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WritingLearning to writeStudents have toRemember how words are composed of sounds, and wrestle with the exigencies of spelling system. That means (a) applying what they know about phonics and (b) remembering which of many common English words dont actually follow phonic rules;Manipulate a pencil across a page, remembering how to form the letters, perhaps joining them together, leaving a space between words, and keeping the whole thing going in as straight a line as possible;Keep in mind all the conventions of written sentences capital letter at the beginning, full stop at the end, other rules of punctuation, special written code words.STAGES IN WRITING DEVELOPMENTResearch on the stages through which children typically learn to write in preschool and kindergarten can help educators easily identify student readiness for the next scaffolds in the learning process (Temple, Nathan, & Temple, 2012).Drawing and Scribbling: Writing development starts with pictures. Scribbles and pictures are interchangeable. Children cannot discriminate between the two, and do not yet connect print with meaning. Most children do not associate text with the pictures they focus on in picture books.Letters and Letter-Like Forms: Children begin to repeat letters, typically from seeing their names in print. They do not associate letters with the sounds in words, but they do link text with meaning.Salient and Beginning Sounds: Inventive spelling occurs at this stage. Children represent words with one or more letters that are most distinctively heard when saying the word. First letters in words are often represented here too.Beginning and Ending Sounds: Children begin to write with spaces between words, and include less-salient letters within words (Cabell, Tortorelli, & Gerde, 2013).

APPROPRIATE SUPPORT FOR EACH WRITING STAGEEarly educators are very aware that early writing is connected with later reading success (National Early Literacy Panel [NELP], 2008). What scaffolds are appropriate at each stage of writing development? Drawing and Scribbling: Incorporate writing into play at centers. Allow children to sign into centers on a pad or sheet. Ask children about their drawings, and model writing their dictated sentences on their paper to tell their story in words. Have children write their names often on their work, and have opportunities for them to write their names in various forms (chalk, play-dough, paint, sand). Model writing by pointing at words while reading and writing.Letters and Letter-Like Forms: Provide writing prompts in journals to help children write and draw about items in their environment. Help children sound out letters within words as a scaffold mechanism at this stage. Have children write their names as frequently as possible. Scaffold letter sounds, then repeat and ask children to share words with similar sounds. Encourage inventive spelling.Salient and Beginning Sounds: Use writing prompts to incorporate both beginning and ending sounds. Play activities can incorporate single words. Children should be journal-writing, with attention to pronouncing and identifying initial and ending sounds.Beginning and Ending Sounds: Writing should begin to incorporate word families and patterns. Encourage writing of simple sentences through writing prompts during play. Use journal activities to challenge children to identify middle sounds in words. Break up phonemes in words with horizontal lines (Cabell, Tortorelli, & Gerde, 2013).

Principles for Teaching Writing SkillsIncorporate practices of good writers.Balance process and product.Account for cultural/literary backgrounds.Connect reading and writing.Provide as much authentic writing as possible.Frame your techniques in terms of prewiting, drafting, and revising stages.Strive to offer techniques that are as interactive as possibleSensitively apply methods of responding to and correcting your students writing.Clearly instruct students on the rhetorical, formal conventions of writing.Preparing Students for Writing1. Using print in the classroom: Students need to explore the ways that print informs, entertains, displays intentions, and enhances learning.2. Writing daily: drawing, creative spelling are acceptable3. Promoting discussion prior to writing: various types of lists and labels for objects are an important source for beginning students.4. Tapping student interest: strike a balance between curriculum and student needs5. Providing reasons for writing

Develop Communicative Writing ActivityA writing activity ispurposefulauthenticmeaningfulcontextualized

(recognition and identification of English print letters, both upper and lower)(trace)(copy) (names)(No running. )

Recognition & Identification of English Letters1.Searching capitals (evaluation)2.Examining typographical conventions (g,g,g,g,g,g,g)3.Look for signs that show English letters3.Coloring & Matching4.Remembering & Matching5.Punctuation and capitals

Copying1.Overwriting2.Delayed copying3.Making word lists4.Select & copy5.Personalizing the course book6.Creative copying (Who wants to eat like the English teacher?)7.Copy & Correct: find a text which contains a number of examples of obviously bizarre English and ask students to correct them.

