welcome wonderful teachers! connecting reading and writing early childhood august 5, 2014
TRANSCRIPT
Welcome wonderful teachers!
Connecting Reading and Writing
Early Childhood
August 5, 2014
Facilitated by:
Gina Flynn: Junior Kindergarten Teacher, Saint Robert School
Courtney Albright: Director of Curriculum and Instruction, Saint. John Vianney
Now let’s “check-in!”
Big Ideas
• Image of self as a writer• Stages of word making development• Vision—honoring the importance of making
books• Reading like a writer
What it means to be a writer
o The children ….o are writing and using that writing to make
picture books!o are given choice and can write about
their worldo are building writing stamina o are sharing their books and can read their
bookso have teachers who honor approximationso have teachers who value their writing
Focused Experiences
o Create a classroom where the children’s experiences lead to…o Problem solving and reasoningo Questioning and problem postingo Keen observationo Imagining, innovating, and respondingo Intellectual risk-takingo Thinking interdependentlyo Persistence
Importance of Bookmaking
o Picture books are familiaro Picture books expand the avenues
for meaning makingo Picture books “forces” the issue of
compositiono Picture books help children read like
writerso Picture books build staminao Making picture books is fun
Side-by-Side Teaching
o Making timeo Difference between nudging and pushingo Responsive action
Child’s Image as Self as a Writer
o Helping children want to make books
o Respecting children’s initiative
o Minimal dictation
Support Structures in Early Childhood
Preschool (K3/K4) K-2
Read Aloud Mini Lesson
Reading Like a WriterEnvisioning Writing
Published Books, Student Books, My BooksBook/Topic Choice
Side by Side Teaching Conferring
Importance of book makingTopic Choice
Always teaching (nudging vs pushing)What a child can do independently with a little support
Teaching of strategiesShare Time Share Time
AudienceTeaching (pointing out smart things a child did)
Structural Differences Preschool (K3/K4) K-2
Children choose when to write
Most children not writing every day
Children aren't writing all at the same time
Strategies appropriate for preschool
Organized by focus
Writer’s Workshop
Weekly schedule
Children are writing at the same time
Strategies appropriate for primary
Organized by units of study
Stages of Writing
• Emerging/Scribble• Pictorial/ Drawing• Pre-communicative/ Letter-like Forms--Letter Strings• Semi phonetic and Phonetic -Invented Spelling• Transitional and Conventional Spelling
Copying Environmental Print
Stages of Writing
Emerging/Scribbles
Stages of Writing
Pictorial/Drawing
Stages of Writing
Pre-communicative/Letter-like forms
Stages of Writing
Invented spelling and conventional spelling (first name)/Semi-phonetic, phonetic, and transitional.
Stages of Writing
Copying environmental print
Stages of Writing
• Transitional• Conventional• Advanced
Understandings About Bookmaking and Composition
•Text •Process•Writer
Why integration?
• What you think, you can talk about.• What you say, you can write.• What you write, you can read or someone
else can read.
Read Alouds/Mentor Text
o The same books that you read aloud are valuable models for writing!
o As you read books, suggest that children can make their own books about topics they care about.
o Use books that you write as mentor texts.
o Read a variety of textso Read texts worth readingo Read interactively
Share Time
o Purpose of picture bookso Learning from other writerso Getting idea for writingo Building identities as writers
Young children learn through…
• Play and exploration• Social interaction with adults and
other children• A “need to know”
-- Northwest Educational
Technology Consortium (2003)
The Book Nook—Not Just for Books and Not Just a Nook
a) b) c) d) e) f) g) h) i) j) k) l) m) n) o) p)
The Book Nook—Not Just for Books and Not Just a Nook
q). r). s). t). u). v). w). x). y). z).
Big Ideas for Nurturing Young Writers
• Image of self as a writer• Honoring approximations• Nudging vs. pushing• Choice• Stages of word making development• Composition dimensions• Vision—honoring the importance of making
books• Reading like a writer
Matt Glover
Acknowledging our References
Photocopied and referenced with permission from ALREADY READY by Katie Wood Ray and Matt Glover. Copyright (c) 2008 by Katie Wood Ray and Matt Glover. Published by Heinemann, Portsmouth, NH. All rights reserved.
Acknowledging our References
Photocopied and referenced with permission from ALREADY READY by Katie Wood Ray and Matt Glover. Copyright (c) 2008 by Katie Wood Ray and Matt Glover. Published by Heinemann, Portsmouth, NH. All rights reserved.
A Quick Write
• What is your first remembered experience about reading or writing?
• Share your writing with the person next to you.
• Who would like to read what you wrote?
A Quick Write
• A quick write – How do you think reading and writing are related?
• Share your writing with the person next to you.
• Who would like to read what you wrote?