CHAPTER 5�WRITING TO READ

SUBJECT NAME: CREATIVE WRITING FOR YOUNG LEARNERS

SUBJECT CODE: ECC412

CHAPTER 5

• Writing to Read in Kindergarten: Explore the Power of “Kid Writing”
• A Complementary Seminar Sampler (e-Book) from Julie Lay and Nellie Edge.
• 30 topics

RITUALS THAT BUILD OUR COMMUNITY : THE LIGHTING OF CANDLES

• Conducted twice a week
• Ist time – usually on Monday- sharing what had happened- cue given by teacher
• 2^nd time – on Friday – share about the week’s highlight/ experiences

A CIRCLE OF RESPECT : OUR PROMISES TO ONE ANOTHER

• Students write their own promises (rules) for each other - helps establish a community of learners.
• In a child’s mind, a rule can be broken, but a promise must be kept.
• After coming up with a list, students then sign their names around the edge of the circle pledging their allegiance to their promises.
• If a promise is broken, the clothes peg will be removed. Can return if the student can demonstrate they are able to follow the promise/ rule.

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“MIDGE” THE HEDGEHOG : OUR CLASS PET

Live pet/ mascot

• Great learning experience for students - invites children to learn

about their pet care, babies, and different types of the pet.

• Resource books gives the students opportunities to read or want to read about their pet’s care.
• Live pet also provides opportunity for drawing and life lessons about what

happens when a pet dies.

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MANAGEMENT AND PLANNING ESSENTIALS FOR LITERACY ENVIRONMENTS

KEEP BOOKS ACCESSIBLE

NAME WORD WALLS HELP US WRITE ABOUT OUR FRIENDS

TEACHING THE CONCEPT OF “WORD”

FUN WITH “THE”

“BY HEART” WORD WALLS FEATURES ONLY HIGH-FREQUENCY WORDS

HIGH FREQUENCY WORDS

WRITE THE ROOM: GOOD PRACTICE FOR ALL

BLOCK BUILDING AND KID WRITING GO TOGETHER

KINDERS MAKE “SKINNY BOOKS” USING WORD STAMPS

OUR STUDY OF LEAVES

SPRING SMILES ON US WITH WEATHER SIMILES

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BIRD PROJECTS: COMBINE ART, WRITING AND JOYFUL LEARNING

ALIAS LETTER “Y”

The letter ‘Y’ is being introduced.

1. Locate letter ‘Y’ in the class.
2. Jot down the word
3. Display on the chart
4. Teacher transfers the words onto index card
5. Divide the words into category

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WHERE DO PEOPLE READ AND WHY DO PEOPLE READ?

Children need to see themselves as readers.

Children spend a lot of time interacting with books

Begin developing a lifelong love of reading:

READ TOGETHER NOTEBOOKS SUPPORT EMERGENT READERS

CONNECT ORAL LANGUAGE TO PRINT WITH POEMS, SONGS AND RHYMES

I Like Stars

Blue stars,

Red stars,

Green stars, too.

I like purple stars.

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How about you?

Orange stars,

Pink stars,

Yellow stars, too.

I like rainbow stars.

How about you?

BOOK BOXES ENCOURAGE INDEPENDENT READING

TEACHING COMPREHENSION THROUGH SCHEMA

BUILD COMPREHENSION AND VOCABULARY THROUGH WORD WORK:�SCIENCE STUDIES INSPIRE DEEP THINKING, “KID WRITING” AND DETAILED DRAWING

TEACHING COMPREHENSION: USE MIND PICTURES AND QUESTIONING STRATEGIES

THE CENTRE OF THE CLASSROOM IS A LIBRARY

STUDENT-LED CONFERENCES: A CHILD’S SHOWCASE