Falling in Love with Writing

Falling in Love with Writing
“Becoming literate in the modern world is indeed an increasingly complex task. Reading and writing abilities don’t just happen. They are acquired, nurtured and refined through the acts of those who provide appropriate instructional contexts and support.” Strickland, D.S.

How to Fall in Love Discuss developmental writing as written in the California Preschool Learning Foundations and DRDP© Become familiar with identifying developmental stages of writing Obtain strategies to facilitate development at each stage of writing for all children

It’s As Easy As Falling in Love
Pick up a writing utensil with your non-dominant hand. Turn your body 45 degrees facing away from the table. Lean forward and do not rest back on the chair. Lift one or two feet off of the floor. Hold the pen so that arm, wrist, and hand are NOT touching the table. Close your eyes. Finally, write I LOVE YOU. TRAINERS NOTE: See note at the bottom of this slide in CAPITAL LETTERS. See Activity Sheet 1 - Ice Breaker (Explain each step to the participants.) Read each bullet and wait until the majority of participants are ready before directing everyone to write. It will be uncomfortable, but that is the point. Participants write I LOVE YOU and not this/her name is because writing a name is more automatic. After participants experience the frustration and finish laughing at themselves, debrief with the following questions: What did you feel with your body? What was challenging? Potential answers include: off balance because there was not a back support or stable base, uncoordinated because I couldn’t rest hand on the table and it was harder to control, disoriented because I was sitting sideways. After this discussion, ask participants to think about all the muscles involved in writing. The list is much longer than just the typical “hands” or “fine motor.” It includes core, shoulders, balance, etc. This is important for teachers to remember especially when working on the physical aspect of writing. SEE NEXT SLIDE FOR CONTINUATION OF NOTES! THE NEXT SLIDE HAS THE NOTES FOR THE WRAP UP OF THE ACTIVITY.

It’s As Easy As Falling in Love
Pick up a writing utensil with your non-dominant hand. Turn your body 45 degrees facing away from the table. Lean forward and do not rest back on the chair. Lift one or two feet off of the floor. Hold the pen so that arm, wrist, and hand are NOT touching the table. Close your eyes. Finally, write I LOVE YOU. CONTINUTATION OF NOTES - THESE ARE OPTIONAL DISCUSSION POINTS. When creating PowerPoint notes handout (3 slides per page), delete this extra slide and only use the first slide in the series. Optional Discussion Points - List of muscle work and physical abilities associated with writing: Posture Core Strength Shoulder Stability Arm Rotation and Wrist Action Grip Sensory Feedback from Joints and Muscles Tactile Discrimination Visual Perception Skills Often we ask children to write when their feet do not reach the floor, or they are not sitting up with back support in their chair. Similar to how we just experienced the lack of balance, they too feel lack of balance and the task become more difficult. We focus on how children hold the pencil, but we may forget to look at how they hold their arm.

Muscle Development Components of Writing
Posture Core Strength Shoulder Stability Arm Rotation and Wrist Action Grip See handout for more information.

Sensory Integration Components of Writing
Sensory Feedback from Joints and Muscles Tactile Discrimination Visual Perception Skills NOTE TO TRAINER: Because of the length of the notes for the three bullets, there is a series of 3 slides. Each slide has one set of notes for each bullet. When creating PowerPoint notes handout (3 slides per page), delete the extra slides and only have the first slide in the series. Sensory Feedback from Joints and Muscles: Proprioception is feedback from our joints and muscles it tells us information about what we are touching. STAND UP : Play the close your eyes game at the table. TRY: Joint compression (try finger warm ups Amy’s book) Different weights of materials to work with Different texture to draw on (like cutting playdoh) chalk outside Draw on the leather at the table* different texture at a station Wake up the body before writing (after completing obstacle course, sign your name at the finish) In small groups, do a large muscle activity before rotating to a writing activity Use pinching utensils that require different amounts of pressure Feeling crayon vs. chalk

