Upload
voon-yik-kuan
View
219
Download
0
Embed Size (px)
Citation preview
7/30/2019 Writing With Young Children Revised for Parents
1/39
How Children Become Writers?Early Writing Experiences
Lourdes Nagarajan
Jabatan Bahasa,
Institut Pendidikan Guru Kampus Gaya,
88805 Kota Kinabalu, Sabah
7/30/2019 Writing With Young Children Revised for Parents
2/39
Researchers agree that children go throughcertain developmental stages of writing thesestages may vary in length from child to child.
Development typically spans from 2 or 2 to 5years of age from the late toddler stage to theend of the preschool years.
(Baghban, 1984; Clay, 1987; Schickendanz, 1990)
7/30/2019 Writing With Young Children Revised for Parents
3/39
Points to Remember:
Reading and writing develop together,not separately.
Models, collaboration, and choicespromote writing.
Intentional teaching of writing
develops young writers.Karen Bromley, 2000
7/30/2019 Writing With Young Children Revised for Parents
4/39
4 Stages of Writing(by Chitravelu, N. et al. 2005)
Stage 1 Writing Readiness
- To develop knowledge of English language- to understandwhat he copies and knows how to say it- intelligible
- To develop an interest in wanting to write in English- To recognize that print is different from pictures and
that it has meanings
-To develop ability to discriminate between shapes
- To develop visual memory for shapes- To develop large muscles of his arm and hands and the
fine muscles of his forefinger and thumb
7/30/2019 Writing With Young Children Revised for Parents
5/39
Stage 2 Early writing
- To expose learners to the necessary mechanics and
conventions for effective communicative writing- To enhance learners knowledge of grammar, vocabulary,
sentence construction
- Important instruction-provide meaningful contexts for learning the mechanicsof writing
use pupils own compositions for giving them insights intowriting
constantly keep the benefits of learning to write beforethem
make it a practice to read to your pupils a variety ofthings
develop your pupils natural curiosity and thinking skills
7/30/2019 Writing With Young Children Revised for Parents
6/39
Handwriting-
- Formation- Slant
- Size- Alignment- Spacing
Copying activities master the mechanics of writing
7/30/2019 Writing With Young Children Revised for Parents
7/39
Stage 3 Developmental writing
Spelling and writing- multi pronged approach
Focus-- Teaching relationship between the most common
phonemes and graphemes (spelling rules, root-prefix,suffix)
- Teaching the most common words -100wds=50%- Developing visual memory for shapes- Developing relevant dictionary skills
- Helping students to remember common but troublesomewordsActivities rearrange scrambled letters, make words form
a long word, missing letters, puzzles
7/30/2019 Writing With Young Children Revised for Parents
8/39
Stage 4 Mature writing
- Principles of Diminishing Control Controlled writing-
Substitution table, Parallel writing, Question andanswer technique, Filling in blanks
Guided writing-
Writing from class generated guidelines, Picturecomposition with skeleton outline, Writing from shrtnotes, Dicto comp
- Free writing
Pre writing- Select topic, Generate ideas (Brainstorming,Listing, Quickwrite, Mindmapping), Organize ideas
Writing Drafting, Getting feedback/conferencing,Revising, Editing
Publication Presentation, Display
7/30/2019 Writing With Young Children Revised for Parents
9/39
Stages of Writing
Drawing
Scribbles
Letter-like FormsLetter Strings
Copying Environmental Print
Invented SpellingConventional Spelling
7/30/2019 Writing With Young Children Revised for Parents
10/39
If children are provided with markingtools, a suitable surface on which to
write, and a safe place to play, theybegin to make marks at quite an early
age. Judith Schickendanz, 2000
7/30/2019 Writing With Young Children Revised for Parents
11/39
During scribbling, children learn to
distinguish writing from drawing.
Scribbles start out as random marks
and transform to marks with meaning!
7/30/2019 Writing With Young Children Revised for Parents
12/39
Children begin to produce letter-likeforms that show some similarity to
letters.Some children will use the lines andshapes that they are observing and
learning about letters and makemock letters during this stage.
7/30/2019 Writing With Young Children Revised for Parents
13/39
As children learn the names andshapes of letters, they begin to
produce letter strings.Letters from childrens names oftenbegin to emerge during this stage of
writing.
7/30/2019 Writing With Young Children Revised for Parents
14/39
Once children are able to formletters, they can look at
environmental print (such as foodlabels or a grocery list) and copy theletters and words.
7/30/2019 Writing With Young Children Revised for Parents
15/39
As children develop they will start touse invented spelling; they may use
one letter to represent each wordthey want to communicate.
Eventually, children move toconventional spelling and writing.
7/30/2019 Writing With Young Children Revised for Parents
16/39
Stages of Writing
Drawing
7/30/2019 Writing With Young Children Revised for Parents
17/39
Stages of Writing
Scribbles
7/30/2019 Writing With Young Children Revised for Parents
18/39
Stages of Writing
Letter-likeforms
7/30/2019 Writing With Young Children Revised for Parents
19/39
Stages of Writing
Letter strings(letters
reversed)
7/30/2019 Writing With Young Children Revised for Parents
20/39
Stages of Writing
Copyingenvironmental
7/30/2019 Writing With Young Children Revised for Parents
21/39
Stages of Writing
Invented spellingand conventional
spelling (firstname)
7/30/2019 Writing With Young Children Revised for Parents
22/39
What kinds of activities do childrenneed to participate in to develop the
fine motor skills that will help themprepare to write?