Writing Words & Sentences1. Spell with a difference2. Listing: enabling students to write a fully punctuated text about a topic of interest to themselves. -We want to have good grades. -Then you need to work hard, go to bed late, etc.

3.Consequences:Ask students to write a story of seven sentences-Dictate This story took place in .(place)-Dictate It was a . day (weather)-On one side there was (name, a famous person)-Nearby was (name, another famous person)-He said to her, -She replied to him, -The consequence was ,163.16.60.27/~atlantia/good-work/aboutengwriting.pp

This is my sister.Do you want to play?It is great!

Wearegoingtohavea snowballfight .We are going to have a snowball fight .Harry and Lisa are riding a bike.Harry and Lisa are riding a bike.Harry and Lisa are riding a bike.

Its a dog.dont / Im / hes / shesYes, I am. It is sunny It is sunny.1Children are not expected to write in English but are developing basic skills which will be needed once they reach the emergent and letter stage.PrewritingActivitiesMatching similar objectsSnapBoard PelmanismKims gameAir drawingFollowing a PatternDot-to-dotMazesPicture stories

Children will progress form practicing the patterns of letter shapes to being introduced to the Roman alphabet and writing actual letters.Children learn that each letter has a shape and a name, and makes sounds.Letter LevelActivities-1Alphabet songAlphabet lineAlphabet trailIts an a and it saysPhonics FunLetter-shape chainsLemon lettersFeely lettersActivities--2Name gamesAlphabet big booksAlphabet hopscotchOdd one outChildren need to practice the skills of writing and spelling words to consolidate an awareness of the structure and make-up English words.Word LevelPhonics--teaching methodsSynthetic phonics --- starts before reading has begun, with the alphabet, letter names and sounds, and letter formationAnalytic approach --- starts after reading has begun. It starts with the whole word and then look at letters, blends (br) and digraphs (sh or oa).Balanced instruction (Dahl and Scharer, 2000) --- phonics and sight reading become an integrated methodology. Phonemic awarenessOnset and rimespellingActivities-1Word banksI can see somethingWord windows/camerasLook, say, cover, write, checkWord cubesHow many letters?Clapping gamesPictogamesActivities-2Class monsterMeaningful copyingWord-list racesChallengesWord family posterWord-forming spinnersWord fansMagic eSounds the same, look differentWord chainsStudents work in groups and find as many words as they can to describe summer. Once they are done looking for all the words they will face an even more challenging task which will motivate and inspire them to write a poem and use all those words they wrote and found together to create a poemSummer HereSentence level teaching should be very light-touch, and as for as possible-should engage children in active investigation of language.Children are encouraged to recognize nouns and verbs, and to use adjectives and adverbs in order to clarify and enhance their writing.Sentence LevelActivities-1Traffic-light color parsingDinosaur color parsingLeaf sentencesSentence-level spinnerSentence flap booksLiving sentenceRunning dictationDesign a T-shirt

Activities-2The longest sentenceMixed bagPictures come aliveNonsense rhymesFriendship treeMy life in a boxAdvertisements

http://domenica.pixnet.net/blog/post/2172258-%E6%A2%B5%E8%B0%B7%EF%BC%8C%E7%87%83%E7%87%92%E7%9A%84%E9%9D%88%E9%AD%82Synthetic activityAs a detective words, sentence pattern.I see a quilt in the bed.I see three chairs in the floor.I see a blue quilt on the bed.There is a desk.There is a bed.There are four chairs.

