How We Become WritersTHE DEVELOPMENT OF WRITING SKILLS PART 1: TELLING THE STORY
What is Writing?Can we agree that…Writing is an invention of symbols that represent ideas that wish to be recorded. These ideas are based on shared vocabulary (words) that are created by the combination of letter sounds (alphabet).
Writing Emerged from the Need to Share Stories Orally.Young children come to understand language through listening to people talk andengage with them. They also begin to identify words with objects or images, whichdevelops larger vocabularies and understanding of their culture and world they livein.Studies show that children’s literacy rates are higher in families who interact andread frequently with them.
How Writing Skills Develop Oral Pictures True Language or other written Symbols forms.We begin to learn how to speak first, then begin developing fine motor skills, andlater more complex understandings of how oral language can be represented inletters and words .Because young children lack the knowledge of the alphabetic principles, they usepictures or symbols to represent their ideas. Through education, they learn how toread, spell, and write in sentences.
Skills checklist:fine motor skills (usemuscles in the fingersand hands) attention to focus forperiods of timememory to generateideas and retrieveletters and appropriatewords Writing combines manylanguage to be able to skills and relies onexpress themselves. development in areas not specific to writing.
The Foundation: Telling Our Stories Story time: Student tells a brief story about an important event that happened to them. When they are done, the audience explains what they understand about the story and asks questions. Treasure Tells: Students bring in personal items or photos and share a family story with the class. Telling a Good “Yarn”: One person holds a ball of yarn and begins telling a story, then passes the yarn and the storytelling to another classmate.These activities are best for whole-group instruction and should be modeled bythe teacher first, as well as explaining the etiquette for audience participation.
Some Tools for Creating Stories Story Chest: A simple box with objects or photos that a student may use to create a story. Story Cubes: Cubes that have pictures glued to each side. Students roll cubes to make up stories. Story Strings: Students use icons glued on a ―string‖ to tell story; can also use actual beads that are threaded in the order of the story.Students are taught how to use this in large group instruction, andthen can work with partners and take turns telling stories.
A box that contains:•Photographs of differentsettings.•Figures to use ascharacters.•Interesting props such assmall cars, objects from adollhouse, or other smalltoys/objects. Story Chests
Story Cubes are a tactilethinking and storytellingtool for exploringrelationships andnarratives.Each of the six sides canillustrate or describe anidea, a thing or an action Story Cubes
Tell sequenced stories toa partnerRepresent storiesthrough pictures and/orwordsDevelop a story usingdetails Story Strings
Let’s Try Some of These Ideas! Think about how these tools help create writers in our classroom.
Other Ways to Develop the Communication of Ideas Here’s where YOU get to share other creative ways to promote story telling by students.
How We Become WritersTHE DEVELOPMENT OF WRITING SKILLS PART 2: ILLUSTRATING OUR IDEAS
Going BeyondHandwritingWorksheetsStudents need time todevelop their skills andexpress their ideas!We want them to createrather than copy ideas.
An Overview of Writing in Primary GradesBecoming Aware Invent Symbols Write ―real‖ that Ideas Can to represent words that be Written As language explain ideas. Words.Let’s take a look at some of our students’ expressive writing to find outwhat stage they are at.
Supporting Their Development Drawing Asking for more details in their Teaching them how to draw and use pictures. different writing tools. Labels and CaptionsStudent dictates ideas and teacher Teacher prompts them to label or records them. create captions. Formalized Sentence Structures Writing multiple sentences to createFocusing on spelling and grammar. paragraphs.
In the beginning, we needto help children developcaptions for their pictures.Ask lots ofquestions, never assumeanything!!!1.Who is in the Picture?2.What are they doing?3.Where are they?4.What made you First drawing…..then WRITING!think of thatidea?
Next ……We need to work with themto write more formalsentences. -letter direction and formation. -spacing between words. -using punctuation correctly. -Correct spelling. This is an on-going process, and sometimes we have to focus on one particular skill (letter spacing) until we observe mastery.
Writing mini-lessonsfrom reading stories tothe class:-thinking about theimportance of picturesin telling a story.-how authors come upwith ideas for stories.-looking at languagepatterns to createemotion or interest suchas repeating words/phrases or rhymes.- Books not only build reading skills but writing skills.- --
Graphic Organizers: Tools for Formal Writing
Homework! Start implementing some of these strategies and tools! Evaluate current student samples—what ―stage‖ are they at. Make a note of it!—you want to see growth! Begin compiling authentic student samples (not handwriting worksheets!!) to be examined at next CPD.
Sources International Academy Of Education , Teaching Reading http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/prac12e.pdf Badry, Fatima, Milestones in Arabic Language Development. http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=274 The Complete Year in Reading and Writing by Karen McNally and Pam Allyn (Chapter 2, pp. 41–56) In Pictures and In Words by Katie Wood Ray Talking, Drawing, Writing: Lesson for Our Youngest Writers by Martha Horn and Mary Ellen Giacobbe The Happiest Toddler On The Block by Dr. H. Karp Office of Learning and Teaching, Writing Progression Points http://www.merrivale- ps.vic.edu.au/image/am68/Writing.pdf