You Could Make a Book About That. Author, Illustrator, and publisher: Sharon Kruger, M.Ed. Region 5...

You Could Make a Book About That


Author, Illustrator, and publisher:Sharon Kruger, M.Ed.Region 5 ESC, School Readiness Integration Program [email protected]

mailto:[email protected]


All information is on the following wikispace:

Young-authors.wikispaces.com

Welcome!!Our Agenda for today:

Intro

Stages of Writing

MOM

Modeled Writing

Shared Writing

Interactive Writing

Making Books

Opportunities

Journal Writing

Centers

Making Books

4

Agenda, con’t.

Materials

Letter walls

Quality Literature

Charts

Names

Class books

Writing center with stapled paper for books and writing implements

5

Ground Rules

• Take care of yourself.

• Be part of the professional learning community.

6

7

Get 6 pieces of paper and a pen for each person at your table. Get a stapler for your table group.

Independently and individually, write a book .

You have 5 minutes to finish your book.

10

Texas Prekindergarten Curriculum Guidelines (TEA)

Ray, Katie Wood and Matt Glover. 2008. Already Ready: Nurturing Writers in Preschool and Kindergarten. Portsmouth, NH: Heinemann.

Resources

Glover, M. (2009). Engaging young writers: preschool-grade 1. Portsmouth, NH: Heinemann.

Texas Prekindergarten Guidelines

• IV.A.1. Child intentionally uses scribbles/writing to convey meaning.

• IV.B.1 Child independently uses letters or symbols to make words or parts of words.

11

Texas Prekindergarten Guidelines

• IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well formed letters.

• IV.C.1 Child independently writes some letters on request (not necessarily well-formed.)

• IV.d.1 Child uses some appropriate writing conventions when writing or giving dictation.

12

Head Start Outcomes

• Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

• Progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

13

Head Start Outcomes

• Develops understanding that writing is a way of communicating for a variety of purposes.

• Begins to represent stories and experiences through pictures, dictation, and in play.

14

Head Start Outcomes

• Develops growing strength, dexterity and control needed to use tools such as scissors, paper punch, stapler, and hammer.

• Progresses in abilities to use writing, drawing, and art tools including pencils, markers, chalk, paintbrushes, and various types of technology.

15

16

KNEE TO KNEEDo you view yourself as a writer?

What is your greatest success as a writer?

What would you like to write a book about?

What are your earliest experiences as a writer?

What conditions help young writers successfully enter into the writing process?

17

Writing in our World

Get 5 index cards for each person.

Tell your neighbor about the times you use writing in your life.

List one example on each card.

Share with the other participants at your table.

18


On a small post it note, write down 5 things that young children do during their day that would assist them in being competent writers.

Share these with your neighbor, add ideas you didn’t have to your list.

19

STAND UP

20


Share these ideas with 4 other

people.

21


Who can add to the

following list?

What Do Young Children Do?

Listen to stories and conversations.

22


Talk to adults and to other children in complex sentences.

23


Master many rules of grammar.

24


Make up silly words and stories.

25


Use language to think, to share ideas and feelings, and to learn new things.

26

Enjoy the same books over and over and look at new books.

27


Retell familiar stories to themselves and others.

28


Think about what the characters in a book might feel or do.

29


Draw and write with pencils, crayons, and markers.

30


See print around them and watch adults read and write.

31


Imitate adult writing by scribble writing.

32


Copy shapes and letters.

America Reads Challenge: Ready*Set*Read for Families, April, 1997.

www.ed.gov/Family/RSRfor Family/preschol.html

33


http://www.ed.gov/Family/RSRfor%20Family/preschol.html

34

Writing In our World

Do you have anything on your list that wasn’t mentioned by America Reads Challenge?

Draw and Scribble “Children who are encouraged to draw and scribble

‘stories’ at an early age will later learn to compose more easily, more effectively, and with greater confidence than children who do not have this encouragement.”

This finding is based on research literature reported by the U.S. Department of Education (What Works: Research about Teaching and Learning, second edition, 1987).

35

Draw and Scribble “Children who are encouraged to draw and scribble

‘stories’ at an early age will later learn to compose more easily, more effectively, and with greater confidence than children who do not have this encouragement.”

This finding is based on research literature reported by the U.S. Department of Education (What Works: Research about Teaching and Learning, second edition, 1987).

36

37

MEMORY TEST

What are the emergent writing stages of writing?

