1. Increasing Writing Opportunities Owl Units 1-3

2. What does it mean to be a writer? “All people – and I mean scholars, researchers, and teachers, who in any place have set themselves to study children seriously – have ended up by discovering not so much the limits and weaknesses of children but rather their surprising and extraordinary strengths and capabilities linked with an inexhaustible need for expression and realization. “ Loris Malaguzzi (1998)

3. Role of the Teacher in the Writing Process Provide a supportive environment which invites the young child to choose to participate in the writing process Ensure availability Engage in conversations Accept approximations Nudge – don’t push Understand the developmental process

4. Importance of Drawing Development of fine motor skills Communication/expression of thoughts and observations Creativity Recall of events Storytelling

5. Labeling Drawings Vocabulary development Correlation between thoughts and drawings Communication Writing purpose

6. Story Telling Important first step Involvement of children throughout the day Connection to writing

7. Modeled Writing Have purpose/focus (refer to OWL handouts) –Purposes/focuses: letter names, letter formations, conventions of writing, etc. Keep short and simple Do individually, small groups, and/or whole group Focus on children’s seeing, hearing, and feeling the writing –“Write aloud”-tell children exactly what you are doing

8. Graphic Practice Use shapes, lines, and forms to help children learn and practice drawing and writing as you tell a story to make the practice fun. Do individually, in small groups, and as whole group

9. Journals Writing for a purpose –Not just a time-filler –Use of pictures or prompts –Response to literature

10. Pictures as Prompts Magazine pictures –Photos of nature or animal scenes –Photos of children and families –Photos of famous masterpieces

11. Interesting Pictures with Dictations

12. Writer’s Workshop Shared experience Modeled writing Student writing Author’s Chair/Sharing

13. KWL What do I know? What do I wonder? What have I learned?

14. Writing Rubric CMS Writing Rubric Additions to the Rubric Use of the Rubric

15. Monitoring Progress “Authentic ongoing assessment” –Use of observations, work samples, and rating scales –Information on all aspects of a child’s development Measure of what a child CAN DO! –Portfolio samples should illustrate the child’s stage of writing development