All Modules B6-Development Matters in the early years | Page 34

5 Literacy: Writing
A Unique Child:

Positive Relationships:

Enabling Environments:

observing what a child is learning

what adults could do

what adults could provide

• Talk to children about the letters that represent the sounds
they hear at the beginning of their own names and other
familiar words.
• Demonstrate writing so that children can see spelling in
action.
• Demonstrate how to segment the sounds(phonemes) in
simple words and how the sounds are represented by
letters (graphemes).
• Expect them to apply their own grapheme/phoneme
knowledge to what they write in meaningful contexts.
• Support and scaffold individual children’s writing as
opportunities arise.
• Celebrate the effort placed in writing
• Ask children what they wrote and document
under need it in form of a dictation.
• Be respectful of their work and pieces of art. Ask
for permission to write on their work. Or write in a
post-it paper.
• With children, construct rich documentations that
re-tell the story of learning and contains
children’s own writing.
• Provide an area with letter’s webs” for children to
refer to, when needing clues for writing a word
• Set provocative activities where children can find
a significant purpose to write.
• Allow each child to write about what is significant
to them rather than guiding them on what to
write.
• Clear goals and objectives need to be clearly
stated to children and remembered at all
times. This focus children’s attention and
effort, give a sense of purpose and facilitates
children’s ability to proofread and reflect on
own learning processes.
PROMOTE THE USE OF THINKING
ORGANIZERS

• Provide word banks and writing resources for both
indoor and outdoor play.
• Provide a range of opportunities to write for different
purposes about things that interest children.
• Resource role-play areas with listening and writing
equipment Ensure that role-play areas encourage
writing of signs with a real purpose, e.g. a pet shop.
• Plan fun activities and games that help children
create rhyming strings of real and imaginary words,
e.g. Maddie, daddy, baddie, laddie.
• When children are ready (usually, but not always, by the
age of five) provide regular systematic synthetic phonics
sessions. These should be multisensory in order to
capture their interests, sustain motivation and reinforce
learning.
• Provide tracing paper and a rich writing environment
o Sand trays, letters, sand paper, bubble
wraps, etc.
PARENTS
•
Parents need to be involved in the process
•
Parents find time to show children that they vaue
reading and writing
•
Take children to the library
•
Talk about print in the environment
•
Write shopping lists, messages, emails, notes,
journals
•
Provide special place and resources for children to
write
•
Display children’s work and writing
•
Facilitate magnetic or plastic letters to play with
•
Allow children to use technology to write and draw
•
Play rhyming games

114. Continues to show interest and self-motivation to engage in
writing
115. Shows intention to convey meaning when scribbling, art
work, writing. Gives meaning to marks they make as they
draw, write and paint.
116. Sign their name
40-60+
months

PHASE 2 EXPERIMENTAL WRITING
117. Writes using letters randomly
118. Reads own work and pictures
119. Begins to break the flow of speech into words.
120. Continues a rhyming string.
121. Hears and says the initial sound in words.
122. Can segment the sounds in simple words and blend
them together.
123. Links sounds to letters, naming and sounding the letters
of the alphabet.
124. Uses some clearly identifiable letters to
communicate meaning, representing some sounds
correctly and in sequence.
125. Writes own name and other things such as labels, captions.
126. Writes own name on request
127. Attempts to write short sentences in meaningful contexts.
128. Understands that writing has a structure and a purpose
129. Uses semi-phonetic spelling

130. Uses conventions like that a story has a beginning, middle
and end and can re-tell them or create new ones
131. Separates words when writing
132. Initiates a story or a letter with conventional ways of writing
like: “once upon a time” or “Dear…”
133. Attempts familiar forms of writing: letters, menus, stories,
messages, concept maps etc.
134. Has sense of sentences using capital letter and a dot at the
end. Attempts to use other punctuation like question
marks.
135. Uses right orientation when writing
136. Points to words while reading own work.
137. Uses print resources in the classroom
138. Chooses topics that are personally significant
Early Learning Goal
139. Can elaborate an explanation on the purpose of writing
Children use their phonic knowledge to write
140. Is beginning to use some narrative structure
words in ways which match their spoken
141. Begins to develop editing skills by deleting words to
sounds. They also write some irregular common
clarify meaning or pr