Clue: It begins with scribbling.

Stages of Writing

38

Scribble Stage

What it means. . .

The scribbles are lines and circles that appear to be random and have no starting place.

39

Scribble Stage

What it means. . .

May have meaning but often are the result of experimenting with making marks.

40

What it means. . .

Even toddlers who can hardly hold a pencil or crayon are eager to “write” long before they acquire the necessary skills. 41

42

Separated Scribbles

What it means. . . Scribbles are

separate as child moves pencil from point to point.

43

Separated Scribbles

What it means. . . Much like other small motor development, the child is learning control.

44

What it means. . .

These have meaning to the child.

45

What it means. . . Help them develop language skills.

46

47

Left to Right Scribbles

Scribble/Mock Writing

What it means. . .

Child is noticing print and the formation of letters. 48

Left to Right Scribbles

Scribbled/Mock Writing

What it means. . . Has several concepts in place—left to right, lines, spaces.

49

What it means. . . In order to encourage a

child’s ability to write a book independently, avoid asking what the scribbles are.

Instead encourage the child’s “writing” and ask them to tell you about their picture.

50

51

First Letters

Transition Stage

What it means. . .

These first letters may occur by accident. The child sees the letter or another child or adult comments.

52

First Letters

Transition Stage

What it means. . .

They will write their name or the names of people who are important to them.

53

What do we do?

Focus on the intended meaning not the appearance of the writing.

54

What do we do?

Respond positively to the ideas they are trying to express.

55

What do we do?

Respect their writing.

56

57

Strings of Letters

58Strings of letters

59

Beginning Sounds Emerge

What it means. . . Child has been surrounded by print.

60

What it means. . . The letters have meaning and the child will be able to tell a “story”.

61

Strings of Letters

What it means. . . Children

develop confidence in writing as they participate in real writing experiences.

62

What it means. . . Children develop

confidence in writing as they participate in real writing experiences.

63

What do we do. . . Encourage

them to write, by providing materials and let them write.

64

What do we do? •Help with first letter, matching sounds, etc.

•Encourage any approximations.

65

66Copies Print

67Conventional Print

What it means. . . Child copies the print they see around them.

68

Copies Print

Conventional Print

What it means. . . Child begins to write words they know and takes an interest in spelling.

69

70Consonants Represent Words

Writing “sentences”

71Initial, Middle, and Final Sounds

Writing “sentences”

One child’s development

in writing.72

73Reading and Language . Parents. (n.d.). PBS. Retrieved July 19, 2010, from

http://www.pbs.org/parents/readinglanguage/writing/18_months.html


http://www.pbs.org/parents/readinglanguage/writing/age_3.html

75http://www.pbs.org/parents/readinglanguage/writing/age_4.html


http://www.pbs.org/parents/readinglanguage/writing/kindergarten.html


http://www.pbs.org/parents/readinglanguage/writing/first_grader.html

78

Reading and Language . Parents. (n.d.). PBS. Retrieved July 18, 2010, from

http://www.pbs.org/parents/readinglanguage/writing/third_grader.html

Take a look

• Look through the samples on your tables.

• Talk about them with the other participants.

• What do you see? What stage of writing is this?

79

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Drawing as RepresentationRequires children’s presence

Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann

81

Scribble WritingMarkings are linear and have directionality


82

Mock LettersAlmost letters, but not quite


83

Random Strings of LettersPropelled by use of letters in their names


84

Invented Spelling: “Car”Sometimes begin using single letters to represent whole words


85

Invented Spelling: “Macaroni and Cheese”Through time use sophisticated spellings—unconventional, but show a rich knowledge base of letter-sound relationships, visual memory, meanings, and word lengths.


87

Let’s write books.Let’s write books.

Ask one person at your table group to get 6 pieces of paper for each person, a stapler, and markers.

Draw a slip of paper to indicate what type of writer you will be.

88


List qualities English teachers look for in books.

Did the book you wrote meet any of these qualities?

90

Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann.

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95Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann

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97Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann. (p.3)

Page One: Flamingo by Sean

98Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann. (p.3)

Page Two: Flamingo is looking for food.

99Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann. (p. 3)

Page Three: And then he screamed out, “ Watch out termites! I’m going to eat you!”


Page Four: And then he got a big round stomach.

101

Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann. (p. 3)

Page Five: And then he spitted them out.


Page Six: And then he was his size again.


Page Seven: The end.

