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PK-2-W

Page history last edited by Kristina Roberts 4 years ago

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

 

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. 
PK.2.W Students will begin to express themselves through drawing, dictating, and emergent writing.

Student Actions 

Teacher Actions 

  • Students will begin to communicate thoughts and opinions through drawing.
  • Students will begin to communicate thoughts and opinions through dictating.
  • Students will begin to communicate thoughts and opinions through emergent writing.

 

 

 

 

  • Teachers model and demonstrate how to communicate their thoughts and opinions through drawing.
  • Teachers ask questions to help students express opinions.
  • Teachers provide opportunities for students to draw to share their thoughts and opinions.
  • Teachers monitor and provide opportunities for students to receive feedback about student’s drawing.
  • Teachers write what the students says about their thoughts and opinions.
  • Teachers model emergent writing: scribbles, letter like forms, random letters, beginning sounds, etc.
  • Teachers provide opportunities for students to use emergent writing  to share their thoughts and opinions.
  • Teachers monitor and provide opportunities for students to receive feedback about student’s writing.

 

Supporting Resources 

Teacher Insights 

Handwriting Development - Sizing, Spacing, Alignment & More(website)

Emergent Writing Stages (website)

Reading Rockets:  Interactive Writing (website) 
  • Children may need guidance and support when they are expressing their ideas through drawing and emergent writing.

  • Children’s writing develops in a specific sequence that shows their understanding of how print works.

    • Stage 1:  Pre-alphabetic (age 2-5):

      • Scribbling - wavy lines;

      • Mock letters - first attempts at writing letters;

      • Random letters sequences - ‘words’ that have no letter-sound connections.

    • Stage 2:  Semiphonetic / Early Alphabetic (age 4-6):  writing shows connection beginning to develop between letters and sounds.

    • Stage 3:  Phonetic / Later Alphabetic (K-1st):  Stronger development of letter-sound connection through instruction.

  • A classroom can encompass students from all the stages of writing development.

  • Students need direction and modeling to learn to draw recognizable pictures.  

    • Without any drawing mini-lessons, most students will make similar scribbles for everything they attempt to draw.

  • Dictating thoughts and opinions of students helps students to understand that print has meaning and carries a message.

  • Emergent writing samples

  • Scaffolding suggestions and emergent writing goals according to the level of writing development found at Reading Rockets.

    • Modeling thoughts and opinions help students express themselves using emergent writing and drawing.  

    • Think alouds explaining what you are doing and telling why help students begin to understand the writing process.

  • Students can  “share the pen” during morning messages or other shared writing activities. 

Due to recursive nature of the standards, ensure to be cognizant of how all of the objectives within and between strands work together for optimal instruction.

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