptionsIndividual StoriesIndividual StoriesMessagesMessagesLettersLettersListsListsInvitationsInvitationsReportsReportsResponse to LiteratureResponse to LiteraturePoemsPoems

Word WallsWord Walls

Teachers should be working with letters Teachers should be working with letters and sounds from the word wall daily. and sounds from the word wall daily.

Activities and games should be developed Activities and games should be developed around the word wall. around the word wall.

During transitions or downtime that you During transitions or downtime that you have do a word wall activity to increase have do a word wall activity to increase letter and sound recognitionletter and sound recognition

Main idea/ Seasonal word wallsMain idea/ Seasonal word walls

Displaying Students workDisplaying Students work

Showing progressShowing progress

Word WallWord Wall

Using color to differentiate between names and high Using color to differentiate between names and high frequency words as well as vowels.frequency words as well as vowels.

Websites for Letter ReviewWebsites for Letter Review  

  http://viewpure.com/BELlZKpi1Zs   A is for    A is for Apple...Apple...

  http://viewpure.com/hNNpp0xJe50  letters  letters

  http://viewpure.com/1pCFfkqmU2A  letter/ sound   letter/ sound a-ia-i

http://viewpure.com/Fotkt0dPra0  letter/ sound j-r  letter/ sound j-r  

http://viewpure.com/oHcI2vtjybU  letter/ sound r-z  letter/ sound r-z

RubricRubric

Teachers should use the rubric from the Teachers should use the rubric from the Bergen book on page 92 as a guideline.Bergen book on page 92 as a guideline.

This rubric will help you determine what This rubric will help you determine what your students should be able to do as they your students should be able to do as they grow throughout the year. grow throughout the year.

Writing is very individual and students will Writing is very individual and students will progress and grow at very different rates. progress and grow at very different rates.

Anchor Charts and Thematic Word Anchor Charts and Thematic Word WallsWalls

Anchor charts are designed with the students to Anchor charts are designed with the students to provide them lists for things they can write about, provide them lists for things they can write about, places they can go or things they see. places they can go or things they see. Anchor charts are a great way to model different Anchor charts are a great way to model different mini-lessons for the students. They can be used mini-lessons for the students. They can be used as a great reminder for students, if they are left up as a great reminder for students, if they are left up as a reference point. as a reference point. Thematic Word Walls are another great way to Thematic Word Walls are another great way to expand the students’ writing vocabulary. They are expand the students’ writing vocabulary. They are shaped according to the theme and they have shaped according to the theme and they have very specific, theme-based words written on them. very specific, theme-based words written on them. They are created with students to ensure they They are created with students to ensure they know the words that are on the thematic word-know the words that are on the thematic word-wall. wall.

ModelingModeling

This is the most important thing you can do This is the most important thing you can do when working with Kindergarten writers. They when working with Kindergarten writers. They need to see how you develop a story. They need need to see how you develop a story. They need to hear how you talk through a story and make to hear how you talk through a story and make different decisions that can affect your story. different decisions that can affect your story.

Modeling is a great way to get students to Modeling is a great way to get students to experience the story with you. If they are able to experience the story with you. If they are able to relate to the story and help you with yours, then relate to the story and help you with yours, then they are actively involved in the writing process. they are actively involved in the writing process.

Build this Chart with Your ClassBuild this Chart with Your ClassWhat Good Writer’s Do…What Good Writer’s Do…

They think about their topic.They think about their topic.They write neatly.They write neatly.They use a Capital Letter at the beginning They use a Capital Letter at the beginning of a sentence and for Names of people.of a sentence and for Names of people.They use punctuation at the end of a They use punctuation at the end of a sentence (. ! ?).sentence (. ! ?).They use finger spaces between words.They use finger spaces between words.They read it over and over. They read it over and over. They ask if it makes sense. They ask if it makes sense.