Do you believe that Sean is a writer?

Why or why not?

104

105

True or False

Sean is four years old and Sean is a “travel agent”.

What did the teacher do to encourage this Sean to use writing?

106

Sean is four years old and Sean is a writer and illustrator.

How is the teacher providing opportunities for writing and illustrating books?

107

STAND UP

Point to the person at the table the longest hair.

That person take a pencil and spin it around in the middle of the table.

Whoever the pencil point points to is the leader.

108

Make a list of your favorite things you like about a four or three year old brain.

109

Have the leader pick a “go-fer” for your group.

The “go-fer” gets a 8 ½ by 11 “ piece of white paper and a marker for each participant.

Each participant writes one item from the list that is their favorite. Write big enough and clear enough so it can be seen from across the room.

110

I ESPECIALY LIKE THREE AND FOUR YEAR OLD BRAINS BECAUSE. . . .

111

1. What are the teaching implications of thinking that Sean is a writer and that Sean is four year old?

2. What if the teacher put more emphasis on the fact that Sean is four years old and cannot make the correct letter formations and therefore does not encourage Sean to write books?

3. What if the teacher pushes Sean to hard to make books and then forgets that Sean is what is developmentally appropriate for a four year old?

4. What if Sean doesn’t speak much English? Does that mean Sean cannot be a writer and illustrator?

5. What if Sean has special needs? Does that limit Sean’s ability to write and illustrate a book?

112

In a classroom that supports young children to see themselves as writers, the children are:

•writing• using writing to make picture books•going through a process to make their books

Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann (p. 12)

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•using their understandings about kinds of writing in the world and available text structures to craft their texts


114


•writing and illustrating their books for stretches of time•building their stamina for the act of writing


115

•seeing their books become lasting artifacts in the room•having teachers who are comfortable with all their approximations reading their booksRay, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann


(p. 12)

116

•having teachers who value their writing•support their development as writers



(p. 12)

117

Functional writing is used to accomplish a project

Make a list of projects that you accomplish with functional writing.

118

Sign Made for the Block Area: “Please don’t knock over the blocks.”

Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann. (p.25)

119

List of food needed for pretend zoo animals


This is a book list that Jeffery made about his dog.

If Jeffery only did functional writing would he “feel” like a writer? 120

COMPOSITIONAL WRITING

How is it different from functional writing to use writing to create something? For instance, create a story, or a poem or a play.

121

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“Snow White and her music.”


123

“Snow White drank her lemonade.”


124

“Snow White danced and spun around.”


125

“Snow White saw the seven dwarves and they all danced together.”


126Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and

kindergarten. Portsmouth, NH: Heinemann

PRESCHOOL FUNCTIONAL WRITING

VSPRESCHOOL COMPOSITIONAL

WRITING

Which one is more important?

Which one requires correct letter formation?

127

PRESCHOOL FUNCTIONAL WRITING

VSPRESCHOOL COMPOSITIONAL

WRITING

Which one will allow a child to obtain a strong identity as a writer?

Which one will allow a child to write and illustrate a book?

128

PRESCHOOL FUNCTIONAL WRITING VS

PRESCHOOL COMPOSITIONAL WRITING

Which one will encourage a child to think about what he is putting on the page that will add meaning to his book (or creation)?

Which one will teach a child how to organize his thoughts to create a story?

129



Which one uses fine motor skills of transcription to capture all their thinking on a page of paper?

Which one encourage a child to think about word choice to use in delivering the meaning of their message? 130



Why should a teacher make the instructional decision to engage children in the thinking process of compositional writing before they have mastered the skills of letter formation and spelling (transcription)? 131

TRUE OR FALSE

Three and four year old brains are capable of doing the thinking work of composition before they know how to transcribe it!!!

132



Which is more important?

Challenge: Which do teachers spend more time with?

133



Which skill is nurtured when you have children make picture books?

134

136

Familiar

Expand Avenues for Meaning Making (using art and writing to learn about communication and composition)

Why Make Picture Books?


137

Forces the Issue of Composition

Helps Children Read Like Writers



138

Builds Stamina

Is Fun



139

A Book With No Real Focus


140

Volcano”



141

“Boat”



142

“Tent”



143

“This is me and my grandma and Clifford.”


A Book That Loses Focus Along The Way

144

“This is my mom.”



145




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147




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149

“This is my mom in a bathing suit when she was little.”



150

“Rocketship.”



