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Early Writing Projects
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Intentional Teaching participants,

Please upload your Focused & Reflective Plans for this module, as well as, your evidence of completion/reflections on how it worked. Put your name / grade level at top of your upload so we know when one begins / ends. Remember that as you edit the page (see tabs on top right) you need to be careful not to delete other people's work. Thank you :)



Mara Mathy 1/9/13 Pre K

We made thank you cards for the Christmas gift exchange we had at our pre school.

I gave the children a sheet of construction paper ( they chose the color) each and we folded it in half and then cut with scissors along the fold.

Then they folded each paper in half again.

Then they took turns using a large Thank You stamp and stamped their two cards one for the gift exchange and one to take home. They had the choice of eight different colors of ink to choose from.

Then they used colored pencils to draw a picture, sign the name, or add what ever they wanted.

My children are between the ages of 2 1/2 and 4 so we had all the stages of writing present.

They really enjoyed this and they talked about wanting to do it again next year and I pointed out we could always make cards for many reasons get well, birthday, grandparents, just because etc.

So then they voted that we make birthday cards at each of the kids birthdays in the coming year.

I did point out they were always welcome to make cards at the writing station. They said it was more special when we all did it together and we got to use things that were not normally at the writing center.


hmmmmmmmmmmmm

maybe I need to add a little more variety at the writing center.............noted :)
Thanks Tina............. I really learned alot and enjoyed your class,
Blessings,
Mara Mathy



Jenn McMaster 1/14/2013 Preschool 3,4, and 5 Year Old's
I created a question of the day for a week and a half. The children recognized their name and put it on the answer they they wanted.
Questions included: Where will the ice cube melt first? water table, paint easel, window, or blue table. Then we had watches that marked down and ke[pt track of which ice cube melted first.
Another question was what do you put on first when going outside?
I conducted the Before-During-After of when i when i would plan to have children write. Whether it be during centers, transitions, or arrival to sign in. I am going to use the idea of signing in for a whole week on a large file folder, where everyday we do a little activity. I only had class with the children 3 times since we met for class is Jan. so i am still trying to use more writing ideas.
Also I am using my large blue table in the classroom to put out the writing center ideas daily so it is easier to get to them
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paint easel
047.JPG046.JPG These are all the places that the ice cube was placed in the classroom. We then went and used the clip board to keep track of the results. We used writing in the form of a checklist.
I think i have adapted more writing ideas to my classroom and actually throught about it before hand.

Emily McHenry 1/16/2013 Preschool 3-5 year-olds
My Focused and Reflective Practice
Emily McHenry
Ashtabula County ESC Domain 5 Early Writing/Shared Writing

I will focus on Emergent Writing.
I want to investigate what inspires children to write, what gets them motivated, and what is authentic to them in terms of writing.
I plan to create a classroom Writing Center, of which we are in need. We have an Art Center, but the children do not seem to access the crayons, paints, stampers, etc. unless I have a specific project for them. The first week of our Writing Center, I added large magnetic writers, dry erase markers, laminated pre-writing strips, and dry erase word boards to the Center. I also told the children that if they completed a strip or copied a word from somewhere in the room I would give them a sticker.
The next week, I put various pencils and erasers, crayons, stencils, and Valentine Day cards in the Center. I will explain to the children that our classroom is bare now that we have taken down their Christmas and winter decorations and that we need new décor for Valentine’s Day. I hope that these new tools and direction will inspire more children to take up a writing tool during their Free Choice playtime.
My documentation and evidence:
Children who do not usually choose to color (such as boys) were excited to write. One older child who seems to be developing her literacy and language skills slower than her peers was able to copy color words from the wall and read them to me. This project was also quite differentiated. Children who do not yet have writing skills were able to practice their pre-writing skills, while children are beginning to read words and recognize print were able to copy full words with a few reading them back to me. And still some children who have little interest in writing at all simply enjoy using the stamps and stylus that came with the magnetic writing boards.
I also allowed the children to access these materials while they were waiting to sign-in at the beginning of class. The Writing Center is the first thing they see when they come into the classroom, and this provided the children with something to do while they waited to sign in or for their peers to finish. This decision allowed me time to organize myself before starting class and it eliminated a few behavior problems as well. I was also able to engage children who usually choose to play during playtime rather than write or color by allowing them to explore the materials during this time.
I will continue to change the materials in the Writing Center to try to entice less motivated children to write, thus promoting their developing emergent writing skills.
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Christine Potoczak, Preschool 3-5 year-olds
Commitment to Focused and Reflective Practice
Christine B. Potoczak
Ashtabula County ESC Domain 5 – Early Writing
I will focus on Emergent Writing, because I want to investigate how their fine motor skills to work with crayons, markers, scissors, and glue.
I plan to have preschoolers color, 1) recognizing that staying within the bold lines is their perimeter for coloring; and 2) using appropriate colors for different areas of a picture and appropriate tools such as crayons, markers, and scissors that will promote writing at a later stage.
My Documentation & Evidence:
I will provide pictures of penguins that need to be colored and constructed using appropriate positioning of its head, body, flippers, and feet. Children will cut out using scissors (some for the first time) penguins on bold lines after they color the body parts. They will also print their names on the belly of the penguin.
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