Environmental PrintEnvironmental Print

Another great way to develop a word wall Another great way to develop a word wall is through environmental print. Most kids is through environmental print. Most kids recognize places through visuals signs recognize places through visuals signs and cues. and cues.

Students can use environmental print word Students can use environmental print word walls to write about places they would like walls to write about places they would like to visit, or places they like to eat or shop.to visit, or places they like to eat or shop.

Environmental print word wall / Environmental print word wall / Environmental print Environmental print

Temporary SpellingTemporary SpellingTemporary spelling, invented spelling, or Temporary spelling, invented spelling, or phonetic spelling – Whatever you call it; it is phonetic spelling – Whatever you call it; it is absolutely necessary absolutely necessary for kids to feel for kids to feel comfortable when experimenting with letters comfortable when experimenting with letters and sounds written down. and sounds written down. This temporary spelling will give students the This temporary spelling will give students the confidence they need to want to be writers. If confidence they need to want to be writers. If they have to spell everything correctly, they they have to spell everything correctly, they will be limited in the choice of words that they will be limited in the choice of words that they use and the topics that they write about. use and the topics that they write about. Students should be held accountable for words Students should be held accountable for words that are on the word wall, but words that can that are on the word wall, but words that can be “temporarily” spelled should be. be “temporarily” spelled should be.

Mini-Lessons and ConferencingMini-Lessons and Conferencing

Mini-lessons should be taught as a whole Mini-lessons should be taught as a whole group everyday. These lessons should reflect group everyday. These lessons should reflect something that you want them to specifically something that you want them to specifically know or learn. know or learn. Individual mini-lessons can be used for Individual mini-lessons can be used for individual skills that students need in order to individual skills that students need in order to move their writing forward. move their writing forward. Take a little tablet with you, when you Take a little tablet with you, when you conference with students and write down conference with students and write down things that you notice students need to work things that you notice students need to work on individually or as a whole class. on individually or as a whole class.

Celebrate Your Students’ Successes Celebrate Your Students’ Successes as Writersas Writers

Making students feel as though they are Making students feel as though they are wonderful writers will create a sense of wonderful writers will create a sense of enthusiasm and joy for your students. enthusiasm and joy for your students.

Celebrate writing rather than Correct Celebrate writing rather than Correct writing!!writing!!

Correcting writing every time inhibits Correcting writing every time inhibits creative, thoughtful writing. creative, thoughtful writing.

Take a risk and teach students that it is Take a risk and teach students that it is okay to take a risk!!okay to take a risk!!

JournalingJournaling

Journaling can be the greatest fun that you Journaling can be the greatest fun that you and your students can do together. and your students can do together.

You get to experience their lives and the You get to experience their lives and the journeys that you take together as writers. journeys that you take together as writers.

Get ready to lead students Get ready to lead students into the greatest literacy into the greatest literacy

experience of their lives!!! experience of their lives!!!

Stages of Writing DevelopmentStages of Writing DevelopmentStage 1: The child scribblesStage 1: The child scribblesStage 2: The child is starting to write with a varying series of 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 lines. Size of objects are shown by the size of the marks mademadeStage 3: The child starts to arrange known letters in ways to Stage 3: The child starts to arrange known letters in ways to make different words (No knowledge of the alphabet at this make different words (No knowledge of the alphabet at this stage)stage)Stage 4: The child starts tracing and copying and using mock-Stage 4: The child starts tracing and copying and using mock-letters and symbols. (reversing letters and changing direction letters and symbols. (reversing letters and changing direction is common)is common)Stage 5: The child uses random lettering, labeling, and listing Stage 5: The child uses random lettering, labeling, and listing of key words. Temporary or invented spelling will start to of key words. Temporary or invented spelling will start to emerge. The child will hear one letter for each syllable in a emerge. The child will hear one letter for each syllable in a wordwordStage 6: The child learns and uses more alphabet letters and Stage 6: The child learns and uses more alphabet letters and sounds (Vowels will begin to appear in words). Closer to sounds (Vowels will begin to appear in words). Closer to conventional spelling. conventional spelling. Stage 7: Conventional spelling is used, for the most part. Stage 7: Conventional spelling is used, for the most part.

