Falling in Love with Writing Becoming literate in the modern world is indeed an increasingly complex task. Reading and writing abilities dont just happen.

Falling in Love with

Writing“Becoming literate in the modern world is indeed an increasingly

complex task. Reading and writing abilities don’t just happen.

They are acquired, nurtured and refined through the acts of

those who provide appropriate instructional contexts and

support.” Strickland, D.S.

How to Fall in Love Discuss developmental writing as written

in the California Preschool Learning Foundations and DRDP©

Become familiar with identifying developmental stages of writing

Obtain strategies to facilitate development at each stage of writing for all children

It’s As Easy As Falling in Love

Pick up a writing utensil with your non-dominant hand.

Turn your body 45 degrees facing away from the table.

Lean forward and do not rest back on the chair. Lift one or two feet off of the floor. Hold the pen so that arm, wrist, and hand are NOT

touching the table. Close your eyes. Finally, write I LOVE YOU.

It’s As Easy As Falling in Love

Pick up a writing utensil with your non-dominant hand.

Turn your body 45 degrees facing away from the table.

Lean forward and do not rest back on the chair. Lift one or two feet off of the floor. Hold the pen so that arm, wrist, and hand are NOT

touching the table. Close your eyes. Finally, write I LOVE YOU.

Muscle Development Components of Writing

Posture Core Strength Shoulder Stability Arm Rotation and Wrist Action Grip

Sensory Integration Components of Writing

Sensory Feedback from Joints and Muscles

Tactile Discrimination

Visual Perception Skills

Sensory Integration Components of Writing

Sensory Feedback from Joints and Muscles

Tactile Discrimination

Visual Perception Skills

Sensory Integration Components of Writing

Sensory Feedback from Joints and Muscles

Tactile Discrimination

Visual Perception Skills

“Children who are taught how to write before they develop the necessary sensorimotor skills may become

discouraged and develop poor writing practices that are difficult to remediate

later.” (Armundson 2005)

Reference: California Preschool Learning Foundations, Vol. 2 page 42

The California Preschool Learning Foundations

Describe how children develop, grow, and learn

Define knowledge and skills most children attain during preschool years

10

California Preschool Learning Foundations

Physical Development

48 Months:

Begin to show fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing.

60 Months

Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting and dressing.

Starting with Motor Development

Strategies for All ChildrenAll children need to develop shoulder and trunk muscles to maintain the body in an upright position and in proper alignment for fine motor activities. Examples of shoulder and trunk strength building activities are:

“Heavy work” such as pushing a chair, carrying a water can to the garden, wiping off a table, pushing a laundry basket full of blocks or balls

Materials positioned vertically to explore writing and art media at vertical surfaces such as easels, white boards, large pieces of paper on the wall; or by hanging a long vertical strip of paper on the wall and have the child cut a road from top to bottom

Strategies for Children with Disabilities

Accommodations might include providing the following:

Additional LARGE motor opportunities

Tilted surfaces

Overheads and plastic letters

Smart boards

Strategies for All ChildrenAll children need to develop hand strength for fine motor activities such as fastening snaps on clothing, opening food, taking lids off markers, and writing!

To build hand strength:

Provide resistive activities such as rolling clay to make snakes, carrying buckets of water to the sandbox,, tearing, scrunching or folding paper, hanging up clothes or paintings with clothes pins.

Encourage children to use resistive tools such as rolling pins to roll out play dough, single hole punches to punch holes for lacing, shovels to dig with.

Strategies for Children with Disabilities

Accommodations might include providing the following:

Fine motor opportunities and options:

Adapters on writing instruments

Adaptive scissors

Anchoring materials such as rubber mats or clip boards

Strategies for All Children

Provide opportunities to write with fingers in addition to writing with tools:

Shaving cream

Sand trays or sand box

Mud

Magic screens

Supporting Children with Disabilities:

Talk with families and special education providers to learn about strategies for individual children.

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Preschool Curriculum Framework Provides Ideas for:

• Environments

• Building on children’s play

• Materials

• Teacher-guided learning activities

2010 © California Department of Education, CPIN Project

The Curriculum Framework Strategies Are:

Developmentally appropriate

Reflective of thoughtful observation and intentional planning

Individually and culturally meaningful

Inclusive of children with disabilities and other special needs

20

The DRDP-PS© (2010)

Assess children’s growth and development

Assists in curriculum planning

Guides continuous program improvement

“ Learning to write involves cognitive, social and physical development.”

Preschool Learning Foundations, page 54.

California Infant/Toddler Foundations

Motor and Perceptual Development18 months

Children are able to hold small objects in one hand and sometimes use both hands together to manipulate objects.

36 monthsChildren coordinate the fine movements of the fingers,Wrists, and hands to skillfully manipulate a wide range ofobjects and materials in intricate ways. Children oftenuse one hand to stabilize an object while manipulating it.

