Parent University 101: Class 3 Writing **Pre-assessment**

NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Goals of this PU 101 Class: To learn more about the continuum of writing development To learn more about the writing process To learn about the reading-writing connection To learn how to help your student let their words out 5 star Writing

What is writing? Writing is letting our words out to share with the world! Writing has a goal. The goal is to communicate effectively. Spelling…….whatever. We will cover that in our ELA block. Everyone has a story to tell. Writers must be taught how to share that story.

Continuum of Writing Development NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. Continuum of Writing Development Exploration Early pre-conventional Pre-conventional Emergent Developing Developing discovery Beginning (etc.)

Early pre-conventional Drawing with details Combination of scribbles with recognizable marks No letters or words Carries meaning for the student

Pre-conventional Drawing, random letters More details in drawings Attempts at letters and words Student is able to “read” a story about the picture No evidence of letter sound correspondence

Emergent Pictures, letter sound correspondence, word attempts, directionality (left to right) Semi-phonetic spelling Simple words Labels picture Picture is major emphasis for meaning

Developing Not picture dependent Limited number of sentences Meaning in text with words, spaces, sentences Not picture dependent Limited number of sentences Lack of mechanics Attempts punctuation Readable sometimes!

Developing discovery Transitional stage showing more sophistication More refined conventions/mechanics More sentences Demonstrates spelling patterns Gaining understanding of writing to an audience and building upon ideas

So what does this mean? Writing is a process! It’s a continuum! It takes time. Each stage in the continuum needs intentional, direct, and differentiated instruction. Each writer’s needs are different. Each writer enters the continuum at a different stage, and that’s okay! If we know where a writer falls on that continuum, we know how to move them forward.

The Writing Process Pre-writing activities (share) Draft (share) NOTE: To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. The Writing Process Pre-writing activities (share) Draft (share) Edit (share) Revise (share) Publish (share) Caption

Pre-Writing Before you write, you have to think! Brainstorm ideas Discuss them with a partner (verbalizing helps to organize ideas in our brains) Graphic organizers “I don’t have anything to write about.”

Draft Time to write. Quiet, relaxed, peaceful environment Tools nearby for reference Writing folder, word wall, handwriting/letter sound visuals, heart/idea maps

Edit identify our mistakes Peer editing, teacher conferencing, highlighting Punctuation, capitalization, spaces Friendly faces and helpful comments! Fix the mistakes and know why we are fixing them

Revise How can we make our writing more enjoyable for the reader? How can we reach our audience and communicate more effectively? More vivid verbs? A detail here and there? Is there any possible way we can make our piece any better?

PUBLISH!!!!!!!!!!!!!!!!! The best day in a writer’s life! Make our pieces of writing ready to share, keep, preserve, and love forever. Aka we laminate it and bind it! Author’s Celebrations! Publishing is the end product of a piece that has endured the writing process successfully. This can take days, weeks, and months (especially in Kindergarten)!

The Writing Process Wrap Up Again, writing is a process. It takes time. IT’S NOT EASY. It is very hard for a young child to delay gratification or “being done” for the entire process. It takes patience, trust in the teacher, hard work, and perseverance. …..and patience from us!

The reading-Writing Connection Research shows that reading, writing, listening, and speaking are all interrelated. The more children read and are read to, the better writers they will be. Let’s explore some infographics.

Some things to consider: Although we do teach a separate Writer’s Workshop block in our schedule, we are constantly reading, writing, listening, and discussing various literary formats all day everyday. Although research indicates that reading and writing goes hand in hand, just because your student is an advanced reader, does not mean they are automatically an advanced writer (and vice versa). Both are processes, both require direct instruction, both are developed and can emerge at different times, and both require specific (although related) skills to be successful

Okay, so what do I do…..? There are things you can do at home to help your child become a stronger writer. Handwriting Sound spelling Conventions 5 star writing

Handwriting Print some paper with primary lines for free, or buy some lined paper PRACTICE Always ALLLWAAAYYSSS start all letters from the top and pull down. Demonstration Pencil grips!

Sound Spelling Practice the writing process at home! Build confidence and endurance! Begin with pre-writing. Draft using sound spelling. Tap the words, write the letters for each sound. Don’t worry about mistakes! Remember the goal! Edit and revise Don’t forget your conventions! Publish and share with family!

5 star writing Encourage, review, and practice the 5 stars so that your student can include each one in their writing pieces.

Questions? Thanks for coming!!! **Post Assessment**