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

2. NOTE:
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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

3. 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.

4. Continuum of Writing Development
NOTE:
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in the placeholder to insert your own image.
Continuum of Writing Development
Exploration
Early pre-conventional
Pre-conventional
Emergent
Developing
Developing discovery
Beginning
(etc.)

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

6. 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

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

8. 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!

9. 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

10. 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.

11. The Writing Process Pre-writing activities (share) Draft (share)
NOTE:
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The Writing Process
Pre-writing activities (share)
Draft (share)
Edit (share)
Revise (share)
Publish (share)
Caption

12. 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.”

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

14. 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

15. 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?

16. 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)!

17. 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!

18. 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.

21. 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

22. 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

23. 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!

24. 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!

25. 5 star writing
Encourage, review, and practice the 5 stars so that your student can include each one in their writing pieces.

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