Sensory Feedback from Joints and Muscles Tactile Discrimination Visual Perception Skills NOTE TO TRAINER: When creating PowerPoint notes handout (3 slides per page), delete the extra slides and only have the first slide in the series. Tactile Discrimination - Receptors in the muscles and skin let us control with precision. Sometimes children need to exercise these receptors just like exercising our large muscles. TRY: Finger painting Hiding crayons in sand and have to find it to draw with it High puzzle pieces in beans and have to reach in and grab before completing the puzzle Feeling different textures in letter identification Writing letters with glue, the paper that puffs up, Coloring inside the lines that are raised with glue

Sensory Feedback from Joints and Muscles Tactile Discrimination Visual Perception Skills NOTE TO TRAINER: When creating PowerPoint notes handout (3 slides per page), delete the extra slides and only have the first slide in the series. Visual Perception Skills : Using sight to discriminate shapes, lines, etc. We identify what is part of the shape and what is not, e.g., edges, components, background orientation of shape. For children without visual impairment, this is natural. Sometimes children need to be taught to see an edge. Sometimes children with impairment need extra varied contrast to see edge and difference. TRY: Matching games (use contrast) Puzzles Use a board light Use black background Add dimension Flannel board (the edge is a dimension so it is easier to discriminate) Glue Black felt pen with highlighter

“Children who are taught how to write before they develop the necessary sensorimotor skills may become discouraged and develop poor writing practices that are difficult to remediate later.” (Armundson 2005) Reference: California Preschool Learning Foundations, Vol. 2 page 42 Discuss this quote and then point out the foundations that involve the physical development component of writing. It is important that teachers support development in these abilities, as well as the literacy focused components of writing. Some participants may want to turn to the page of the PLF that has the foundations listed below. Remind them that the key word in this paragraph is taught. Forcing children to copy words and their name on lined paper using “correct grip and letter formation” is not appropriate for this age. If working with a high percentage of special educators, use the infant/toddler learning foundations as a reference and highlight the foundations listed below: 18 months - Children are able to hold small objects in one hand and sometimes use both hands together to manipulate objects. 36 months - Children coordinate the fine movements of the fingers wrists and hands to skillfully manipulate a wide range of objects and materials in intricate ways. Children often use on hand to stabilize an object while manipulating it. 48 Months - Experiment with grasp and body position using a variety of drawing or writing tools 60 Months - Adjust grasp and body position for increased control in drawing and writing

The California Preschool Learning Foundations
Describe how children develop, grow, and learn Define knowledge and skills most children attain during preschool years NOTE: The next 3 slides are meant as a quick overview. Most participants should be familiar with the information. The slides could possibly be combined into one slide with call out next to the graphics. California Preschool Learning Foundations: Centered on the child Describe how children develop, grow, and learn Define knowledge and skills most children attain in their preschool years at around 48 and 60 months of age; as they complete their first or second year of preschool; with appropriate support; and when attending a high-quality preschool program. The preschool foundations are for all children and reflect the diversity found in California.

California Preschool Learning Foundations
Physical Development 48 Months: Begin to show fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting, and dressing. 60 Months Show increasing fine motor manipulative skills using hands and arms such as in-hand manipulation, writing, cutting and dressing. First we are going to look at the physical development needed for writing. Turn to the California Preschool Learning Foundations, Volume 2, Physical Development, page 50.

Starting with Motor Development

Strategies for All Children
All children need to develop shoulder and trunk muscles to maintain the body in an upright position and in proper alignment for fine motor activities. Examples of shoulder and trunk strength building activities are: “Heavy work” such as pushing a chair, carrying a water can to the garden, wiping off a table, pushing a laundry basket full of blocks or balls Materials positioned vertically to explore writing and art media at vertical surfaces such as easels, white boards, large pieces of paper on the wall; or by hanging a long vertical strip of paper on the wall and have the child cut a road from top to bottom Ask the audience for additional muscle strengthening ideas. Cutting a vertical strip of paper strengthens the child’s trunk and shoulder muscles, and also correctly positions the thumb and elbow for cutting with scissors. The vertical position also develops the wrist and thumb muscles for grasping tools.

