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K-2-W-1

Page history last edited by Kristina Roberts 5 years, 6 months 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. 
K.2.W.1 Students will begin to develop first drafts by expressing themselves through drawing and emergent writing.

Student Actions 

Teacher Actions 

  • Students will use drawing and emergent writing to develop first drafts. 

 

 

 

  • Teachers model how to communicate thoughts through drawing and emergent writing.
  • Teachers provide opportunities for students to draw or write to share their thoughts and opinions.
  • Teachers monitor and provide opportunities for students to receive feedback as students are using drawing and emergent writing to develop first drafts.

Supporting Resources

Teacher Insights

Reading Rockets:  Interactive Writing (website) 
  • Studies suggest that children’s ability to read words is tied to their ability to write words in a somewhat reciprocal relationship.

  • 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.

  • Young children should be encouraged to use invented spelling when spelling and conventions are not a factor, so they are comfortable taking risks with their writing.

  • To provide more intensive and extensive practice, some teachers integrate writing in other areas of the curriculum, like literacy-related play (Neuman & Roskos 1992), and other project activities (Katz & Chard 1989).

    • These types of projects engage children in using reading and writing for multiple purposes while they are learning about topics meaningful to them.

  • Modeling writing or labeling a drawing using different stages of writing development helps students see it is okay to work at their level and what they should be working toward.  

    • For example, provide a picture of a house (do think aloud while writing):

      • This is my home.

      • itz mi hom

      • mi hom

      • M H

      • XMRTGYS

  • Children should know their writing is important no matter the skill level.

  • 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, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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