This article discuss the steps students take to becoming writers. Having taught pre-k I was able to identify well with the article. I've seen all the stages clearly in my teaching. Students typically go through 4 stages of writing. They begin with scribbling and drawing. They have no distinction between the two and insist they are words. The interesting part is they can usually tell you what it says. Therefore it's obviously writing to them. The scribbles then turn into letters and letter-like forms. Though there aren't any recognizable words, you can see letters. The forms may not even be actual letters, but they mimic letters. Eventually students begin writing salient and beginning letters. The beginning sound may be there followed by a randomize letter formation. This stage progresses to beginning and ending sounds. Students words are becoming much clearer and you may be able to recognize the letters.
The article then goes on to explain ways to encourage writing in each of these stages. I particularly liked the table that gave the skill and possible center ideas. Many early childhood research encourage an embedded approach that links play and learning together. Centers are a great way to blend what has been learned and allow students to explore.
Before I taught young children I thought nothing about scribbles, drawings, and letter forms. I figured students just learned to write words, but having taught and seen it first hand, there is a clear continuum students follow to become successful writers. Each stage shows an important skill they have learned. Are you familiar with young children drawings/writing? What are some instructional ideas that you would implement in writing for young kids? If a child will not write anything and insist they don't know how, what would you do?
I was not really familiar with this. I haven't had much experience with young children's writing. I would use centers and work with students on demonstrating and encouraging them with prompts related to their lives. If they do not write, I would find spontaneous and authentic reasons for them to write and encourage them. I would help them to incorporate writing into their play.
I am not familiar with early writing either, except what I see among my nieces. I have read about the stages Kaitlin described though. I love that at early ages kids distinguish between their writing and drawing, even though it all looks like scribbling to me!
I think play would be the easiest way to motivate young children to write (Megan and I are on the same page!). Perhaps having a restaurant or store center where they have to practice writing orders or doctors' office where they write prescriptions would make writing seem fun and needed for these activities. Another idea to have the reluctant student orally compose a sentence about something that is high-interest. Then, the teacher could write out the sentence minus one word. The student fills in that word. Using stamps to write or shaving cream might also make writing seem more fun for a struggling kid.
This article works through several classroom anecdotes concerning children and their levels of understanding. Students go through 4 levels. Young children go through distinct patterns in these levels, and this article has a great table that includes how to help children at each level.
Children should be encouraged and praised for their writing. From a very young age, children begin drawing and writing. It is very interesting how they can tell what their writing is,even though it doesn't look like anything understandable to adults. Children's knowledge of their own name can be used to engage them in other writing activities. Generally, students recognize beginning and ending sounds first, and middle sounds and vowels come later.
Students gradually begin to associate letters with their sounds, phonological awareness. Teachers can help this by emphasizing familiar words and sounds. Often, students pick up on more salient sounds words and might start by representing words, syllables, or sounds by single letters.
Do you remember learning how to write? What kinds of engagement would you use to encourage students to write?
I don't remember much to be honest. I just know I always took pride in my penmanship. I would take my time with writing to make it look nice (and still do!). But I remember writing on the lined paper. We would have to write a "story", which would sometimes be a sentence, and then draw a picture to go with it.
I agree with Jenny about letting students choose something to write about that they are interested in. But, for some students, they just don't know how to get started. I think that providing these students with sentence prompts or a list of common words can be helpful in providing them ideas. Even if it isn't a story or a sentence that makes sense, it is still valuable for a child to practice writing in any form.
I do remember learning to write, much more than I remember learning to read. I wrote all the time. I made books constantly and wrote notes to family and friends. I have looked back on some of the letters my mom saved and it's amazing I can remember were I was writing those letters. Interesting seeing the conventions I used too.
For my classroom writing is just a part of our class. We write whenever possible. My literacy centers are focused around writing. My play centers have writing in them. If kids are exposed and you model the writing, they naturally want to do what they see. The more variety in materials students have (stickers, markers, paper types, stamps) the more engaged they become. Cutting pics out of magazine is a fun activity too. They then go back an either dictate the story or actually write one on their own. You can also have them bring in pictures of their choice and write about them.
Courtney, I love the idea of providing a common word list while writing. I do this even with 5th graders when we write about a field trip or a thank you note. As a class, we create the word list together, and I add to it every hour. I put up words to generate ideas and also to help them spell, especially if it is a thank you note going to a parent or community member.
I like Kaitlin's idea of finding a picture the student likes first--whether it's from a magazine or a family picture. Even if they can't come up with a story with an event, they can still even describe what's happening the picture to start putting words onto the paper.
I do remember practicing writing my name in kindergarten! But, that is only because I had broken my right arm (dominant arm) over the summer and had to learn to write my name with my shaky left hand. I was so embarrassed of my writing because I knew I could do it with my right hand. My teacher was extremely encouraging and made writing positive. I do remember having my mom write down words or phrases and trying to copy them.
Authentic tasks or experience seem to make writing engaging. I liked how the teacher in B&M Ch. 10 used the class frog as an engaging experience to write about. I have several outdoorsy-camo-wearing kiddos in my classroom who love to hunt and explore. I found that if I make the writing task something they are interested in like animals, camouflage, camping, archery, ect. they are much more engaged and willing to write.