Strategies for Children with Disabilities
Accommodations might include providing the following: Additional LARGE motor opportunities Tilted surfaces Overheads and plastic letters Smart boards Provide a wide choice of writing instruments such as crayons, markers, chalk, and paint brushes Bring examples of handles that have been built up with pipe wrap or foam curlers. Bring examples of adaptive scissors or writing instruments.

All children need to develop hand strength for fine motor activities such as fastening snaps on clothing, opening food, taking lids off markers, and writing! To build hand strength: Provide resistive activities such as rolling clay to make snakes, carrying buckets of water to the sandbox,, tearing, scrunching or folding paper, hanging up clothes or paintings with clothes pins. Encourage children to use resistive tools such as rolling pins to roll out play dough, single hole punches to punch holes for lacing, shovels to dig with. Throughout the daily routine provide multiple opportunities to strengthen eye hand coordination and increase muscle strength. Comment about pencil grip; moving from a fisted grip to a tripod grip by kindergarten is so important in addition to building those little finger muscles and strength. (Cindi’s note) Ask the audience for additional muscle strengthening ideas. This is from the Curriculum Framework, physical development chapter.

Accommodations might include providing the following: Fine motor opportunities and options: Adapters on writing instruments Adaptive scissors Anchoring materials such as rubber mats or clip boards Trainer please bring: A wide choice of writing instruments such as crayons, markers, chalk, and paint brushes Examples of handles that have been built up with pipe wrap or foam curlers Examples of adaptive scissors or writing instruments

Provide opportunities to write with fingers in addition to writing with tools: Shaving cream Sand trays or sand box Mud Magic screens WRITING SURFACES: Making writing a sensory experience may engage children more than just writing on paper with a marker or pencil, etc.

Supporting Children with Disabilities:
Talk with families and special education providers to learn about strategies for individual children. An optional handout at the end of the slides may be shared. The handout has the strategies from the slides on one page. It’s important to remember that first and foremost the teacher should consult the family and special education provider to find out what specific strategies, such as positioning, are to be used with individual children on an IEP.

Preschool Curriculum Framework Provides Ideas for:
Environments Building on children’s play Materials Teacher-guided learning activities The Preschool Curriculum Framework is for teachers. Consider the English Language Development section of the Preschool Curriculum Framework. The guiding principles for this domain are on page At the bottom of page 181 is a section titled, “Environment and Materials.” The next section summarizes the foundations and provides information on second-language development. Page 186 provides guidance on assessing young English-learners. The first strand of this domain begins on page 188, “Listening.” There are vignettes (pg 189),teachable moments, planning learning opportunities and interactions and strategies on page 190. Page 194 includes “Ideas for Engaging Families.” The section ends with “Questions for Reflection. “ There is a great deal of rich information for teachers! 2010 © California Department of Education, CPIN Project 19 19

The Curriculum Framework Strategies Are:
Developmentally appropriate Reflective of thoughtful observation and intentional planning Individually and culturally meaningful Inclusive of children with disabilities and other special needs Click to reveal each in turn.

The DRDP-PS© (2010) Assess children’s growth and development
Assists in curriculum planning Guides continuous program improvement

“ Learning to write involves cognitive, social and physical development.”
Preschool Learning Foundations, page 54. Read quote and follow up with, “…and therefore it is important that we create opportunities or invitations for children to have meaningful writing experience across the curriculum.”

California Infant/Toddler Foundations
Motor and Perceptual Development 18 months Children are able to hold small objects in one hand and sometimes use both hands together to manipulate objects. 36 months Children coordinate the fine movements of the fingers, Wrists, and hands to skillfully manipulate a wide range of objects and materials in intricate ways. Children often use one hand to stabilize an object while manipulating it.