151

“A House. Clifford.”



152

“Dad, Anna, Clifford, Mom.”



153

A Book That is Less Representational, But More Focused

“This is my baby brother.”


154

“My brother is crying.”



155

“Then he was happy.”



ELEPHANT/PALM TREE/MONKEY

157

1. Draw an oval muzzle. Make a bump on top for the head. Add an oval body.

2. Make a round ear on each side of the head.

3. Make a dark triangle in the top of the muzzle. Add two curved legs to the body.

4. Put two round eyes on the monkey’s head. Add a curve smile under his muzzle. Draw two long curved arms.

1. Draw a large egg-shaped body. Make an ear by drawing half an oval on the side of the egg shape.

2. Add a head and trunk to the body.

3. Draw one eye and two sharp tusks on the head. Add smile lines around one tusk.

4. Put a tail on your elephant. Add two stubby legs.

166


Get 6 pieces of paper and staple them together to make a book.

Write a book as your character on the slip of paper would write it..

3 year old girl3 year old boy4 year old girl4 year old boy5 year old girl5 year old boy

167


Are there any differences between this book and the first two you wrote?

168

After a child tells a story about something that happened outside of school

After children act out a story in dramatic play

How To Invite Children to Make Books?


169

After classroom activities that spur interest and conversation

After a child shows expertise in an area (to teach)

After a child makes or builds something (how to)

How To Invite Children to Make Books?


170

Children choose to write.

Children are encouraged to write both during their play and exploration.

What an observer will see in classrooms where young children get lots of teacher support for their writing development:


171

Children learn about writing from social interactions and the demonstrations of their peers.



172

Children learn about writing from the demonstrations of their teachers.

Children can benefit from an expanded definition of reading.



What can students learn?

• Brainstorm all the things that children learn from this strategy.

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SIDE BY SIDE TEACHING

Column 1. What are the kinds of things teachers say and do as they sit beside young children who are making books?

Column 2. How do teachers make time for side-by –side teaching?

Column 3. What is the difference between nudging children and pushing them?

Column 4. How does a teacher help a child believe in their own abilities as a writer?


SIDE-BY-SIDE TEACHING

“What is your book about?” is one of the most important questions that a teacher asks as they interact with young writers.If a child has something on paper and doesn’t know how to talk about it, you might name what you see: “It looks like you’ve drawn a big sun there.”



“If you don’t have an idea of what it might represent, you might say, “My, it’s very purple and has lines swirling all around” This may lead the child to say, “Yes, it’s my necklace”.



Sometimes the child tells you want is represented on each page, but the topic changes and the book is not really about any one thing. You might find a common link between ideas and naming it for the child. For example, if page one has a bicycle, page two an ice cream cone, page three a baby sister and page four a butterfly, you might ask, “Are these all things that you like?”



You are not asking for writing that is right. You want the child to use whatever thinking he has about what writing is and what writing does to use it in books.



If a child is making letter strings or random letter formations, to add writing you might say: “Do you think you can add some writing to this page?” This is best said after some talk about what is representative in the drawing.



Remind the child that the book you use during read aloud has pictures and writings.If adding writing is new to the child and she is tentative about it, you might suggest to add writing to just the cover or one or two pages rather than to the whole book.Observation is critical to knowing how much to nudge or push.


What can students learn?

• Brainstorm all the things that children learn from this strategy.

181

183

MO

M

Modeling

Opportunities

Materials

Modeling• Modeled Writing

• Shared Writing

• Interactive Writing

• Creating Young Authors

184

Modeled Writing

• Teacher decides what to write and writes.

• Thinks aloud her process.

185

What to Model

• Morning Message

• Schedules

• Notes

• Cards

• Any writing

186

Shared Writing

The key ingredient for SHARED WRITING is to have an experience to share.

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Something fun to write about

YouTube - Mentos Volcano Video. (n.d.). YouTube - Broadcast Yourself. Retrieved July 18, 2010, from http://www.youtube.com/watch?

v=m_WcCWA5BYk&feature=related

189

Mentos Geyser Chamber

Shared Writing

• Make a Volcano– Have a 2 liter bottle of coke

– Add a tube for applying the mentos

– Add the mentos

– It explodes

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Types of Shared Writing

• Daily News

• Morning Message

• Lists

• Response to Literature

• Letter writing

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Daily News

• One or two students dictate.

• Teacher writes and talks about the formation of letters, etc.