It is important to use a structured approach by working on the language needed, and showing children examples of what your are aiming for, so that they have a model of the finished product.Vygoskys (1978) Zone of Proximal Development Text LevelText types A range of skeletonsRecountretelling events, in time ordera time lineInstructionhow to do something the simple flowchartReportdescribing what things are likethe spidergramExplanationhow or why things work or happen complex flowchartPersuasionwhy you should thing this pronged bulletDiscussionreasoned argumenta for-and-against gridSue Palmer, How to Teach Writing Across the Curriculum: Ages 6-8, 2nd Edition

How to use skeletonsDemonstrating how to use skeletons themselves as simple note-taking devices and aides-memoire throughout the curriculum;Teaching children how to do draw the skeletons, and recognize which sorts of ideas and writing are associated with each skeleton; Skeletons to link knowledge and understanding acquired in a wide rage of subject areas with the literacy skills required to record that understanking.Support Children as They Learn to WriteGail E. TompkinsTeaching Writing Balancing process and productFive level of supportModeled WritingTeacher demonstrate or model how expert writers write while children observe. Teachers decide what they will write ad create the text themselves.Teachers use modeled writing to demonstrate writing workshop procedures, such as how to make small books and how to do new writing forms and format.Teachers talk aloud or reflect on their writing processes as they write to show students how experienced writers think as they are writing and the types of decisions they make and strategies they use.Modeled WritingThe purpose of modeled writing1. To demonstrate how to do a new type of writing activity before having students do writing activity independently or in small groups.2. To demonstrate how to use writing strategies, such as proofreading, monitoring, sentence combining, and revising.3. To demonstrate how writing conventions and other skills works.Leah MermelsteinWrite AloudWhat is write aloud?

Write-aloud lessons, known as modeled writing, will help teachers to provide authentic explanations for their students, demonstrating how writers actually go about constructing various kinds of texts.Teachers verbalize the internal dialog they use as they write a particular type of text, explicitly demonstrating metacognitive processes.(Sharan A. Gibson)

Write aloud strategy in practice-1Write-aloud is taught to small groups or a whole class in briskly paced, 10- to 15-minute lessons. Model your own writing of a short text, generally choosing one particular aspect of a genre to write-aloud (such as an opening or closing paragraph of a longer essay or a dialogue between characters).Plan write-aloud lessons for types of writing that present particular challenges to your students. Prepare for the lesson by writing your own short texts and developing awareness of your own decision-making while you write.Tell students that you will be verbalizing your own thinking for them as you write. Ask students to pay attention to the decisions you make as you write, and remind them that they will be producing this same type of text themselves.Explain to students what kind of text you will be writing and what you want to accomplish as you write this text. If you are writing a persuasive essay, for example, remind students very briefly that you will need to convince readers of your own point of view. For narrative dialogue, point out that characters' talk should explain the main problem of the story.

Write aloud strategy in practice-2As you write (using chart paper or document viewer), make verbal statements that describe your own decision-making processes:Now I need to summarize my main points. I think I should look back at my outline of points that I made in the rest of the essay.Hmm, what can I have this character say now in order to show how upset she is?How can I spell this word? It will help if I say the word slowly to myself first.After you have completed the write-aloud for a short text, ask students to comment on what they noticed about your thinking during the activity. You may want to ask students to talk about what seemed to be most important to accomplish as you were writing. You might also ask students to describe what you were thinking about as you wrote a challenging part of the writing.Ask students to talk about their own thinking and decision-making used while they are writing this same kind of text or to work with a partner to write their own example.

Shared WritingThe teacher and children work together to compose a text, and the teacher serves as the scribe to record the text for children.Teachers draw childrens attention to letters, words, and conventions of written language.Shared WritingThe purpose of shared writing1. To demonstrate how writing works.2. To record students ideas.3. To create written text for the classroom that children could not write independently.Types of shared writingFor primary-grade: Teachers write students dictation on paintings and brainstorm lists of words on the chalkboard.For upper-grade: Teachers may take students dictation when they make K-W-L charts, draw maps and cluster, and write class collaboration poems.Language Experience Approach (LEA)

Language Experience ApproachStep by step1. Provide an experience before writing.2. Talk about the experience.3. Record the childs dictation.4. Read the text aloud, pointing to each word.5. Extend the writing and reading experience.6. Prepare sentence cards.

https://www.youtube.com/watch?v=b6QJ5z3OBQM

Interactive WritingTeacher and children create a text and share the pen to write the text on chart paper.The text is composed by the group, and the teacher guides the children as they write the text word-by-word on chart paper.Children take turns writing known letters and familiar words, adding punctuation marks, and marking spaces between words.The teacher helps children to spell all words correctly and use written language conventions so that the text can be easily read.