California Preschool Learning Foundations:
Language and Literacy 48 months: Experiment with grasp and body position using a variety of drawing or writing tools Write using scribbles that are different from pictures Write marks to represent own name 60 months Adjust grasp and body position for increased control in drawing and writing Write letters or letter like shapes to represent words or ideas Write first name nearly correct Turn to the language and literacy domain on page 70.

English Language Development Beginning: Begin to understand that writing can be used to communicate Begin to demonstrate an awareness that writing can be in the home language or English Write marks to represent their own name in a way that may resemble how it is written in the home language Middle: Begin to understand that what is said in the home language or English can be written down and read by others Begin to use marks or symbols to represent spoken language in the home language or English Attempt to copy their own name in English or in the writing system of their home language Turn to the English language development on pages

English Language Development Later: Develop an increasing understanding that what is said in English can be written down and read by others. Continue to develop writing by using letter-like marks to represent their ideas in English Write their first name on their own in English nearly correctly, using letters of the English alphabet to accurately represent pronunciation in their home language. Turn to the Preschool Learning Foundations, pages The focus of the English language development foundations in writing is to look at children’s progress in writing in English. The language and literacy development foundations look at children’s progress in writing regardless of language. For example, the foundation in language and literacy reads, “Writes first name correctly.” In the ELD foundations, it reads, “Write their first name on their own in English….”

Developmental Stages of Writing
See Activity Sheet 2 Present activity where groups are given samples of the stages in writing and then putting them in a developmental sequence with labels. Inform group that the answers will be revealed shortly.

Awareness, Exploration, or Role Play Writing
Children are beginning to come to terms with a new aspect of language, that of written symbols. They experiment with marks on paper with the intention of communicating a message or emulating adult writing. Stage 1 Children are beginning to have an awareness of writing. They are beginning to explore writing and pretend to write (to mimic adult writing). Within this first stage there are two basic levels, drawing and scribbling.

Stage 1 Phase 1-DRAWING Children use drawing to stand for writing.
Children may believe that drawings have “a message.” Children “read” their drawings as if there were writing on them. Stage 1 - Drawing Children do not generally have a clear idea of the difference between drawing and writing. They are just beginning to use pictures and symbols to represent ideas. This is a drawing of ants.

Is it a picture or is it writing?
Have audience talk about which is writing and which is drawing. Ask small groups to talk about which ones are writing and which are drawing. Give groups a few minutes, then ask for feedback. Go to next slide for answers. A B C

Label on a block building Signature
At the beginning of the first stage of writing we see no difference between the marks a child uses to draw pictures and those that are intended to “say something.” We know the child’s intention only by listening or by watching the context in which the child makes the marks. For Example: Phone message Label on a block building Signature They are all forms of writing, as they have intention to communicate an idea. The child’s purpose is the key is; a teacher needs to observe to see a child’s intent. A child may be pretending to write even if we think it may be a drawing. If the intent is to communicate a thought or idea to another, it is considered writing. Marks used for writing look different from those used for drawing pictures. Writing marks are “lined up,” picture marks are not.

Stage 1 Phase 2- SCRIBBLING
Children’s scribbles are intended as writing. The scribbling resembles writing. Children begin to hold and use writing tools like an adult. This is the second part of Stage 1. This is when marks begin to be lined up.

Stage 1- Awareness, Exploration, or Role Playing An example of scribbling and drawing together
Drawing and scribbling together. It’s clear that there is an intent to replicate traditional writing. The top of the page is drawing and at the bottom is scribbling.

Emergent or Experimental Writing
Children are aware that speech can be written down and that written messages remain constant. They understand the left to right organization of print and experiment with writing letters and words. Children are starting to understand the communicative nature of writing. This stage has 2 parts as well; early emergent and emergent/experimental.

Stage 2 Phase 1- Early Emergent
Letter-like forms (mock letters). Children become aware of the different shapes of symbols that make up the words in a line of print (lines, zigzags, loops). Shapes in writing actually resemble letters but are not actually letters. Although poorly formed, many letter-like marks are unique creations.

