EDEE 253 Lecture Notes - Lecture 5: Takers, Phonological Awareness, Phonics
22 Jun 2018
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P.1-8
-Developmentally appropriate and critical to support writing in preschool and kindergarten
ā> children typically arrive in preschool/kindergarten believing that they are writers or will
become writers
-Writing is a pre-requisite to developing the whole child: heart, mind and soul
-Writing allows children to express themselves, clarify their thinking, communicate ideas and
integrate new information into their knowledge base
-Writing (including drawing) helps children make sense of their world. It also develops skill in
letter recognition, phonics, print awareness, phonological awareness, oral language and
comprehension
-Parents and caregivers who had learned to read before kindergarten had read with their
children
ā> beyond this, they did literacy on the run on a regular basis. They sang with their children,
rhymed, pointed out letters on signs, and wrote to and with their children
ā> they also gave their children many writing opportunities
-Early readers are very interested in writing and many write long before they read
-Early writing:
ā> enhances early reading
ā> supports the development of phonological awareness, the alphabetic principle and phonics
-Writing and reading develop reciprocally, however more emphasis has gone into the teaching
of reading than writing
-Learning to write often precedes learning to read, even though learning to write is in many
ways more difļ¬cult
-To write, young children:
ā> need to understand and apply the concepts of print, such as where on the page to start
writing and directionality
ā> have something that they want to say
ā> have the background knowledge and vocabulary to be able to express themselves
ā> have skill in both phonics and phonological awareness
ā> have the necessary ļ¬ne motor skills and knowledge of letter formation
-Young children have to feel that they have something worth sharing and be conļ¬dent to share
ā> that is why an accepting and encouraging risk-taking atmosphere is so crucial in all grades,
but especially in preschool and kindergarten
-Randy Bomer believes writing in some ways is easier than reading. He says: āa blank page
presents children with an invitation to make meaning, whole reading presents them with an
expectation to ļ¬gure out someone elseās meaning
ā> writing allows children some freedom to create, while reading requires them to get it right
-Effective classrooms reveal a balance of reading, writing, speaking, listening, viewing, and
representing, and ļ¬tting it all in is a very challenging underrating.
-Kindergarten children are described as both emerging and early writers. Elizabeth Sulzby
deļ¬ned seven broad categories of writing used by emergent and early writers.
1. drawing as writing
2. scribble writing
3. letter-like units or forms
4. nonphonemic letter strings (random letters)
5. copying from environmental print
6. invented spelling
7. convectional writing
find more resources at oneclass.com
find more resources at oneclass.com
Document Summary
Developmentally appropriate and critical to support writing in preschool and kindergarten. > children typically arrive in preschool/kindergarten believing that they are writers or will become writers. Writing is a pre-requisite to developing the whole child: heart, mind and soul. Writing allows children to express themselves, clarify their thinking, communicate ideas and integrate new information into their knowledge base. Writing (including drawing) helps children make sense of their world. It also develops skill in letter recognition, phonics, print awareness, phonological awareness, oral language and comprehension. Parents and caregivers who had learned to read before kindergarten had read with their children. > beyond this, they did literacy on the run on a regular basis. They sang with their children, rhymed, pointed out letters on signs, and wrote to and with their children. > they also gave their children many writing opportunities. Early readers are very interested in writing and many write long before they read.