Interactive WritingThe purpose of interactive writing1. To demonstrate how to write words and sentences.2. To teach how to use capital letters and punctuation marks.3. To demonstrate how to use phonics and spelling patterns to spell words.4. To create written texts for the classroom that children could not write independently.Guided WritingTeachers scaffold or support childrens writing during guided writing, but children do the actual writing themselves.Teachers plans structured writing activities and then supervise as children do the writing.Teacher guide the writing when they conference with children as the write, participate in writing groups to help students revise their writing, and proofread with students.

https://www.youtube.com/watch?v=6fHW08NoCwAGuided WritingIndependent WritingChildren do the writing themselves and often use the writing to write books.Children practice the writing strategies and skills.

Independent Writing

KU Writing Centerhttp://writing.ku.edu/prewriting-strategiesPrewriting StrategiesBrainstormingBrainstorming, also called listing, is a process of generating a lot of information within a short time by building on the association of previous terms you have mentioned.Jot down all the possible terms that emerge from the general topic you are thinking about. This procedure works especially well if you work in a team. All team members can generate ideas, with one member acting as scribe. Don't worry about editing or throwing out what might not be a good idea. Simply write down a lot of possibilities.Group the items that you have listed according to arrangements that make sense to you.Give each group a label. Now you have a topic with possible points of development.Write a sentence about the label you have given the group of ideas. Now you have a topic sentence or possibly athesis statement.

ClusteringClustering is also called mind mapping or idea mapping. It is a strategy that allows you to explore the relationships between ideas.Put the subject in the center of a page. Circle or underline it.As you think of other ideas, link the new ideas to the central circle with lines.As you think of ideas that relate to the new ideas, add to those in the same way.The result will look like a web on your page. Locate clusters of interest to you, and use the terms you attached to the key ideas as departure points for your paper.Clustering is especially useful in determining the relationship between ideas. You will be able to distinguish how the ideas fit together, especially where there is an abundance of ideas. Clustering your ideas lets you see them visually in a different way, so that you can more readily understand possible directions your paper may take.

FreewritingFree-writing is a process of generating a lot of information by writing non-stop. It allows you to focus on a specific topic, but forces you to write so quickly that you are unable to edit any of your ideas.Free-write on the assignment or general topic for several 5-10 minutes non-stop. Force yourself to continue writing even if nothing specific comes to mind. This free-writing will include many ideas; at this point, generating ideas is what is important, not the grammar or the spelling.After you've finished free-writing, look back over what you have written and highlight the most prominent and interesting ideas; then you can begin all over again, with a tighter focus. You will narrow your topic and, in the process, you will generate several relevant points about the topic.

LoopingLooping is a free-writing technique that allows you to increasingly focus your ideas in trying to discover a writing topic. You loop one 5-10 minute free-writing after another, so you have a sequence of free-writings, each more specific than the other. The same rules that apply to free-writing apply to looping: write quickly, do not edit, and do not stop.Free-write on an assignment for 5-10 minutes. Then, read through your free-writing, looking for interesting topics, ideas, phrases, or sentences. Circle those you find interesting. A variation on looping is to have a classmate circle ideas in your free-writing that interests him or her.Then free-write again for 5-10 minutes on one of the circled topics. You should end up with a more specific free-writing about a particular topic.Loop your free-writing again, circling another interesting topic, idea, phrase, or sentence. When you have finished four or five rounds of looping, you will begin to have specific information that indicates what you are thinking about a particular topic. You may even have the basis for a tentative thesis or an improved idea for an approach to your assignment when you have finished.