Stage 2 Phase 2- Emergent/ Experimental
Moving from mock letters to real letters Moving from random letters to a letter string Writing the same letters in many ways Include scribbles and mock letters in writing Understanding, not using, alphabetic principle; i.e., must first select letters to form a word Understanding directionality, but not always using depending on space Mock letters display many characteristics of alphabet letters. They serve as the building blocks to real letters. Children don’t have a sense of space; e.g., a 4 year old ran out of space and added REL to T when writing “Tyler.” Children do what it takes to make writing fit on the paper. Sometime it may run down the side of the paper.

Transitional or Early Writing
Children “write” about topics that are personally significant. They are beginning to consider audience needs. They begin to have a more formal sense of print conventions, letters, words and sentences but may only be able to deal with one or two elements of writing at one time. The end of this stage usually happens in kindergarten and first grade. Preschoolers will use very little conventional writing. Writing is usually unconventional. The word “writing” is appropriate because the child uses it as intentional communication; “I love Mom,” or child goes to the park and asks teacher, “Could you help me write ‘park’?” We consider children writers just as we consider children readers when they “read” Brown Bear, Brown Bear, even though we know it was memorized. Please remember these stages are NOT lock step. Children move back and forth between the stages.

Conventional Writing Children are becoming familiar with most aspects of the writing process and are able to select forms to suit different purposes. Their control of structure, punctuation, and spelling may vary according to the complexity of the writing task. This stage occurs in early elementary school - 1st - 3rd grade.

Proficient Writing Writers have developed a personal style of writing and are able to manipulate forms of writing to suit their purposes. They have control over spelling and punctuation. They choose from a large vocabulary and writing is cohesive, coherent and satisfying.

Framework and the DRDP© Developmental Levels - Writing
Provide the written description of the framework and DRDP© developmental levels.

Framework and the DRDP© Developmental Levels
Match the four Framework Developmental Level cards to the Stages of Writing cards Hint: The Framework Developmental Level cards may address more than one stage of writing See Activity Sheet 3

What Did You Find Out? Go to the table nearby and discuss how your group matched the DRDP© developmental levels to the writing levels. There is not a one to one correspondence in the answers. The DRDP levels overlap with 2 of the writing developmental levels. Participants may explain why they matched the cards. The explanation is important.

Falling in Love through the Framework
The framework has many strategies for supporting children as they develop through these stages. Take out work sheet, Finding the Writing Love, in the framework. Complete worksheet with group. See Activity Sheet 4 - Falling in Love through the Framework

Falling in Love with Writing
With a partner, select and work on one section of the handout. See Activity Sheet 4 and use worksheet, Finding Writing Love in the Framework The Preschool Curriculum Framework (PLF) is for teachers. Consider the English language development section of the PLF. The guiding principles for this domain are on page At the bottom of page 181 is a section titled, “Environment and Materials.” The next section summarizes the foundations and provides information on second-language development. Page 186 provides guidance on assessing young English-learners. The first strand of this domain begins on page 188, “Listening.” There are vignettes (pg 189),teachable moments, planning learning opportunities and interactions and strategies on page 190. Page 194 includes “Ideas for Engaging Families.” The section ends with “Questions for Reflection. “ There is a great deal of rich information for teachers! 44

Reflecting on Love Revisit the handout, Finding the Writing Love in the Framework Does your action plan include a strategy that would specifically benefit a child in your classroom with special needs?

Considerations for Children with Disabilities
Although accommodations for individual children are specified in the IEP, there are many general strategies that are helpful for all children, including children with disabilities.