Object-handling activities thatemphasize motor control, precision,and accuracy of movement.
7/30/2019 Writing With Young Children Revised for Parents
23/39
Suggested Activities
Water playWriting in shavingcream/fun foamLacing cards
Tweezers gamesPlay-doughScissorsUsing a hole punchClay
EyedroppersPegboardsCotton swabsSorting games
ClothespinsPuzzlesPaintbrush and waterTearing paper
Stringing beadsEasel paintingWriting with differenttoolsSelf-help skills
Finger-paintingPuppetsChalkboard writingFinger plays
7/30/2019 Writing With Young Children Revised for Parents
24/39
Things to Write On:
StationeryNote padsOrder forms
ReceiptsCalendarsChalk boardsDry erase boards
Theme-shaped paperPost-it notesUnlined paper
Variety of paperClipboard with paperReady-made books
Paper platesOld formsJunk mailEtch-a-sketch
MagnadoodleTextured paperLined paper
7/30/2019 Writing With Young Children Revised for Parents
25/39
Things to Write With:
Chubby markers
Thin markers
PencilsColored pencils
Crayons
Ball point pens
Chalk
Sidewalk chalk
Dry erase markersAlphabet stamps
Paint
Gel pens
7/30/2019 Writing With Young Children Revised for Parents
26/39
Accessories and Tools:
Marker stand
Tape
Envelopes
Writing caddy
Ruler
Stamps
Magnetic lettersInk pad
Index cards
Stencils
Yarn
Scissors
Wallpaper samples
Magazines
Catalogs
JournalsWord cards
Sentence strips
7/30/2019 Writing With Young Children Revised for Parents
27/39
Kinds of Writing
Activities include: Journals
Message boards Letters, cards
Lists
Write the room Response to literature
Dictation
7/30/2019 Writing With Young Children Revised for Parents
28/39
Journal Writing
Gives children opportunities topractice writing.
Develops the concept that writing hasa purpose.Provides opportunities for self-expression.Is an activity you can do with yourchild by keeping your own journal, too.
7/30/2019 Writing With Young Children Revised for Parents
29/39
Message Board
You may use a dry erase board orpost-it notes on the refrigerator to
leave messages or reminders forother family members.
Let your child help you write the
messages and/or write his or her ownmessages.
7/30/2019 Writing With Young Children Revised for Parents
30/39
Letters & Cards
Technology has led to less communicationby handwritten letters.Revive the lost art of letter-writing by
sending letters or cards to family andfriends 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 afterreceiving presents; it increases literacyand reinforces good manners.
7/30/2019 Writing With Young Children Revised for Parents
31/39
Lists
We write many types of lists on a regularbasis, including grocery lists and to-dolists.
Before going to the grocery store, let yourchild write his or her own list or help youwith yours.During the shopping, let your child be incharge of marking items off the list; thisincreases literacy and keeps them occupiedduring grocery shopping.
7/30/2019 Writing With Young Children Revised for Parents
32/39
Write the Room
Give your child a clipboard, paper, andpen or pencil.
Choose a room in the house with agood amount of environmental print(the kitchen has food labels; theliving room may have book covers)
Let your child go around the room andwrite the words that he or she sees.
7/30/2019 Writing With Young Children Revised for Parents
33/39
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 thestory, write a letter to a character in
the story, write a list of charactersin the story.
7/30/2019 Writing With Young Children Revised for Parents
34/39
Dictation
Dictation is writing down the exact wordsyour child tells you.
Dictated activities: Demonstrate that what we think/say can
be written.
Provide a model for writing.
Encourage childrens use of language.
Values childrens words.
7/30/2019 Writing With Young Children Revised for Parents
35/39
When taking dictationWrite 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, followingthe print with your finger as you read it.
Encourage your child to reread the dictation bythemselves, to friends, or to other familymembers.
7/30/2019 Writing With Young Children Revised for Parents
36/39
SIG Preschool Literacy Toolkit
You are receiving a toolkit from the TNSIG Preschool Literacy Training Project.
The purpose of the toolkit is to provideliteracy materials and activities that youand your child can do together.
You can pick up your Preschool Literacy
Toolkit when you turn in the workshopsurvey.
7/30/2019 Writing With Young Children Revised for Parents
37/39
Questions?
Thank you for participating in thisparent workshop.
You are your childs first and mostimportant teacher, and you are wellon your way to helping your child
become a writer.
7/30/2019 Writing With Young Children Revised for Parents
38/39
ReferencesBredekamp & Copple 1997. Developmentally Appropriate Practice in EarlyChildhood Programs revised edition. Washington D.C.: National AcademyPress.
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 YoungChildren. 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.
7/30/2019 Writing With Young Children Revised for Parents
39/39
ReferencesRanweiler, Linda 2005. Preschool Readers and Writers: Early LiteracyStrategies 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 ofReading and Writing. Washington, D.C.: NAEYC
Strickland, Dorothy and Morrow, Lesley 2000. Emergent Literacy: YoungChildren Learn to Read and Write. Newark, Delaware: IRA.
Center for Improving the Readiness of Children for Learning and Education2002. National Head Start S.T.E.P. Trainers Manual. Houston, TX:National Head Start/CIRCLE.