The Journalists' Questions-1Journalists traditionally ask six questions when they are writing assignments, 5 W's and 1 H:Who?,What?,Where?,When?,Why?,How?You can use these questions to explore the topic you are writing about for an assignment. A key to using the journalists' questions is to make them flexible enough to account for the specific details of your topic. For instance, if your topic is the rise and fall of the Puget Sound tides and its effect on salmon spawning, you may have very little to say aboutWho?if your focus doesn't account for human involvement. On the other hand, some topics may be heavy on theWho?, especially if human involvement is a crucial part of the topic. Possible generic questions you can ask using the six journalists' questions follow

The Journalists' Questions-2Who?: Who are the participants? Who is affected? Who are the primary actors? Who are the secondary actors?What?: What is the topic? What is the significance of the topic? What is the basic problem? What are the issues?Where?: Where does the activity take place? Where does the problem or issue have its source? At what place is the cause or effect of the problem most visible?When?: When is the issue most apparent? (past? present? future?) When did the issue or problem develop? What historical forces helped shape the problem or issue and at what point in time will the problem or issue culminate in a crisis? When is action needed to address the issue or problem?Why?: Why did the issue or problem arise? Why is it (your topic) an issue or problem at all? Why did the issue or problem develop in the way that it did?How?: How is the issue or problem significant? How can it be addressed? How does it affect the participants? How can the issue or problem be resolved?

From Reading to WritingThink aloudTeachers verbalize their thoughts while they are reading orally.Students will understand comprehension strategies better because they can see how the mind can respond to thinking through trouble spots and constructing meaning from text.It helps students learn to monitor their thinking as they read and improves their comprehension.It teaches students to re-read a sentence, read ahead to clarify, and/or look for context clues to make sense of what they read.It slows down the reading process and allows students to monitor their understanding of a text.

How to use think-aloudsBegin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be confusing for students (new vocabulary, unusual sentence construction).Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the set of questions to support thinking aloud.What do I know about this topic?What do I think I will learn about this topic?Do I understand what I just read?Do I have a clear picture in my head about this information?What more can I do to understand this?What were the most important points in this reading?What new information did I learn?How does it fit in with what I already know?

Give students opportunities to practice the technique, and offer structured feedback to students.Read the selected passage aloud as the students read the same text silently. At certain points stop and " think="" aloud"="" the="" answers="" to="" some="" of="" pre-selected="" questions.Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the think-aloud.

Think-aloud Procedures Concept MapA visual organizer that can enrich students' understanding of a new concept. Using a graphic organizer, students think about the concept in several ways. Most concept map organizers engage students in answering questions such as, "What is it? What is it like? What are some examples?" Concept maps deepen understanding and comprehension.

Why use a concept map?It helps children organize new information.It helps students to make meaningful connections between the main idea and other information.They're easy to construct and can be used within any content areaHow to use a concept mapIt is important that teachers spend time introducing younger students to charts and diagrams prior to using this strategy.

Model how to identify the major ideas or concepts presented in a selection of text as you read.Organize the ideas into categories. Remind students that your organization may change as you continue to read and add more information.Use lines or arrows on the map to represent how ideas are connected to one another, a particular category, and/or the main concept. Limit the amount of information on the map to avoid frustration.After students have finished the map, encourage them to share and reflect on how they each made the connections between concepts.Encourage students to use the concept map to summarize what was read.

http://www.readingrockets.org/content/pdfs/conceptmap1.pdfhttp://ecrp.uiuc.edu/v8n2/birbili.html

pick a big topic, such as "rocks".write the topic in large letters on a card.write "subtopics" on other cards to hang off the big topic card with string or yarn.ask students to illustrate the subtopics.hang the mobiles up around the classroom.