Set up a well stocked writing area-an area specifically devoted to writing increases children’s engagement and interest in writing. White and colored paper in several sizes Writing tools such as markers, crayons, pens and pencils Writing tools can be in variety of sizes-jumbo crayons, fat pencils, regular pencils, skinny markers-different sizes will be more comfortable for different children Cutting a vertical strip of paper strengthens the child’s trunk and shoulder muscles, and also correctly positions the thumb and elbow for cutting with scissors. The vertical position also develops the wrist and thumb muscles for grasping tools. 47

Provide new materials frequently. Get creative. Some ideas are: Envelopes Card stock Stationary Post cards Post-its and file cards Glitter and gel pens WRITING SURFACES: Making writing a sensory experience may engage children more than just writing on paper with a marker or pencil, etc. 48

Some accommodations might include providing the following: A wide variety of writing surfaces: Sand paper Textured paper Different weights of paper may work better for some children Different lighting features: Book lights near the writing surface Direct sunlight Low lighting Bring examples of the different types of writing surfaces listed above. 49

Use technology: Computers-children enjoy finding letters and typing them Overheads and overhead markers or plastic letters Electronic writing toys 50

Some accommodations might include providing the following: Assistive technology Oversize computer keyboards Voice-to-print adapters Cassette recorders Braille writers 51

Supporting English Learners

When teaching children for whom English is a second language it is important to recognize that:
Children need to have the freedom to use home languages and to code-switch when necessary. Text learning needs to be supported through oral language and social interaction. Context and purpose of each activity needs to make sense to the learner. It may be difficult to assess children’s real achievements and the active involvement of parents will make a great deal of difference. See third bullet: This idea is not specific to English learners (EL). As children often give a response, a teacher may think child understands when in reality he/she may not understand. This also applies to English speakers.

Teachers need to be sensitive to the unique characteristics of a child’s home language as they begin to learn to explore writing. Is the child’s home language alphabetic or logographic? Children typically progress through several phases when developing the ability to hear phonemes in words. In English, both consonants and long vowel phonemes are more easily heard as distinct sounds in words than are short vowels. An example of logographic may be Arabic. Consider “What are the languages used in your programs and what are the conventions of those languages?”

Stage 2 Examples From an English- speaking child: ALPHABETIC
From a Chinese- speaking child: LOGOGRAPHIC Literacy in two languages Children can successfully learn to write in two totally different systems such as alphabetic and logographic, or in two similar scripts both alphabetic . Teachers need to be sensitive to the unique characteristics of a child’s home language as they begin to learn to explore writing. Young children across languages and cultures reveal an awareness of the particular written features of their first languages in their beginning writing. Most early writing skills are transferable between language scripts that have the same alphabet like Spanish and English. Spanish and English ~Sound/symbol relationship ~Mechanics and orientation ~Basic structure of writing

Children who speak other languages may display a different developmental progression:
Children who are using invented spelling in English tend to use more consonants than vowels; in English, consonant sounds are more prominent and easier to hear. In Spanish there is more of a mixing of consonants and vowels.

Additional Considerations for Second Language Learners
Make sure classroom contains a variety of books, pictures, and print that affirm children’s family experiences and their cultural and linguistic backgrounds. Use multimedia such as videos, pictures, and concrete objects to create connections with vocabulary words and print. Anticipate words that might be unfamiliar and give explicit meaning to them. Make use of the excellent language learning that occurs among children by supporting play and small-group activities.

Reflecting on Love Again
Revisit the handout, Finding the Writing love in the Framework Does your action plan include a strategy that would specifically benefit a child learning English as a second language Use the information on the previous five slides to complete part 4 of the worksheet.

Environments Must Support Writing

Creating Invitations to Write through the Environment
Use the following section from the curriculum framework as a resource: L & L Writing section pages ELD Writing section pages Notice chart paper with environment areas around the room. With table group choose one area to begin. Record ideas from the framework, as well as each other on the chart paper. Participants have 5 minutes at each environment area. Rotate when the bell rings. At the end, participants may roam the room and record favorite ideas on personal handout. Activity Sheet 4 - Creating Writing Invitations through the Environment Refer to activity sheet and change the slide directions as needed. Choose the desired handout for this activity. There is a vertical and a horizontal version.

