All Modules B6-Development Matters in the early years | Page 33

Playing and Exploring, Active Learning, and Creating and Thinking Critically support children’s learning across all areas

5 Literacy: Writing

30-50 months

Positive Relationships:
what adults could do

91. Sometimes gives meaning to marks as they draw and paint. • Notice and encourage the marks children make and the
meanings that they give to them, such as when a child
92. • Ascribes meanings to marks that they see in different
covers a whole piece of paper and says, “I’m writing”.
places.
• Support children in recognizing and writing their own
names.
WRITING PHASES: ROLE PLAY WRITING
• Make books with children of activities they have been
93. Understands that writing and drawing are different
doing, using photographs of them as illustrations.
94. Draws straight lines, curved lines and intersecting lines to
denote letters.
95. Uses approximation to letters mixing known numbers and
letters to written language
96. Assign a message to own symbols
97. Uses pretend writing when playing different roles like being
the teacher, or being at the restaurant or being the doctor
98. Matches shapes and blocks to corresponding shapes
99. Copies name from cubby
100. Looks for print cues in the classroom
101. Place letters randomly in the page
102. Flips or reverses letters
103. Shows beginning awareness of directionality
104. Tries to write own name independently
105. Points to own words when reading
106. Reads text from memory
107. Tells adults what to write
108. Thinks own writing can be read by others
109. Experiments with upper and lower case letters
110. Repeats some known letters frequently
111. Listens attentively to the telling or reading of stories
112. Enjoys writing for self rather than an audience
113. Draw, shares drawing to clarify thinking and then role plays
writing

• Document and invite children to be more active in
documenting the story of learning
• Display manes, names of the week, calendar,
weather chart, concept maps, alphabet and
numbers
• Have shelves labeled
• Make available different types of print like
magazines, newspapers, informational books,
directories, menus, etc.
• Encourage children to read the documentation and
recall what was said to grow from there
• Allow them to make selection of what to write
• Respond to messages they wrote
• Celebrate effort and focus on meaning rather
than form
• Have children dictate to you and read back what
you wrote to confirm
• Read just for FUN
• Repeat reading books
• Model own enjoyment for books
• Involve children in talking about written texts, books
• Ask children to:
o Make p ɕ