Do Kids Do Kids ReallyReally Write Write in Kindergarten?in Kindergarten?Sarah ChambersJune 2010Writers du Lac

Could the Egyptians Could the Egyptians reallyreally write?write?

Write Write ((according to Merriam-Webster)according to Merriam-Webster)

To form (as characters or symbols) on a surface with an instrument

Etymology ◦Middle English from Old English: to scratch◦Old High Germanic: to tear◦Greek: to file, rasp

Stages in Writing…Stages in Writing…

Children…Children…Prefer to read their own stories.Can read their own invented spelling.Can develop a sense of ownership

early.Respond positively to a sense of trust

and respect for their writing.Write freely when process rather than

product is emphasized.

Whole Group WritingWhole Group Writing

Writer’s WorkshopWriter’s WorkshopAs we watch this video, write

down a few things that encourage students to view themselves as writers…

Write down any other practices that catch your attention.

Writer’s Workshop: Unit 1 Writer’s Workshop: Unit 1 Week 1Week 1

Day 1: Write 5 letters you know.

Day 2: Draw a picture of an animal and label it.

Day 3: Draw the school and dictate a label.

Day 4: Draw something in the room and label it.

Day 5: Draw and label how you get to school.

Day 1: Draw and write about a bird’s home.

Day 2: Draw and write about animals that carry their homes on their backs.

Day 3: Draw and write about a spider’s home.

Day 4: Draw and write about a bee’s home.

Day 5: Draw and write about animals that build their homes in trees.

Writer’s Workshop: Unit 6 Writer’s Workshop: Unit 6 Week 6Week 6

Whole Group StoriesWhole Group StoriesClick on the dragon or the jet to look at

whole group samples.

Importance of Whole Group Stories:◦ Thoughts become words…words become stories.◦ Everybody’s thoughts are valued.

Guided WritingGuided Writing

Writing CenterWriting CenterUnit 1 Week 1 – I am ________________.

◦ Students are provided the stem and are to complete the sentence with their name.

◦ How can we extend this lesson?

Unit 6 Week 6 – The _____ lives in a ___________.◦ Students are provided animal cards.◦ Make this work for your classroom.

We went to the woods and what did we see? We

saw a _______________ with huge ____________

and little _____________. It had two __________

and four ______________. When I saw it I

_____________! Then it ____________________.

I asked it “_________________________________

___________________.” It said, “________________

____________________________.” Finally, I had to

leave and go ___________________. The End!

Independent WritingIndependent Writing

Writing WorkstationsWriting WorkstationsSet Up:

◦ Small Table◦ A few chairs◦ Stacking Trays◦ Writing

Implements◦ Mailboxes

Stamps, envelopes, etc…

Model◦ How to get an idea

for writing...◦ How to spell a word

you don’t know…◦ How to use

materials…◦ How to put away

materials…◦ Good and bad

examples…** For older students, this station can go back to the students desk or use clipboards.

Help BoardHelp Board

I can get help from…◦ Name list◦ ABC chart◦ Word wall

I can write about…◦ Images and clippings

that would provide age appropriate writing prompts

I can write a…◦ List ◦ Letter◦ Book◦ Poem

*This is a science fair board with the following information posted on it. There will be many visuals due to the age of my students.

Activity…Activity…Flip through the magazines.

Cut out pictures that would make good writing prompts.

McNeil Elementary School McNeil Elementary School (Homer, AK)(Homer, AK)

Believes that an emphasis on correctness is brought in too early.

Established a program that claims to reverse negative experiences caused by the previously mentioned error.

Recognizes that children can already write when they come to school.

Teachers need to know…Teachers need to know…Students can be viewed as writers

from the first day of school.

Most cannot read yet, so…

There will be a good deal of variance among writing stages.

All stages should be recognized and encouraged as writing.

Children need to know…Children need to know…

Their thoughts and ideas ◦ have meaning.◦ are valuable to others.◦ provide learning for the writers and their

classmates.

BibliographyBibliographyBorgman, Diane. "Whose Writing is it Anyway? Kids Love to

Write...Don't Wait Until They Read." Quarterly 8.3 (1986): n. pag. Web. 14 Jun 2010.

Diller, Debbie. Literacy Work Stations Making Centers Work. 1st. Portland, ME: Stenhouse Publishers, 2003. Print.

Racicot, Mary. "Write from the Start: A Teacher Research Project." Quarterly 24.1 (2002): n. pag. Web. 14 Jun 2010.

Smith, John. “Building Our Homes.“ Reading Street. Scott Foresman. Glenview, IL: 2008.

"Writer's Journal." Teaching Reading K-2: A Library of Classroom Practices. Web. 26 Jun 2010. <http://www.learner.org/resources/series162.html>.