Recap:
We need a well-rounded view on literacy
We can use a developmental lens in play in regards to literacy
Check-in with resources in your classroom - lots available
If you need to focus on pre-literacy skills - do it with intensity and intention.
Look for the learning in children's literacy skills.
Writing:
Shared and Guided writing are with the teacher
Personal writing is by the child.
We want children to come to writing as an interest or want to do, and not a chore or task outside of play.
Shared Writing
Prompt can be photos of play or writing in context, eg shopping lists, menu's, cafe order, depending on what children have been playing.
Playful writing - equipment is important - eg rolls of paper, clipboards, old books, envelopes, phone book, photos of children, etc
An idea is to base writing around a theme - eg magical, fairies, wizards, elves, children can write tho them.
Writing just doesn't happen in book.
Children can be involved with writing every day - intentional practice.
Writing to focus on variety, ownership, value is put on what they can do.
Teachers to set out provocations/invitations for writing
Progress is looked at from what I knew before
For shared and guided writing TKI site is a good reference
Shared writing is thinking aloud. The teacher is demonstrating. It is done in partnership.
Teacher handwriting in the room is important, eg to record child's voice and put up, don't wait to do the 'display'.
It is an opportunity for children to see someone write.
Guided writing
gifting of language
model in situ
in context
is not demonstrating, it is modelling.
Developmental Approach to Writing:
If a child cant remember he cant account. Oral expression is important (PA skills).
In writing we haven't changed our approach to match the level of OL.
Writing needs to be around something that's happened.
Purpose and Audience around writing, eg
signs
treasure maps
What does literacy look like widely?
In play - value writing, teacher can co-play.
Emphasise the value of all types of writing, eg writing signs for fairy houses (doesn't have to written in their book).
Purposeful writing - meaningful, authentic.
Finger painting:
pre writing
drawings
ideas
preserve messages
'motivated messages'
We don't need to silo out handwriting - in context, in situ, authentic.
Writing wall - can put children's writing up.
Record the wow moments you see in children's writing
Highlight the writing for the child - did you know you were writing?
Learn to write and recognise each others names.
Oral Language:
gift OL to children to expand vocab and knowledge. This impacts on writing and reading.
language play
dinosaur names
modelling correct language
The NZ Curriculum:
is a social constructivist document
find the learning within the play
can find curriculum links
literacy learning is occurring in your classroom without you.
Adding literacy content to play - eg playing shops, what would you add? (boxes, money, lists, etc)
Executive functioning skills:
fantasy play supports literacy
working memory, retention of information
Literacy needs context - it sits inside other curriculum areas.
The teacher needs to be in the play, taking groups for literacy in play opportunities.
We need a well-rounded view on literacy
We can use a developmental lens in play in regards to literacy
Check-in with resources in your classroom - lots available
If you need to focus on pre-literacy skills - do it with intensity and intention.
Look for the learning in children's literacy skills.
Writing:
Shared and Guided writing are with the teacher
Personal writing is by the child.
We want children to come to writing as an interest or want to do, and not a chore or task outside of play.
Shared Writing
Prompt can be photos of play or writing in context, eg shopping lists, menu's, cafe order, depending on what children have been playing.
Playful writing - equipment is important - eg rolls of paper, clipboards, old books, envelopes, phone book, photos of children, etc
An idea is to base writing around a theme - eg magical, fairies, wizards, elves, children can write tho them.
Writing just doesn't happen in book.
Children can be involved with writing every day - intentional practice.
Writing to focus on variety, ownership, value is put on what they can do.
Teachers to set out provocations/invitations for writing
Progress is looked at from what I knew before
For shared and guided writing TKI site is a good reference
Shared writing is thinking aloud. The teacher is demonstrating. It is done in partnership.
Teacher handwriting in the room is important, eg to record child's voice and put up, don't wait to do the 'display'.
It is an opportunity for children to see someone write.
Guided writing
gifting of language
model in situ
in context
is not demonstrating, it is modelling.
Developmental Approach to Writing:
If a child cant remember he cant account. Oral expression is important (PA skills).
In writing we haven't changed our approach to match the level of OL.
Writing needs to be around something that's happened.
Purpose and Audience around writing, eg
signs
treasure maps
What does literacy look like widely?
In play - value writing, teacher can co-play.
Emphasise the value of all types of writing, eg writing signs for fairy houses (doesn't have to written in their book).
Purposeful writing - meaningful, authentic.
Finger painting:
pre writing
drawings
ideas
preserve messages
'motivated messages'
We don't need to silo out handwriting - in context, in situ, authentic.
Writing wall - can put children's writing up.
Record the wow moments you see in children's writing
Highlight the writing for the child - did you know you were writing?
Learn to write and recognise each others names.
Oral Language:
gift OL to children to expand vocab and knowledge. This impacts on writing and reading.
language play
dinosaur names
modelling correct language
The NZ Curriculum:
is a social constructivist document
find the learning within the play
can find curriculum links
literacy learning is occurring in your classroom without you.
Adding literacy content to play - eg playing shops, what would you add? (boxes, money, lists, etc)
Executive functioning skills:
fantasy play supports literacy
working memory, retention of information
Literacy needs context - it sits inside other curriculum areas.
The teacher needs to be in the play, taking groups for literacy in play opportunities.
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