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Writing
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From the first day of school,
children learn that they CAN write. We accept whatever kind of writing
they are capable of. As the children grow as
writers our expectations also grow. It is very important
for children to think of themselves as writers!
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Levels
of writing development
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We help children to sound out
words and use resources in the classroom to find words, but we rarely
spell a word for them. We want them to know that their "kid
writing" is valid.
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Children need many real opportunities
to write. (journals, writing centers, responses to stories, project
related writing, reflections, writing during play)
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Children need to explore their
ideas orally before writing. We offer many opportunities for
talking, telling stories and discussing writing ideas. This helps
children to get a clear idea of what to write.
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Children need authentic or real purposes
for writing. (The children write notes to remind me to do
things. They write during play. They write letters and mail them at different times in the
year. They make cards for sick friends. They help label things
in the room.)
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As children progress during the
year, we encourage them to write
several connected ideas, use telling and action words, describing words,
varied vocabulary and correct writing conventions (punctuation,
capitalization, letter formation, complete sentences) most of the
time. These expectation are laid out in the kindergarten
writing rubric, which is used third and fourth quarter.
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As children become ready, we work
on revising.
Interactive
Writing
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We come up with the sentences
together.
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We sound out (or stretch) words
together.
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Children come up to the board or
chart paper and write the letters and words.
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The teacher fills in where needed.
Poetry
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We have a new poem most weeks.
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In small group we read the poem
and find
words, punctuation, letters, rhymes, etc.
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We reread the poem all week.
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At the end of the week we
illustrate the poem
for our poem books.
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Children can read their poem
books, the large charts or the small poem cards during reading centers or
other free times.
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The children have a whole book of
poems that they can read by the end of the
year!
Guided
Reading
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In small group we read from Open
Court predecodable and leveled books based on what children are
ready for.
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We discuss the topic of the
book and take a picture walk to make predictions.
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We find sight words and talk
about some vocabulary.
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The children read their own
copy of the book independently, while I move from child to child to
listen and offer guidance.
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We discuss strategies for
figuring our words we don't
know.
(sound out the word, look at the picture, read the rest of the
sentence)
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We answer questions about the
book.
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Later we partner read (take
turns reading with another child) and do comprehension
activities.
Reading
and Listening Comprehension
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After working with our
predecodable or leveled books for at least a day, the children
complete various comprehension activities to focus on characters,
setting, sequence, author's purpose and personal connection. We
do this through writing, drawing, discussion, drama, art, retelling
with props and graphic organizers.
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We do similar activities to
go along with shared reading.
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When children are ready they
begin taking Accelerated Reader
comprehension tests. Children do this either after listening to
a story read to them or reading a story independently.
Phonemic
Awareness Games
Sight
Word Activities
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Write words over gird board.
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Write words in sand, shaving
cream, paint bag, etc.
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Glue objects to make words.
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Trace words on sand paper or
carpet.
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Write words with art utensils
(paint, chalk, colored pencils, etc.)
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Play games. (Many of the
phonemic awareness games can be used for sight words as well.)
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Make words with letters
(magnets, scrabble pieces, letter cards, etc.)
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Clap, sing, stomp, move
as you say the letters in the word.
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Sort words by
beginning/ending/vowel sounds, number of letters, short or long vowel,
etc.
Personal
Alphabet Book
Making
Words
Shared
Reading
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We read a predictable book,
usually a big book, many times during the week.
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We sometimes do actions to go
with it.
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We sometime use masks or
props to act it out.
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We sometimes complete a
shared writing chart to go along with the book.
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We sometimes sequence the
events in the story.
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We do listening
comprehension activities.
Daily
Message
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We have a message each day
that gives some clues about what we will work on that day.
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The children are always eager
to read the message to each other when they arrive.
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We read the message out loud
and find words, letters, punctuation, describing, action and telling
words in the message.
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Sometimes there is a blank
for the kids to fill in to finish the message. (ex. Today will be as
busy as _____________.)
Reading
Centers
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The children rotate to
different
reading centers each day.
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This gives a chance to
complete independent reading with a variety
of materials.
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The reading centers include
magazines, easy readers, big books,
charts, predecodables, reading center, listening,
and poem books.
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