1. Stages of developing writing

2. Purpose of writing See you modelling writing e.g. Cards, lists etc.
Being exposed to why writing is used e.g. posters, brochures, magazines etc.
Shopping lists
Checking items off on a list
Labelling – items, using name
Letters to friends, family
Recount of a day out, story
Cards/postcards for different occasions

3. What is Emergent Writing?
Emergent writing “means that children begin to understand that writing is a form of communication and their marks on paper convey a message” (Mayer, 2007, p. 35).
Emergent writing progresses through the stages a young child moves through beginning with random marks and ending with conventional spelling.
Writing is a difficult task for beginning writers. So, it is a wonderful achievement when children start writing.
Read first bullet. At first, children may not distinguish between drawing and writing because both communicate meaning (Schickedanz & Casbergue, 2004).
Read second bullet. Later in the presentation, you will see the stages of emergent writing.

4. Language Rich Environment
Introducing new vocabulary
Use of commentary
Enjoying story books, discussing and role playing
Making the most of a variety of experiences e.g. visits, walking to school, using the environment
Supports development of comprehension and creative writing
Writing is a difficult task for beginning writers. So, it is a wonderful achievement when children start writing.
Read first bullet. At first, children may not distinguish between drawing and writing because both communicate meaning (Schickedanz & Casbergue, 2004).
Read second bullet. Later in the presentation, you will see the stages of emergent writing.

5. Before Emergent Writing
Gross-motor writing development
Circles – paintbrushes, water
Shapes and patterns in the air
Fine-motor writing development
Using pegs, tweezers, lego etc.
Finger exercises – Youtube
Pre-handwriting patterns
Muscle memory development

6. Gross motor activities

7. Fine motor activities

8. Pre handwriting patterns

9. Letter families

10. Correct posture

11. Pre-writing skills Children’s writing shows print concepts
starting on the left hand side
writing from left to right
showing an awareness of spacing and punctuation
experimenting with phonics sounds

12. Progression of Writing Development
Children’s drawings represents writing
Research has shown that all children usually progress through the same emergent writing developmental continuum, however, each child progress at a different pace and may move back and forth between the stages of writing until they feel comfortable in the conventional spelling stage (Bennett-Armistead, Duke, & Moses, 2005; Whithurst & Lonigan, 1998).
There are six categories of writing development that begin with drawing and continue through conventional spelling (Sulzby, 1985).
Read first bullet. The child will read their drawing as if it has a written message. Refer to picture.
Read second bullet. The scribbling resembles writing. Refer to picture.

13. Progression of Writing Development
Children scribble but intend for it to be writing

14. Progression of Writing Development
Children’s letters may not be the standard letters, but may look like letters
Read first bullet. Refer to picture.
Read second bullet. The child may repeat the same letter strings throughout the paper or change the order of the letters. Refer to picture.

15. Progression of Writing Development
Children write strings of letters, but they do not create real words

16. Progression of Writing Development
Children try different ways of representing sounds in words by
Read first bullet. Invented spelling is based on children’s knowledge of sounds of letters and letter combinations. Invented spelling helps children move toward correct spelling and also helps them acquire phonemic awareness (the ability to detect, identify, and manipulate phonemes in words. Phonemes are the smallest unit of sound in spoken language) and understand the alphabetic principle (words are composed of letters that represent sounds. Adams, 1990). Thus, invented spelling helps children develop other emergent literacy skills. (Neuman, Copple, & Bredekamp, 2000). Refer to picture.
Read second bullet. Most preschool children will not have many words resemble conventional spelling, but a few of your children may begin to write some words that do so. Refer to picture.

17. The horse can run

18. We went to the store.

23. Writing Tips Accept all levels of children’s writing
Ask children to read their writing to you
Ask children to tell you about their drawing
Accept children’s writing errors as opportunities
Read first bullet. Due to varying prior literacy experiences, the children in your classroom will begin preschool at different developmental levels. It is important to celebrate children’s writing at all stages. This will help them build confidence in their writing and motivate and encourage them to continue to write.
Read second bullet. If you can not read a child’s writing, ask them to read it to you instead of asking them what it says. If you ask them what it says it reinforces that you are not able to read what they wrote.
Read third bullet. If it is not clear to you what a child has drawn, ask them to tell you about it instead of asking them what it is.
Read fourth bullet. Correcting children’s writing may not help them become better writers and in some cases it may hinder their writing development. Common errors occur in all stages of writing development. Knowing what errors occur at each level will help you be able to place each child along the developmental continuum. Preschool teachers can make note of the errors they see in children’s writing and then teach that particular skill in a lesson such as shared writing. For example, a child may write a string of letters vertically instead of horizontally. Before beginning daily news, the teacher can explain how we write across the paper (vertically) and from left to right. This can also be demonstrated in dramatic play. The teacher can show the child how to write a grocery list while focusing on these skills.

24. Early Writing Use phonics for dominant sounds in words.
Share the thinking, model the writing
Think it,
Say it,
Count it,
Write it,
Check it.
The teacher models all aspects of writing by doing all the writing and thinking. The teacher uses “think-alouds” so the children can see how the thought process occurs while writing. It is important to write on a large surface (e.g., chart tablet, dry erase board/easel) when modeling writing so that your writing can be easily seen by all the children.
As children watch a teacher construct text, they begin to understand the composing process. If teachers model writing for children throughout the school year, children will internalize the thinking process needed and use it when independently constructing their own writing.
Children learn writing skills by watching others construct text.

25. Early Writing
Modelling session

26. Punctuation
Capital letters – beginning of sentences and names of people/places
Full stops – at the end of a sentence
Question marks – at the end of a question i.e. Why are you running?
Exclamation marks – at the end of a command i.e. Stop it!

27. Try one!
she can ride a bike
when will you be home
stand still mary

28. Adjectives and Adjectival Phrases
I can see a cat.
I can see a fluffy cat.
I can see a fluffy cat with white paws.

29. Try one!
He has a car.
Add an adjective.
Add an adjectival phrase.

30. and, but, because, so, which
Conjunctions
I can see a cat. He is fluffy.
I can see a cat and he is fluffy.
I can see a cat but he has no ears.
and, but, because, so, which

31. and, but, because, so, which
Try one!
and, but, because, so, which
He likes pears. She likes bananas.
She went to the park. She wanted to play.

32. Writing opportunities at home
Picture dictionary
Variety of blank paper
Envelopes (variety of sizes)
Pens, pencils, felt-tips, crayons
Empty books
Clipboards
Chalk and chalk boards
Dry wipe boards and markers
Post-it notes
Steam and mirrors
Providing a writing center is a great way to promote writing development. With the right materials, children will write for a variety of purposes. For example, providing blank journals and books, will motivate children to keep a journal and create all sorts of books, including ABC and short stories. Also, by providing post-it notes, children will enjoy writing short reminders (one or two words) and notes to their classmates.
Basic supplies for a writing center:
ABC chart posted at child’s eye level
Names of children on a ring (include a picture at the beginning of the year)
Picture dictionary (e.g. My First Word Book by Wilkes, 1997).
Variety of blank paper (e.g., colored, unlined, stationary, computer paper)
Envelopes (variety of sizes)
Date stamp
Variety of writing tools (e.g., markers, crayons, pencils, gel pens, pens)
Blank books (e.g., abc with pre-made letters on each page, upper- and lower –case, blank shape books)
Clipboards
Chalk and chalk boards
Dry erase boards and markers
Post-it notes
Don’t forget to create wall space or have a bulletin board hung near the writing center so children may post their writings for all to see, read, and enjoy.

33. Websites
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