Professional Documents
Culture Documents
12.
Chapter Title: Developing Early Writing Behaviors Through Teaching
Interactions
Presenters: Laura Solrzano and Beln Guillemin
Description of presentation (brief summary of the chapter plus activities
used from appendixes and/or Already Ready book). Please, include at least
one photo/video.
This chapter talks about how teachers can TEACH, PROMPT and REINFORCE
early writing behavior through language interactions.
Instead of expressions like good job, children will benefit from clear
directions that will help them grow in their ability to express meaning when
drawing and writing.
When our students work on their journal entries or book creations, teachers
are invited to use these strategies to help children write:
Teach: Start at the top on the starting point.
Prompt: What do you need between each word?
Reinforce: You left a good space between each word!
It is also helpful to describe the directionality of the letters out load (we do
this a lot with the HWT program: songs, catchy words, etc.) Children enjoy
moving their bodies in the air forming letters and the tactile experiences with
shaving cream, sand, rice, clay, chalk, etc.
Using sound analysis to construct words:
We teach our students to write phonetically or construct words by using
sound analysis. We invite our students to listen to the words and identify
each sound and represent it with a letter.
Example:
Teach: Say the word slowly and listen for the sounds.
Prompt: Listen for the sounds you hear in the first part.
Reinforce: You heard those sounds!
Using visual analysis to construct words:
Since we have the bake sale poster on the wall, some children have learned
many of the words in the list, they have recognized a pattern/ details on
some words and therefore they are now able to read or copy them.
Also, when we were writing the poster together we talked about each word.
Example: The word cookies has two os like the words book and school.
(video attached)
Monitoring and correcting words:
PK- K11: Teach, prompt and reinforce through shared writing on the
board. Revisiting text, through exercises on the board during circle
time.
Spanish: Teach, prompt and reinforce depending on the childs level.
Monitoring the word and correcting sentences about Spring.