This article discuss the steps students take to becoming writers. Having taught pre-k I was able to identify well with the article. I've seen all the stages clearly in my teaching. Students typically go through 4 stages of writing. They begin with scribbling and drawing. They have no distinction between the two and insist they are words. The interesting part is they can usually tell you what it says. Therefore it's obviously writing to them. The scribbles then turn into letters and letter-like forms. Though there aren't any recognizable words, you can see letters. The forms may not even be actual letters, but they mimic letters. Eventually students begin writing salient and beginning letters. The beginning sound may be there followed by a randomize letter formation. This stage progresses to beginning and ending sounds. Students words are becoming much clearer and you may be able to recognize the letters.
ReplyDeleteThe article then goes on to explain ways to encourage writing in each of these stages. I particularly liked the table that gave the skill and possible center ideas. Many early childhood research encourage an embedded approach that links play and learning together. Centers are a great way to blend what has been learned and allow students to explore.
Before I taught young children I thought nothing about scribbles, drawings, and letter forms. I figured students just learned to write words, but having taught and seen it first hand, there is a clear continuum students follow to become successful writers. Each stage shows an important skill they have learned. Are you familiar with young children drawings/writing? What are some instructional ideas that you would implement in writing for young kids? If a child will not write anything and insist they don't know how, what would you do?
I was not really familiar with this. I haven't had much experience with young children's writing. I would use centers and work with students on demonstrating and encouraging them with prompts related to their lives. If they do not write, I would find spontaneous and authentic reasons for them to write and encourage them. I would help them to incorporate writing into their play.
DeleteI am not familiar with early writing either, except what I see among my nieces. I have read about the stages Kaitlin described though. I love that at early ages kids distinguish between their writing and drawing, even though it all looks like scribbling to me!
DeleteI think play would be the easiest way to motivate young children to write (Megan and I are on the same page!). Perhaps having a restaurant or store center where they have to practice writing orders or doctors' office where they write prescriptions would make writing seem fun and needed for these activities. Another idea to have the reluctant student orally compose a sentence about something that is high-interest. Then, the teacher could write out the sentence minus one word. The student fills in that word. Using stamps to write or shaving cream might also make writing seem more fun for a struggling kid.
Great ideas! Shaving cream is always fun and it gets the desk/tables clean! Also good to do the shaving cream after you've stamped!!
DeleteThis article works through several classroom anecdotes concerning children and their levels of understanding. Students go through 4 levels. Young children go through distinct patterns in these levels, and this article has a great table that includes how to help children at each level.
ReplyDeleteChildren should be encouraged and praised for their writing. From a very young age, children begin drawing and writing. It is very interesting how they can tell what their writing is,even though it doesn't look like anything understandable to adults. Children's knowledge of their own name can be used to engage them in other writing activities. Generally, students recognize beginning and ending sounds first, and middle sounds and vowels come later.
Students gradually begin to associate letters with their sounds, phonological awareness. Teachers can help this by emphasizing familiar words and sounds. Often, students pick up on more salient sounds words and might start by representing words, syllables, or sounds by single letters.
Do you remember learning how to write?
What kinds of engagement would you use to encourage students to write?
I don't remember much to be honest. I just know I always took pride in my penmanship. I would take my time with writing to make it look nice (and still do!). But I remember writing on the lined paper. We would have to write a "story", which would sometimes be a sentence, and then draw a picture to go with it.
DeleteI agree with Jenny about letting students choose something to write about that they are interested in. But, for some students, they just don't know how to get started. I think that providing these students with sentence prompts or a list of common words can be helpful in providing them ideas. Even if it isn't a story or a sentence that makes sense, it is still valuable for a child to practice writing in any form.
I do remember learning to write, much more than I remember learning to read. I wrote all the time. I made books constantly and wrote notes to family and friends. I have looked back on some of the letters my mom saved and it's amazing I can remember were I was writing those letters. Interesting seeing the conventions I used too.
DeleteFor my classroom writing is just a part of our class. We write whenever possible. My literacy centers are focused around writing. My play centers have writing in them. If kids are exposed and you model the writing, they naturally want to do what they see. The more variety in materials students have (stickers, markers, paper types, stamps) the more engaged they become. Cutting pics out of magazine is a fun activity too. They then go back an either dictate the story or actually write one on their own. You can also have them bring in pictures of their choice and write about them.
Courtney, I love the idea of providing a common word list while writing. I do this even with 5th graders when we write about a field trip or a thank you note. As a class, we create the word list together, and I add to it every hour. I put up words to generate ideas and also to help them spell, especially if it is a thank you note going to a parent or community member.
DeleteI like Kaitlin's idea of finding a picture the student likes first--whether it's from a magazine or a family picture. Even if they can't come up with a story with an event, they can still even describe what's happening the picture to start putting words onto the paper.
I do remember practicing writing my name in kindergarten! But, that is only because I had broken my right arm (dominant arm) over the summer and had to learn to write my name with my shaky left hand. I was so embarrassed of my writing because I knew I could do it with my right hand. My teacher was extremely encouraging and made writing positive. I do remember having my mom write down words or phrases and trying to copy them.
ReplyDeleteAuthentic tasks or experience seem to make writing engaging. I liked how the teacher in B&M Ch. 10 used the class frog as an engaging experience to write about. I have several outdoorsy-camo-wearing kiddos in my classroom who love to hunt and explore. I found that if I make the writing task something they are interested in like animals, camouflage, camping, archery, ect. they are much more engaged and willing to write.