SLIDE 1 Developing Young Learners in Transitional Kindergarten:
Nurturing the Whole Child through Integrated Approaches to Writing
Elizabeth Magruder
Transitional Kindergarten Implementation Conference Pasadena February 6, 2013
SLIDE 2 Welcome!
Introductions: Meet someone next to or across from you…
- Name
- District
- How long have you been teaching?
SLIDE 3 Reflection
- What are your first memories of writing?
- Do you remember when you realized that
your written words conveyed meaning?
- Do you like to write? Why or Why not?
- What is your favorite kind of writing?
- What kind of writing do you mostly do?
- Are you the “get it down on paper” kind or
the “detailed and meticulous” kind or both?
SLIDE 4
“Children take their very first critical steps toward learning to read and write very early in life.”NAEYC and IRA
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As children experiment with language, they begin to associate sound sequences with words and eventually build auditory and visual symbol systems.
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Children are masters of reading even before they know “how” to read. In addition, children are aware of print and that it coveys a message.
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How Do We Nurture Young Writers?
Because children come to school with a diverse range of language experiences, teachers must utilize a variety of approaches and strategies to support and build on what children know.
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Let’s Look at What We Know…
Social Emotional Physical Cognitive
SLIDE 9 When I write, this is what is happening…
Self image Self regulation Building relationships Making connections Balance Body strength Flexibility Space Processing Wondering Analyzing Responding
SLIDE 10 Get familiar with the Stages of Writing
- Stages of Writing
- As children begin to write, their marks can be identified
according to stages of writing. Seven stages can be defined for young children:
- Scribbling
- Mock Handwriting
- Mock Letters
- Conventional Letters
- Invented Spelling
- Approximated (Phonetic) Spellings
- Conventional Spellings
SLIDE 11
Help children see themselves as authors!
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Use your tools to guide you…
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SLIDE 14 Let’s Dig In!
- Walking through the document
- Tab sections
- Read through pages 33-48
- Debrief:
What do you notice? How might this tool help you?
SLIDE 15
The Union of Reading and Writing
Reading and Writing - Never the two shall part
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SLIDE 17
experiences
celebrations
helpers
What things do children love to write about? The same things they love to talk about!
SLIDE 18
Strategies…
Set up a ROUTINE and…Think OUT LOUD!
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What are APPROPRIATE routines for TK?
Take a few minutes to discuss what are some appropriate writing routines we might put in place…
SLIDE 20 Think About…
Warming up your authors!
- Exercises
- Letter/word work
- Brain food
- Visualization
- Demeanor
SLIDE 22 Strategies…
- Interactive or Shared Writing…
SLIDE 23 Spelling…
- has value…but NOT at the expense of ideas!
- is DEVELOPMENTAL…if taught
developmentally!
- is best demonstrated interactive settings
SLIDE 24 Opportunities to Practice
Journal Writing…
- Let ideas and thoughts flow
- Honor any and all attempts
- Ask questions that engage
- Pull out the smelly pens!
SLIDE 25 Opportunities to Practice
Center-based Writing
Provides engaging ways to get the writing going!
Recipes Restaurant orders Creating a menu Writing up the bill Pick up & delivery
SLIDE 26 Opportunities to Practice
Post Office…
Letters Envelopes Stamps Pencils Pens Markers Cash register Postal scales
SLIDE 27 Opportunities to Practice
Record data Science Log Document Observations
SLIDE 28 Opportunities to Practice
Writing Centers Office Space Stations Space &Location:
Provide places to craft the work
SLIDE 29 Opportunities to Practice
Provide tools to develop writing skills Support the physical aspects of the process
Dough Rolling pins Squeeze balls Stamps Scissors Yarn / bendy sticks Tweezers
SLIDE 30
Making the Connection…
When children recognize that by writing they can make real things happen, they feel the power of their words!
SLIDE 31 The Power of Their Words…
- Making rules
- Labeling the Room
- Showcasing my name
- Making a birthday list
- Giving Directions
- Creating a “to do” list
- Signs and Warnings
My writing has a purpose!
SLIDE 32 Celebrate!! The Author’s Chair
I have a voice. I am valued. I feel safe to share. I am a reader and an author!
SLIDE 33 Analyzing Work Samples
Use the Language & Literacy Domain and OTHER strands to analyze student writing…
- Where on the continuum is the work reflected?
- What instructional goals would you create for this
student?
- Would other students benefit from this goal?
- What instructional delivery system(s) will support
this/these students best?
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SLIDE 39 Tips for Parents!
- Talk with children, engage in conversations!
- Read and reread stories with predictable text
in home language and English
- Encourage children to retell experiences and
describe events that are important to them
- Provide opportunities for children to draw and
print using a variety of tools
- Involve them in list making (groceries, to do)
- Praise any and all attempts at writing!!!!!!
SLIDE 40
Keys to Consider…
Get excited! MODEL! MODEL! MODEL SOME MORE! Write throughout the day – for different reasons! Provide space, materials, opportunities Don’t stress rules: nurture the process
SLIDE 41 Remember…
The next time someone wonders why children are…
- Pounding dough
- Squeezing a ball
- Painting on a easel
- Using tweezers
- Filling an entire page with squiggles of color
- Using every marker available
- Stamping letter “B” over and over again
- Drawing, drawing, drawing, and drawing
Tell them this…
“I am developing young authors!”
SLIDE 42 “Teach the writer, not the writing.”
Lucy Calkins
“A bird doesn’t sing because it has an answer. It sings because it has a song.” Maya Angelou “As a writer, words are your paint. Use all the colors.” Rhys Alexander “Writers don’t need to be given fo form rmul ulas as; ; the hey y ne need ed to be e sho hown wn possibilities.” Barry Lane
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Thank you!
Contact Information: Elizabeth Magruder esmagruder@gmail.com
