Growing Up Writing Grades K, 1, and 2

1. Growing Up WritingGrades K, 1, and 2 From Calkins (1994) The Art of Teaching Writing

2. Presented by Jess Melissa Christine

3. Changes that occur in… writing

4. Kindergarten • Rehearse for writing through drawing • Drawing is more important • Draws without planning • Writing is a summary of the drawing

5. Growing Up • Writing is rehearsed • Consider their lives, experience • Plans begin to formulate • Can understand the “whole” of life • Moves beyond the moment of today

6. Drawing as Scaffold • Child does not know what to write, so they draw • As drawing progresses – they begin to struggle for a word to relate to drawing • They forget what they were drawing during this thought process • Turn back to drawing for support, reminder • Meaning of story is often embedded in the drawing

7. Drawing as Scaffold • Drawings help younger child select story • Drawing is a place holder • Early drawings – static – represent one moment and no action • When the child is able to include action, the complexity of writing is shown through story telling and the incorporation of action

8. Creating Art vs. Writing • Expression should be open to children • Force of creation is the same for art and writing • Slowly move child away from relying on drawing/ instead use drawing as a rehearsal • Eventually move child into the form of prewriting without the drawing

9. Catching Up to Talking in 2nd Grade • Once children learn that they do not have to rely on drawing… • Drawing (K – 1st grade) • Writing to catch up with drawing • Use drawing to capture idea (pre-write) • Talking (2nd grade) • Writing to catch up with talking • Talk to a friend first, explore ideas (pre-write)

10. Young Child’s Growth in… Spelling and Punctuation

11. Young Child Spelling • Use the first sounds of a particular letter’s name when spelling; seems random • JAME = Chimney • At first – spelling the first and last sound of the word

12. The Hearing Process • Very important to a young child and their ability to spell • Break down words slowly and sound them out • Otherwise, may learn to spell by memory of how they look

13. Strings of Words • Mostchildrenwillbegintospell… • And forget to separate words • They-may-use-dashes!!!!!!!!! • They.may.use.periods • “Look my characters talk like real people!”

14. Children move toward… Rehearsal and Revision

15. Young Children, Time, and Writing • Children struggle w/ time • It’s all or nothing • An action occurs and then the end comes • There is no in between • There is no story • Six blank pages = six different writings

16. Natural Writers • Young children cherish the small things, which makes them natural writers • Teachers need to teach children that their curiosity and ability to cherish the small details is an integral part of the creative process

17. Tools to Help Young Writers • Notebooks • Allow them to work at own pace • Allow them to understand the world in different ways

18. The Notebook… • Encourage them to carry their notebooks all the time • Encourage them to record all their observations • Notebooks should not just be a place for finished stories • Different feel from “journaling” • Notebooks enrich without turning thoughts into final compositions

19. The Young Child and Space • The more space = the more they will produce • Take a writing • Give them a larger piece of paper • Have them talk to a friend about their writing • Return to larger paper to add to original writing

20. Reluctant Editors • Younger children are constantly moving on • They may be willing to add on to their writing • More reluctant to go back and see what they might have said • More reluctant to modify

21. Conferencing • Children learn how to conference based on how the teacher conferences with them • The teacher has to model the process

22. Bridging to Chapter 8

23. Bridge to the Next Group 5, 6, 7 years old 7, 8, 9 years old emotional, physical, psychological, and intellectual changes • World is static • One idea at a time • Drawing is writing • Time is unmanageable