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Morning Message

• Teacher writes about events of the day or the day before.

• Can be with or without student input.

• Teacher models writing process and think aloud while writing.

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What do you use for morning message?

Typical preschool teacher

Interactive Writing

• Students and teacher share the pen and write together.

• Teacher thinks aloud about what is being written.

• Teacher stresses concepts about print, letter-sound relationship, etc.

• Child writes specific letters or words.

196

What can they learn?

• Brainstorm what children learn through interactive writing.

198

Lists

199

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“Words You Know” page:Slider, Leg Waiter, Ocean Swimmer”


Lists

201Ray, K. W., & Glover, M. (2008). Already ready: nurturing writers in preschool and kindergarten. Portsmouth, NH: Heinemann (p.69)

Lists


Response to Literature

209

Opportunities• Independent Writing

– Journals– Writer’s Workshop

• Centers• Class Books• Daily

– Morning Message/Daily News– Interactive Writing– Writer’s Workshop

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How Often?

Writing taught once or twice a week is just frequent enough to remind students that they can’t write and teachers that they can’t teach.

Donald Graves 1983

217

JOURNALS

Let’s look at these journal pages again.

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http://www.pbs.org/parents/readinglanguage/writing/18_months.html


http://www.pbs.org/parents/readinglanguage/writing/age_3.html

221http://www.pbs.org/parents/readinglanguage/writing/age_4.html


http://www.pbs.org/parents/readinglanguage/writing/kindergarten.html


http://www.pbs.org/parents/readinglanguage/writing/first_grader.html

224

Reading and Language . Parents. (n.d.). PBS. Retrieved July 18, 2010, from

http://www.pbs.org/parents/readinglanguage/writing/third_grader.html

225

How do you use daily journal writing? Typical preschool teacher

Centers

• “A language-rich classroom offers a wealth of opportunities for both oral and written expression.”

– Writing in Preschool. – Judith Schickedanz and Renee Casbergue

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Writing Center

227

Lots of writing materialsInvitingIdeasWords or pictures

Writing in other Centers

• Each group will be assigned a center.

• Think of at least 5 ways to incorporate writing into that center.

• Make a poster with those 5 ways.

228

Pretend and Learn

• Other than Home Center

• Places that involve literacy– Restaurant

– Bakery

– Doctor’s Office

– School

– Post Office

229

Dexterity

• Prek students are still developing small muscle control.

• Things to do: – Plastic coins to drop into a piggy bank. – String beads, cereal, macaroni– Lacing cards– Pick up small things with oversize tweezers– Eyedroppers– Name some others?

230

Formation of letters

• Think about strokes involved.– Vertical lines

– Horizontal lines

– Squares

– Circles

– Diagonals

– Arches

– Dips

231

Class Books

• Make lots of class books

• Keep them simple

• Some ideas– Rewrite Fairy Tales

– Predictable books like Brown Bear

– ABC books

– Theme books—animals, foods, etc.

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Materials

233

What Goes in the Writing Center? • Each group will be given a category.

• Brainstorm things that belong in that category.

• Find the other group with your category.

• Make one list and post.

234

Other considerations

• Charts

• Names

• Books

235

Prek Guidelines

• IV.A.1. Child intentionally uses scribbles/writing to convey meaning.

• IV.B.1 Child independently uses letters or symbols to make words or parts of words.

• IV.B.2 Child writes own name (first name or frequent nickname), not necessarily with full correct spelling or well formed letters.

• IV.C.1 Child independently writes some letters on request (not necessarily well-formed.)

• IV.d.1 Child uses some appropriate writing conventions when writing or giving dictation.

•

237

Head Start Outcomes

• Develops understanding that writing is a way of communicating for a variety of purposes.

• Begins to represent stories and experiences through pictures, dictation, and in play.

• Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.

• Progresses from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

• Develops growing strength, dexterity and control needed to use tools such as scissors, paper punch, stapler, and hammer.

• Progresses in abilities to use writing, drawing, and art tools including pencils, markers, chalk, paintbrushes, and various types of technology.

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At your table groups, it is A MINUTE TO WIN IT

In one minute, write down a list of all the things we have covered today.

The team with the most original statements is the winner.

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Confident, competent readers and writers.

Children who are secure and confident and can express their feelings, thoughts and ideas about the world around them.

You Could Make a Book About That. Author, Illustrator, and publisher: Sharon Kruger, M.Ed. Region 5...

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