Transcript Writing with Young Children - Tennessee State Personnel

Early Writing Experiences
Jana Crosby, Reading Specialist
Read to Succeed Initiative
Alissa Ongie, Preschool Project Coordinator
Tennessee State Improvement Grant
Researchers agree that 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.
(Baghban, 1984; Clay, 1987; Schickendanz, 1990)
Points to Remember:
Reading and writing develop together,
not separately.
Models, collaboration, and choices
promote writing.
Intentional teaching of writing
develops young writers.
Karen Bromley, 2000
Stages of Writing
Drawing
Scribbles
Letter-like Forms
Letter Strings
Copying Environmental Print
Invented Spelling
Conventional Spelling
“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 Schickendanz, 2000
During scribbling, children learn to
distinguish writing from drawing.
Scribbles start out as random marks
and transform to marks with meaning!
Children begin to produce letter-like
forms that show some similarity to
letters.
Some children will use the lines and
shapes that they are observing and
learning about letters and make
“mock letters” during this stage.
As children learn the names and
shapes of letters, they begin to
produce letter strings.
Letters from children’s names often
begin to emerge during this stage of
writing.
Once children are able to form
letters, they can look at
environmental print (such as food
labels or a grocery list) and copy the
letters and words.
As children develop they will start to
use invented spelling; they may use
one letter to represent each word
they want to communicate.
Eventually, children move to
conventional spelling and writing.
Stages of Writing
Drawing
Stages of Writing
Scribbles
Stages of Writing
Letter-like
forms
Stages of Writing
Letter strings
(letters
reversed)
Stages of Writing
Copying
environmental
print
Stages of Writing
Invented spelling
and conventional
spelling (first
name)
What kinds of activities do children
need to participate in to develop the
fine motor skills that will help them
“prepare to write”?
Object-handling activities that
emphasize motor control, precision,
and accuracy of movement.
Suggested Activities
Water play
Writing in shaving
cream/fun foam
Lacing cards
Tweezers games
Play-dough
Scissors
Using a hole punch
Clay
Eyedroppers
Pegboards
Cotton swabs
Sorting games
Clothespins
Puzzles
Paintbrush and water
Tearing paper
Stringing beads
Easel painting
Writing with different
tools
Self-help skills
Finger-painting
Puppets
Chalkboard writing
Finger plays
Things to Write On:
Stationery
Note pads
Order forms
Receipts
Calendars
Chalk boards
Dry erase boards
Theme-shaped paper
Post-it notes
Unlined paper
Variety of paper
Clipboard with paper
Ready-made books
Paper plates
Old forms
Junk mail
Etch-a-sketch
Magnadoodle
Textured paper
Lined paper
Things to Write With:
Chubby markers
Thin markers
Pencils
Colored pencils
Crayons
Ball point pens
Chalk
Sidewalk chalk
Dry erase markers
Alphabet stamps
Paint
Gel pens
Accessories and Tools:
Marker stand
Tape
Envelopes
Writing caddy
Ruler
Stamps
Magnetic letters
Ink pad
Index cards
Stencils
Yarn
Scissors
Wallpaper samples
Magazines
Catalogs
Journals
Word cards
Sentence strips
Kinds of Writing
Activities include:

Journals

Message boards

Letters, cards

Lists

Write the room

Response to literature

Dictation
Journal Writing
Gives children opportunities to
practice writing.
Develops the concept that writing has
a purpose.
Provides opportunities for selfexpression.
Is an activity you can do with your
child by keeping your own journal, too.
Message Board
You may use a dry erase board or
post-it notes on the refrigerator to
leave messages or reminders for
other family members.
Let your child help you write the
messages and/or write his or her own
messages.
Letters & Cards
Technology has led to less communication
by handwritten letters.
Revive the lost art of letter-writing by
sending letters or cards to family and
friends for special events and holidays.
Let your child write a portion of the letter,
or at least sign his or her name.
Help your child send thank you notes after
receiving presents; it increases literacy
and reinforces good manners.
Lists
We write many types of lists on a regular
basis, including grocery lists and to-do
lists.
Before going to the grocery store, let your
child write his or her own list or help you
with yours.
During the shopping, let your child be in
charge of marking items off the list; this
increases literacy and keeps them occupied
during grocery shopping.
Write the Room
Give your child a clipboard, paper, and
pen or pencil.
Choose a room in the house with a
good amount of environmental print
(the kitchen has food labels; the
living room may have book covers)
Let your child go around the room and
write the words that he or she sees.
Response to Literature
After reading aloud to your child,
choose a writing activity to respond
to the story in some way.
Examples: write a new ending to the
story, write a letter to a character in
the story, write a list of characters
in the story.
Dictation
Dictation is writing down the exact words
your child tells you.
Dictated activities:
 Demonstrate that what we think/say can
be written.
 Provide a model for writing.
 Encourage children’s use of language.
 Values children’s words.
When taking dictation…
Write EXACTLY what your child says.


Remember, we are working on writing, NOT grammar!
Encourage all attempts your child makes.
Ask questions to extend language.
Make sure your child can see you write.
Read the dictation back to your child, following
the print with your finger as you read it.
Encourage your child to reread the dictation by
themselves, to friends, or to other family
members.
SIG Preschool Literacy Toolkit
You are receiving a toolkit from the TN
SIG Preschool Literacy Training Project.
The purpose of the toolkit is to provide
literacy materials and activities that you
and your child can do together.
You can pick up your Preschool Literacy
Toolkit when you turn in the workshop
survey.
Questions?
Thank you for participating in this
parent workshop.
You are your child’s first and most
important teacher, and you are well
on your way to helping your child
become a writer.
References
Bredekamp & Copple 1997. Developmentally Appropriate Practice in Early
Childhood Programs revised edition. Washington D.C.: National Academy
Press.
Morrow, Lesley Mandel 2001. Literacy Development in the Early Years,
Helping Children Read and Write. Boston, Massachusetts: Allyn & Bacon.
National Research Council 1998. Preventing Reading Difficulties in Young
Children. Washington D.C.: National Academy Press.
National Research Council 1999. Starting Out Right. Washington D.C.:
National Academy Press.
Neuman, Copple, Bredekamp 2000. Learning to Read and Write:
Developmentally Appropriate Practices for Young Children. Washington,
D.C.: NAEYC.
References
Ranweiler, Linda 2005. Preschool Readers and Writers: Early Literacy
Strategies for Teachers. Ypsilanti, Michigan: High/Scope Press.
Schickendanz, Judith and Casbergue, Renee 2004. Writing in Preschool:
Learning to Orchestrate Meanings and Marks. Newark, Delaware: IRA.
Shickendanz, Judith 1998. Much More Than the ABCs: The Early Stages of
Reading and Writing. Washington, D.C.: NAEYC
Strickland, Dorothy and Morrow, Lesley 2000. Emergent Literacy: Young
Children Learn to Read and Write. Newark, Delaware: IRA.
Center for Improving the Readiness of Children for Learning and Education
2002. National Head Start S.T.E.P. Trainer’s Manual. Houston, TX:
National Head Start/CIRCLE.