This is the handout that is used for Creating Writing Invitations through the Environment. There is also a horizontal version.

Environments for Writing
Every center should support a connection to literacy and provide opportunities for children to read and write. Every center should have a place where children can record what they are doing, or observing. Every center should have a posted written description of the center labeling either the title, activities, or theme of the center. Wrap up slide. Optional handout to share is the Writing Suitcase which provides ideas for families to encourage children’s writing.

Reflection What was the most exciting experience today?
What was the most interesting experience today? What is something you learned or re-learned today? What new idea for your classroom did you have today? Refer to Activity Sheet 6 - Reflection There is an optional handout for this activity, Reflection. This is a focused conversation that will enable participants to think about their emotional response, physical experience, and the application of those feelings. It helps not only reflect on what was learned, but make meaning of the experience in relation to our lives. There are a few options for completing the slide: Silent reflection. Read each question and allow about 30 seconds for quiet reflection, then 30 seconds to write down thoughts. After the last question, table mates may share the new idea. Pair Share: Read each question aloud. Allow 30 second of thinking time then have participants share thoughts with a partner (30 sec.-1 min.) . Continue this process for all questions. Read each question a loud. Ask participants to silently reflect for 30 seconds and then signal participants to share with the table group.

References California Preschool Learning Foundations
California Preschool Learning Framework Edited by Lesley Mandel Morrow, Linda B. Gambrell, and Michael Pressley (1999). Best Practices in Literacy Instruction. New York: Guilford Press. Susan B. Neuman, Carol Copple, and Sue Bredekamp (1998). Learning to Read and Write. Developmentally Appropriate Practices for Young Children. Newark, DE: International Reading Association. Judith A. Schickedanz (1999). Much More than the ABC’s. The Early Stages of Reading and Writing. Washington, DC: National Association for the Education of Young Children. Judith A. Schickedanz and Renee M. Casbergue (2004). Writing in Preschool. Learning to Orchestrate Meaning and Marks. Newark, DE: International Reading Association Derry Koralek (2003). Spotlight on Young Children and Language. Washington, DC: National Association for the Education of Young Children. Trainer note: Bring each of these resources if possible to display during the meeting. It is suggested that trainer hold up resources when showing this slide.

Optional Activities Slides
The following slides provide a couple of options.

Ways to Encourage Writing
List ideas that encourage writing For example: Adult writes a list of children’s favorite books or making tickets for a play, etc. OPTIONAL Activity: Participants may list ideas to encourage writing: e.g., write a list of children’s favorite foods, have children sign in, write name tags, make tickets for a play, save sign for block area, a newsletter etc. Option 1: Hang a piece of chart paper and ask people to write down their ideas throughout the session and share out at the end of the day. Option 2: Use this idea instead of the Creating Invitations in the Environment activity. Option 3: Provide the handout to each person and have them do a quick jot. Give them 5 minutes to write down as many ideas down as they can in 5 minutes. Then each person shares their list and others add any new ideas to their own handout.

Creating Invitations through the Daily Routine
Read the section of the framework for the strand you are presenting. Work in table group to complete the parts of the daily routine matrix or hang chart paper with parts of the daily routine. Drop in Activities. The following slides may be dropped into any module. This is a placeholder slide that can be dropped into any module.

Use the following section from the curriculum framework as a resource: L & L Writing section pages ELD Writing section pages Notice the chart paper with parts of the daily routine around the room. With table group choose one area to begin. Record ideas from the framework on the chart paper. You will have 5 min. at each chart. Rotate at the signal. At the end, participants have 5 minutes to roam the room and record favorite ideas on handout. Activity - Creating Invitations through the Environment Refer to activity sheet and change the slide directions as needed. Using parts of the daily routine is listed as an option in the activity sheet. Choose the desired handout for this activity.

This handout, Creating Invitations through the Daily Routine, can be used in any module.

Falling in Love with Writing

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