Standard 2:  Reading Process

Students will use a variety of recursive reading processes.

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

Understanding

Objectives

Approaching

PK.2.W

PK.2.W

 Students will begin to express themselves through drawing, dictating, and emergent writing.

*Once students demonstrate an understanding of an objective, consider a deeper  acquisition of those skills.

Developing

PK.2.W

Students begin to express themselves through drawing, dictating, and emergent writing in a limited manner with guidance and support.

PK.2.RW

Instructional Guidance

Developing

• Working in small groups or one-on-one, ask questions to help students express themselves.
• Model through think alouds on how to express ideas in drawings.
• Model simple drawings to provide an example of a visual representation of a thought or idea.
• Help student with drawing, if needed, but encourage and use specific praise for their drawing to help build confidence for future drawing and writing.

Approaching

• Model drawing and labeling to represent a thought or idea on topics or texts.
• Use guided drawing activities that pertain to the topic or text.
• Model finding the beginning sound/letter to label the picture.
• Encourage students to assist in labeling the picture.  
• Provide specific praise, then use scaffolding to aid in the writing proces

Understanding

• After reading familiar text, ask students to express an opinion related to the text by drawing a happy face for yes, or a sad face for no (Model drawing happy and sad face, if needed). Ask students to tell their opinion in front of class using drawings.
• After reading familiar text, ask students to express thoughts or ideas about text using drawing and labeling or emergent writing.
• Provide specific praise, then use scaffolding to aid in the writing process.
• Continue to model drawing and labeling thoughts and ideas to provide students examples to work towards for improvement of drawing and writing.

Deeper Acquisition

• Model writing the complete word by segmenting sounds in the word with students.
• Model writing a simple sentence to describe the picture, letting students dictate the sentence.
• Provide specific praise, then use scaffolding to aid in the writing process.
• Model through think aloud how to add details to pictures, allowing students to offer suggestions for details.
• Provide students opportunities to use invented spelling to label or write a simple sentence to describe drawings.