California Preschool Learning Foundations:

Language and Literacy48 months:• Experiment with grasp and body position using a variety of

drawing or writing tools• Write using scribbles that are different from pictures• Write marks to represent own name

60 months• Adjust grasp and body position for increased control in drawing

and writing• Write letters or letter like shapes to represent words or ideas• Write first name nearly correct

California Preschool Learning Foundations

English Language Development

Beginning:

Begin to understand that writing can be used to communicate

Begin to demonstrate an awareness that writing can be in the home language or English

Write marks to represent their own name in a way that may resemble how it is written in the home language

Middle:

Begin to understand that what is said in the home language or English can be written down and read by others

Begin to use marks or symbols to represent spoken language in the home language or English

Attempt to copy their own name in English or in the writing system

of their home language

California Preschool Learning Foundations

English Language Development

Later:• Develop an increasing understanding that what is said in

English can be written down and read by others. • Continue to develop writing by using letter-like marks to

represent their ideas in English• Write their first name on their own in English nearly

correctly, using letters of the English alphabet to accurately represent pronunciation in their home language.

Developmental Stages of Writing

Awareness, Exploration, or Role Play Writing

Children are beginning to come to terms with a new aspect of language, that of written symbols. They experiment with marks on paper with the intention of communicating a message or emulating adult writing.

Stage 1 Phase 1-DRAWING

• Children use drawing to stand for writing.

• Children may believe that drawings have “a message.”

• Children “read” their drawings as if there were writing on them.

A B C

Is it a picture or is it writing?

At the beginning of the first stage of writing we see no difference between the marks a child uses to draw pictures and those that are intended to “say something.”

We know the child’s intention only by listening or by watching the context in which the child makes the marks.

For Example:• Phone message• Label on a block building• Signature

Stage 1 Phase 2- SCRIBBLING

• Children’s scribbles are intended as writing.

• The scribbling resembles writing.

• Children begin to hold and use writing tools like an adult.

Stage 1- Awareness, Exploration, or Role PlayingAn example of scribbling and drawing together

Emergent or Experimental Writing

Children are aware that speech can be written down and that written messages remain constant. They understand the left to right organization of print and experiment with writing letters and words.

Stage 2 Phase 1- Early Emergent Letter-like forms (mock letters).

Children become aware of the different shapes of symbols that make up the words in a line of print (lines, zigzags, loops).

Shapes in writing actually resemble letters but are not actually letters.

Although poorly formed, many letter-like marks are unique creations.

Moving from mock letters to real letters Moving from random letters to a letter string Writing the same letters in many ways Include scribbles and mock letters in writing Understanding, not using, alphabetic principle;

i.e., must first select letters to form a word Understanding directionality, but not always

using depending on space

Stage 2 Phase 2- Emergent/ Experimental

Transitional or Early Writing

Children “write” about topics that are personally significant. They are beginning to consider audience needs. They begin to have a more formal sense of print conventions, letters, words and sentences but may only be able to deal with one or two elements of writing at one time.

The end of this stage usually happens in kindergarten and first grade.

Conventional Writing

Children are becoming familiar with most aspects of the writing process and are able to select forms to suit different purposes.

Their control of structure, punctuation, and spelling may vary according to the complexity of the writing task.

Proficient Writing

Writers have developed a personal style of writing and are able to manipulate forms of writing to suit their purposes.

They have control over spelling and punctuation.

They choose from a large vocabulary and writing is cohesive, coherent and satisfying.

Framework and the DRDP© Developmental Levels -

Writing

Framework and the DRDP© Developmental Levels

Match the four Framework Developmental Level cards to the Stages of Writing cards

Hint: The Framework Developmental Level cards may address more than one stage of writing

What Did You Find Out?

Go to the table nearby and discuss how your group matched the DRDP© developmental levels to the writing levels.

Falling in Love through the Framework

The framework has many strategies for supporting children as they develop

through these stages.

Falling in Love with Writing

With a partner, select and work on one section of the handout.

Reflecting on Love

Revisit the handout, Finding the Writing Love in the Framework

Does your action plan include a strategy that would specifically benefit a child in your classroom with special needs?

Considerations for Children with Disabilities

Although accommodations for individual children are specified in the IEP, there are many general strategies that are helpful for all children, including children with disabilities.

Strategies for All Children

Set up a well stocked writing area-an area specifically devoted to writing increases children’s engagement and interest in writing.