Text writing activitiesActivities-1Van Goghs bedroomFunny dictationsJumbled recipesSurveysTop celebrityWhen my grandparents went to schoolCreating a greetings matPost-it memos

Activities-2Comics strip storiesPutting myself in the pictureWin-a-word storiesMusic as a stimulus for descriptive writingShopping your way with wordsUse your weekly shopping trip as an opportunity to help your child develop reading and writing skills.What you'll need:Paper and pencilsNewspaper adsSupermarket couponsWhat to do:As you make out your grocery shopping list, give your child a sheet of paper and read the items to him or her. If the child asks for spelling help, write the words correctly for him or her to copy or spell the words aloud as your child writes them.Ask your child to look through the newspaper ads to find the prices of as many items as possible. Your child can write these prices on the list and then look through your coupons to select the ones you can use. Take your child to the supermarket and ask him or her to read each item to you as you shop.

CookbookingCooking is always a delight for children, especially when they can eat the results!What you'll need:Easy-to-read recipesCooking utensilsPaper and pencilsWhat to do:Show your child a recipe and go over it together. Ask your child to read the recipe to you as you work, and tell the child that each step must be done in a special order. Let your child help mix the ingredients. Allow your child to write down other recipes from the cookbook that he or she would like to help make.

activitiesWrite a recipeWrite a letter to ..Write an invitation cardStory Writinghttp://www.funenglishgames.com/writinggames/story.htmlRewrite Stories1. A new beginning2. Rewrite the end of the stories.What can help us?CALLLetterhttp://www.sheppardsoftware.com/grammar/capitalization.htmGrammarhttp://www.eslgamesplus.com/countable-uncountable-a-an-rally/http://busyteacher.org/http://stickyball.net/games-and-activities.htmlhttp://www.englishgrammar.org/https://www.eslpartyland.com/teachers/Tinitial.htmhttp://iteslj.org/questions/http://www.eslvideo.com/http://pinkmonkey.com/index2.asphttp://www.brighthub.com/education/languages/topics/esl.aspxhttp://www.agendaweb.org/index.phphttp://learnenglish.britishcouncil.org/en/gameshttp://www.englisch-hilfen.de/en/exercises/prepositions/index.phphttp://www.grammar-quizzes.com/agree1a.htmlhttp://classroom.jc-schools.net/basic/la-grammar.htmlLetter Tracinghttp://www.worksheetfun.com/category/letter/small-letters/lowercase-letters-small-letters/Writing Activitieshttp://www.superteacherworksheets.com/writing.htmlhttp://esl.fis.edu/grammar/correctText/index.htmhttp://www.greatschools.org/worksheets/writing/http://learnenglishkids.britishcouncil.org/enExerciseDevelop an writing activity for your students at different age.Referenceshttp://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.htmlHow to Teach Writing Across the Curriculum: Ages 6-8, 2nd Edition, Sue Palmer, Online publication date: September 2010 -,ttp://eb1.nc.hcc.edu.tw/edu/data/page/20150423094737848.pdfWriting with children, Jackie Reilly & Vanessa Reilly, Oxford, 2009English for Primary Teachers- A handbook of activities & classroom language, Mary Slattery & Jane Willis, Oxford, 2009Teaching by Principles- An Interactive Approach to Language Pedagogy 3rd edition, Douglas Brown, Pearson, 2007

http://www.adlit.org/strategies/22735/Write Alouds, Sharan A. Gibson http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.htmlFirst Your Mouth, Then Your Hands: The Power of Write-Alouds Leah Mermelsteinhttp://www.heinemann.com/shared/onlineresources/enewsletter/mermelstein_the_power_of_write-alouds.pdfThink-aloudshttp://www.readingrockets.org/strategies/think_aloudsWhat Are Concept Maps? http://www.cmu.edu/teaching/assessment/howto/assesslearning/conceptmaps.htmlConcept Maps http://www.readingrockets.org/strategies/concept_mapsTeaching Writing: Balancing Process and Product, byGail E. Tompkins, Pearson, 2012,teach.eje.edu.tw/data/files/edushare/SIG00009/C1/1206887274.doc