Writing

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border-top:1px solid #393939; clear:both; display:none; width:100%!important; position:relative; z-index:999999!important; height:90px!important"> <div class="adCenterClass" style="display:block!important; overflow:hidden; width:916px;"> <div id="footerAd_container" style="display:block!important; float:left; width:728px"> <iframe id="lycosFooterAdiFrame" style="border:0; display:block; float:left; height:96px; overflow:hidden; padding:0; width:750px"></iframe> </div> </div> </div> <table cellpadding=0 cellspacing=0 border=0><tr> <td valign="top" colspan=2 height=110 BGCOLOR="#666699" TEXT="#080000" bgproperties="fixed" background="04900840erlcjm.gif"> <div> <FONT SIZE="5" COLOR="#FFFFFF" FACE="Arial" ><B>TeachersAide!</b></FONT><B>     |     </b><A HREF="index.htm" TARGET="_top" TITLE="TeachersAide!"><U><B>home</b></U></A></div> <div> <A HREF="id74.htm" TARGET="_top" TITLE="Reading"><U>Reading</U></A>   |   <B>Writing</b>   |   <A HREF="id76.htm" TARGET="_top" TITLE="Math"><U>Math</U></A>   |   <A HREF="id77.htm" TARGET="_top" TITLE="Science"><U>Science</U></A>   |   <A HREF="id78.htm" TARGET="_top" TITLE="Social Studies"><U>Social Studies</U></A>   |   <A HREF="id79.htm" TARGET="_top" TITLE="Physical Education"><U>Physical Education</U></A></div> <div> </div> </td> </tr><tr> <td valign="top" width=190 BGCOLOR="#CCCCFF" TEXT="#080000" background="04311c00egdysm.gif"> <bR> </td> <td valign="top" height=370 BGCOLOR="#FFFFFF" TEXT="#080000"> <bR> <div> Journal writing: Emergent Literacy</div> <bR> <div> Preface:  The children in Kindergarten today come with a huge variety of experiences.  Some may already know how to read.  Others can recognize the alphabet, and be able to write it, while still others can only "sing' it, or may not be able to recognize a single letter.  It is more disappointing when you find students who do not know how to hold a pencil properly.  Do not dismay.  Get fatter pencils, use crayons, markers, etc.  With the proper supplies, along with your undying enthusiasm and support, you CAN get your K-2 students to write wonderful things, and even create their own books.</div> <bR> <div> Getting started:  </div> <div> Materials:  a copybook for older grades.  For Kindergarten, the ideal medium is paper that is blank on top,(for pictures), and has double lines on the bottom for writing.  I usually take 11 x 14" size newsprint sheets, fold them in half length wise and put a construction paper cover on the "book".  I label the front JOURNAL and print the child's name on the bottom.  Other materials needed would be plenty of pencils, crayons, markers, etc.</div> <bR> <div> Introduction:</div> <div> First gather in your general meeting place, (we used to meet on the rug). Prepare to read a book to the class  remembering to point out the cover, the author, the illustrator, (emphasizing the job of each), and how we read from left to right.  I like to pick a book that deals with the students ' lives at the moment.  <U>Morris Goes To School </U>  by B. Wiseman was a cute book.  Tell the children that all good authors start with an idea. Explain to them that we all write already, but in different ways.</div> <bR> <bR> <div> <IMG SRC="0f0843b0.gif" border=0 width="388" height="315" ALT="XIF Document" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> Pretend you are thinking of something you would like to write about. </div> <bR> <div> example:  You could say, " I like to work in my garden.  I think I will write about that."  (You will be demonstrating on the chalkboard in front of the class).</div> <bR> <div> Draw a quick crude picture, perhaps with some colored chalk equivalent with the type of artwork the students might draw.  It may look like this: </div> <bR> <bR> <div> <IMG SRC="0f1f42b0.gif" border=0 width="500" height="299" ALT="XIF Document" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <div> Ask the children how you could write, " I like to garden"  Emphasize all letters and vowels.   If the students get stuck on a word just make a long dash and tell the class it is a "Magic Line".</div> <bR> <div> Above is an example of your picture, and a possible response you may get from the class.  Write their response down the way the tell you and explain to the class that this is "Children's Writing".  Underneath you rewrite the sentence and call this "Adult Writing".  This is all a good time to teach your first "mini lesson".  Explain to the class that this is a telling sentence, and all telling sentences end with a period.</div> <bR> <div> Pass out the journals and supplies and let the children experiment.  (Make sure they only use <U>one</U> page of their journal.)  Circulate around the room praising and encouraging the children to use "inventive or developmental spelling".  For children who are really stuck, encourage them to use the "magic lines".  As you go and the children finish their picture and story, underwrite what they have written with "adult writing".  Be careful not to let children "dictate" their story.  Make mental notes on future mini lessons you can teach.  (For example - all sentences start with a capital letter).</div> <bR> <div> After about 20 minutes to 1/2 hour stop the lesson and ask the children to bring their journals to your meeting place.  Hopefully you will have a few students who caught on and made something similar to the example you drew on the board.  Ask those students if they would like to "share" their story with the class.  Use one or two of these samples to teach a mini lesson.</div> <bR> <div> Mini lesson:  A child may have written - i _____ mi M___ D   (I love my Mom and Dad.)</div> <bR> <div> You may elect to point out that all sentences start with a capital letter, or you may wish to point out that the word "my" is on the Word Wall, etc.</div> <bR> <div> Encourage children to use the Word Wall and to ask each other for help "spelling" words.</div> <bR> <div> Collect the journals and try again tomorrow.</div> <bR> <div> <B><U>Assessment</U></b></div> <div> <B><U><IMG BORDER="0" SRC="Symb075c00b7014000000000.gif" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Precommunicative spelling</U></b><B>, such as scribble or random strings of letters.</b></div> <div> <B><U><IMG BORDER="0" SRC="Symb075c00b7014000000000.gif" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Semi-phonetic spelling</U></b><B>, such as S (said), HS (house), MDA (Monday)</b></div> <div> <B><U><IMG BORDER="0" SRC="Symb075c00b7014000000000.gif" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Phonetic spelling</U></b><B>, such as STIK (stick), SEDRLU (Cinderella), EVRE (every)</b></div> <div> <B><U><IMG BORDER="0" SRC="Symb075c00b7014000000000.gif" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Transitional spelling</U></b><B>, such as MAYK (make), SLEPE (sleep), CAOCH (coach)</b></div> <div> <B><U><IMG BORDER="0" SRC="Symb075c00b7014000000000.gif" HEIGHT="21" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Conventional spelling</U></b></div> <bR> <div> <B>More to come on this Subject. Comments and Questions are welcome.</b></div> <bR> </td> </tr></table></body>