White and colored paper in several sizes

Writing tools such as markers, crayons, pens and pencils

Writing tools can be in variety of sizes-jumbo crayons, fat pencils, regular pencils, skinny markers-different sizes will be more comfortable for different children

Strategies for All Children

Provide new materials frequently. Get creative. Some ideas are: Envelopes Card stock Stationary Post cards Post-its and file cards Glitter and gel pens

Strategies for Children with DisabilitiesSome accommodations might include providing the following:

A wide variety of writing surfaces:Sand paperTextured paperDifferent weights of paper may work better for some children

Different lighting features: Book lights near the writing surface Direct sunlight Low lighting

Strategies for All Children

Use technology:

Computers-children enjoy finding letters and typing them

Overheads and overhead markers or plastic letters

Electronic writing toys

Strategies for Children with DisabilitiesSome accommodations might include providing the following:

Assistive technology Oversize computer keyboards Voice-to-print adapters Cassette recorders Braille writers

Supporting English Learners

When teaching children for whom English is a second language it is important to recognize that:

• Children need to have the freedom to use home languages and to code-switch when necessary.

• Text learning needs to be supported through oral language and social interaction.

• Context and purpose of each activity needs to make sense to the learner.

• It may be difficult to assess children’s real achievements and the active involvement of parents will make a great deal of difference.

Teachers need to be sensitive to the unique characteristics of a child’s home language as they begin to learn to explore writing. Is the child’s home language alphabetic or logographic?

Children typically progress through several phases when developing the ability to hear phonemes in words. In English, both consonants and long vowel phonemes are more easily heard as distinct sounds in words than are short vowels.

Stage 2 Examples

From an English-speaking child:

ALPHABETIC

From a Chinese- speaking child:

LOGOGRAPHIC

Children who speak other languages may display a different developmental progression:

• Children who are using invented spelling in English tend to use more consonants than vowels; in English, consonant sounds are more prominent and easier to hear.

• In Spanish there is more of a mixing of consonants and vowels.

Additional Considerations for Second Language Learners Make sure classroom contains a variety of books, pictures,

and print that affirm children’s family experiences and their cultural and linguistic backgrounds.

Use multimedia such as videos, pictures, and concrete objects to create connections with vocabulary words and print.

Anticipate words that might be unfamiliar and give explicit meaning to them.

Make use of the excellent language learning that occurs among children by supporting play and small-group activities.

Reflecting on Love Again

Revisit the handout, Finding the Writing love in the Framework

Does your action plan include a strategy that would specifically benefit a child learning English as a second language

Use the information on the previous five slides to complete part 4 of the worksheet.

Environments Must Support Writing

Creating Invitations to Write through the Environment Use the following section from the curriculum framework as a

resource: L & L Writing section pages 158-166 ELD Writing section pages 219-223

Notice chart paper with environment areas around the room. With table group choose one area to begin. Record ideas from the framework, as well as each other on the

chart paper. Participants have 5 minutes at each environment area. Rotate

when the bell rings. At the end, participants may roam the room and record favorite

ideas on personal handout.

Environments for Writing

Every center should support a connection to literacy and provide opportunities for children to read and write.

Every center should have a place where children can record what they are doing, or observing.

Every center should have a posted written description of the center labeling either the title, activities, or theme of the center.

Reflection

What was the most exciting experience today? What was the most interesting experience

today? What is something you learned or re-learned

today? What new idea for your classroom did you have

today?

References1. California Preschool Learning Foundations2. California Preschool Learning Framework3. Edited by Lesley Mandel Morrow, Linda B. Gambrell, and Michael Pressley

(1999). Best Practices in Literacy Instruction. New York: Guilford Press.4. Susan B. Neuman, Carol Copple, and Sue Bredekamp (1998). Learning to

Read and Write. Developmentally Appropriate Practices for Young Children. Newark, DE: International Reading Association.

5. Judith A. Schickedanz (1999). Much More than the ABC’s. The Early Stages of Reading and Writing. Washington, DC: National Association for the Education of Young Children.

6. Judith A. Schickedanz and Renee M. Casbergue (2004). Writing in Preschool. Learning to Orchestrate Meaning and Marks. Newark, DE: International Reading Association

7. Derry Koralek (2003). Spotlight on Young Children and Language. Washington, DC: National Association for the Education of Young Children.

Optional Activities Slides

The following slides provide a couple of options.

Ways to Encourage Writing

List ideas that encourage writing

For example: Adult writes a list of children’s favorite books or making tickets for a play, etc.

Creating Invitations through the Daily Routine

Read the section of the framework for the strand you are presenting.

Work in table group to complete the parts of the daily routine matrix or hang chart paper with parts of the daily routine.

Creating Invitations through the Daily Routine Use the following section from the curriculum framework

as a resource: L & L Writing section pages 158-166

ELD Writing section pages 219-223

Notice the chart paper with parts of the daily routine around the room.

With table group choose one area to begin. Record ideas from the framework on the chart paper. You will have 5 min. at each chart. Rotate at the signal. At the end, participants have 5 minutes to roam the room

and record favorite ideas on handout.

Creating Invitations through the Daily Routine