1. Writing Strategies
Next Steps

2. Where we have been. . . Graphic practice Modeled writing Drawing
Labeling pictures
verbally and in writing
At the beginning of year:
Focused on the verbal aspects of content and also on scaffolding children from scribbling to recognizable drawing and letter making

3. Focusing on Content Inviting children to write: Conversations
Interactions
For the latter half of the year, it is time to get serious about the “thinking aspect” of composition.
Involves more than just name writing or copying word cards.
Must invite children to enter into a thinking process
Why do we need to do this?
Writing is more than “handwriting”
Prek- 2nd grade rubric emphasizes composition not just conventions (handwriting
How do we go about inviting children to spend time thinking about a composition?
Through extended conversations
Through our interactions

4. Essential Entry Points*
Meaning
Purpose
Choice
*Engaging Young Writers, Matt Glover
Matt Glover – published 2 books about writing with preschoolers –
emphasizes 3 essential points of meaningful writing experiences
Meaning – the subject has to be relevant to the child –
Child has background knowledge – from a story book , a non fiction book, TV show, experience at school or at home
Purpose – Child must have a reason for writing - not just because teacher made him – Possible reasons: “Teach people about sharks”, “Tell friends about my birthday party”, “My story can be written (drawn) and shared with others”
Choice – child must choose to write – must come from motivation to find meaning and purpose – not just motivation to finish my page and go to centers.

5. Making Books Children know the story book format.
Multiple pages encourage deeper thinking
Emphasizes drawing and thinking
The structure of several pages – even just 1 page folded in half lends itself to thinking of a beginning, middle, and end.
If a child is handed a single sheet – most likely will only write about 1 part of complete story – even though s/he may verbally tell more
Since children are exposed to many story books, they are familiar with how to go about making this type of book.
By using this format, child is able to demonstrate more of the thinking process
Making a book emphasizes drawing and thinking and child able to show more than fine motor skills will allow.

6. Entry Points to Writing*
Dramatic Play
Connecting Favorite Read Alouds
Experiences
Interest
List Books/Informational
*Engaging Young Writers
Teachers must be alert to entry points within the classroom experience. They will be different for each child depending on his/her background knowledge
Conversation is probably the first and best tool for discovering more about each child. Observation is a close second. Collaborating with your teacher assistant is another way to glean information.

7. Dramatic Play
I am sure you have seen children really engaged in the dramatic play area.
Can be a theme you have suggested or a story line that the children themselves have generated.
Teacher can extend invitation to play participants to make a book about what they have been doing in dramatic play

8. Storybook Read Alouds
Since we read most lesson books for 3 or 4 times – children become very familiar with the format of words and pictures
Children can respond to favorite books through the writing process
Extending ideas from story books can prompt children
One Dark Night – thunder storms, pet
Minerva Louise – looking for winter clothes
Big – what I was like when I was a baby
Max’s Dragon Shirt – my favorite clothes, a time I got lost

9. Book Making as Response to Literature
After reading The Little Red Hen several time, child wanted to make a book about the story. There were blank books in the writing center, so she sat down and drew her pictures. Then, she asked the teacher to write the words. Her book was only 4 pages long, including the cover. She mentioned some of the main characters and their personality characteristics.
Halterman, Hunter and Wade 2008 9

10. Experiences
Many of our children don’t go to the beach or to Disney. They have never been to the zoo or to Discovery Place.
Our program supplies some experiences at school:
making a piñata
Making lemonade
Field trips to the grocery store
Story tellers from the public library
A visit from fire fighters
The time we all saw our reflection in a puddle on the playground
The time we all wore pajamas to school
Any activity that is a little out of the regular school day experience can be reasons to make a book

11. Interests
Not every child is passionate about any one subject, but I bet you can think of quite a few who are consumed by a particular topic
Supply additional information texts
Encourage child to make a book to teach other about his or her interests.
This is usually the easiest entry point into book making – simply a “list” book
My favorite princesses
What a princess wears
Different types of sharks
What dogs like
Different types of trucks or trucks I like

12. First Steps with Making Books
Limit size
Talk it through first
Accept child’s efforts
Nudge rather than push

13. Collecting Samples
Some confusion about writing portfolios and individual portfolios
Each period you should collect many, many samples
At the end of each period you should examine all that you have collected and choose from 3-7 samples (more than 1 and less than 10)
These samples should represent the child’s current writing development.
Consult the rubric an indicate which indicators the child has mastered.
Send all other samples home
Use your findings to give information to parents on the summary report and to plan activities
At the end of the year – you should have anywhere from 9-21 samples that demonstrate the child’s growth in writing from Sept to June
The writing rubric page will go into the purple folder for kindergarten teachers to use
Individual Portfolios – used to write summary reports and give you a more complete picture of the child
Can contain writing items
Photographs
Art work
anecdotes

14. Writing Rubric Questions?????????
What about the child who came in writing her name?
Should each section be completed before moving to the next?
What is the writing goal for pre-k?