Emergent WritersEmergent Writers

During this stage, children will begin with random marks or During this stage, children will begin with random marks or scribbles, and move toward discovering that scribbling and drawing scribbles, and move toward discovering that scribbling and drawing can represent something.can represent something.

Ideas for Making Writing “Fun” for StudentsIdeas for Making Writing “Fun” for Students– Concept of Word: Concept of Word: Write words on cards. Give to students. Each Write words on cards. Give to students. Each

studentstudent– recites their word in an oral sentence.recites their word in an oral sentence.

Name Bags: Name Bags: Place letters of child’s name in a bag. Have child put Place letters of child’s name in a bag. Have child put letters inletters in

order (can later be done with others’ names).order (can later be done with others’ names).

Show Me: Show Me: Fold paper 3 times, and fold up bottom to create pockets. Fold paper 3 times, and fold up bottom to create pockets. Students spell 3-letter words (e.g. C-V-C).Students spell 3-letter words (e.g. C-V-C).

Beginning WritersBeginning Writers

During this stage, children begin to write in a more During this stage, children begin to write in a more conventional way. Their writing becomes more conventional way. Their writing becomes more readable, by themselves and by others.readable, by themselves and by others.Ideas for Making Writing “Fun” for StudentsIdeas for Making Writing “Fun” for StudentsTreasure Hunt: Treasure Hunt: Use word & picture cards to guide Use word & picture cards to guide

students to prizes (e.g. bookmarks, pencils, students to prizes (e.g. bookmarks, pencils, etc.) etc.) you have hidden.you have hidden.Silly Poems: Silly Poems: Help children create poems with Help children create poems with pretend words, a la Lewis Carroll’s Jabberwocky.pretend words, a la Lewis Carroll’s Jabberwocky.Word Hunts: Word Hunts: Have students search for words in Have students search for words in newspapers, etc. that begin with certain letters, newspapers, etc. that begin with certain letters, etc.etc.

Transitional WritersTransitional WritersDuring this stage, children write with increasing fluency and During this stage, children write with increasing fluency and expression. They express their ideas in more complex ways, expression. They express their ideas in more complex ways, and they are able to write with greater speed. They are able to and they are able to write with greater speed. They are able to present sequence of events, and stories have morals.present sequence of events, and stories have morals.

Ideas for Making Writing “Fun” for StudentsIdeas for Making Writing “Fun” for Students

Around the World: Around the World: Children create sight word cards and play Children create sight word cards and play games (e.g. I have -sight word-; can you find a different games (e.g. I have -sight word-; can you find a different

-sw).-sw).

Spice It Up!: Spice It Up!: Students “spice up” newspaper articles by Students “spice up” newspaper articles by creating better words for “said” and “says,” etc.creating better words for “said” and “says,” etc.

Word Family Bingo: Word Family Bingo: Practice word family endings (e.g. -at, -an, Practice word family endings (e.g. -at, -an, etc.).etc.).

Writers are ThinkersWriters are Thinkers

You can READ without thinking, but you cannot You can READ without thinking, but you cannot WRITE without thinking creatively!!(Bea Johnson)WRITE without thinking creatively!!(Bea Johnson)Teach students how to think about their writing. Teach students how to think about their writing. Metacognition– through think a-louds. Metacognition– through think a-louds. Talk to the students as you model your thinking as Talk to the students as you model your thinking as you write. you write. Creative writing is the best way to get your Creative writing is the best way to get your students to think through problems and processes. students to think through problems and processes. Research shows that children who are given the Research shows that children who are given the opportunities to write and express themselves opportunities to write and express themselves progress faster and score higher in school. progress faster and score higher in school.

Thank you!!Thank you!!

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