Reasons to Write

Video: 

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Owen's teacher helps him write a "save" sign for his ramps.

NAEYC

NAEYC: 

Curriculum Content Areas for Cognitive Development: Early Literacy Development

2.E.03- Owen has opportunities to become familiar with print.

When Owen decides that he would like his ramps to be left up to play with the next day, Ms. Bromwich helps him make a sign that says "Save for Owen". He helps sound out the word "save" and watches as Ms. Bromwich writes the letters. Owen spells his name as Ms. Bromwich writes each letter. He also contributes to the sign by drawing a familiar letter, a capital "E" on the sign.

Curriculum Content Areas for Cognitive Development: Early Literacy Development

2.E.05- Owen sees Ms. Bromwich model the functional use of writing...and he is... provided needed assistance in writing the words and messages he is trying to communicate.

Owen watches closely as Ms. Bromwich writes the letters needed to make a "save" sign for ramps he was using. She asks him how to spell his name and then writes the letters down, repeating them back to him. When Owen wants to write a letter on the sign, Ms. Bromwich acknowledges that he has written a capital "E. This demonstrates for Owen that writing serves a purpose by communicating to his friends not to take down his ramp structure.

IELS

IELS: 

10.3-Early Writing

Children engage in early writing experiences.

Owen attempts to communicate with others using...letters when he adds a letter "E" to the sign he helped his teacher write. He experiments with...writing tools when he takes the magic marker from his teacher to write the letter "E."

IQPPS

IQPPS: 

Curriculum Content Areas for Cognitive Development: Early Literacy Development

2.19- Owen has opportunities to become familiar with print.

When Owen decides that he would like his ramps to be left up to play with the next day, Ms. Bromwich helps him make a sign that says "Save for Owen". He helps sound out the word "save" and watches as Ms. Bromwich writes the letters. Owen spells his name as Ms. Bromwich writes each letter. He also contributes to the sign by drawing a familiar letter, a capital "E" on the sign.

Curriculum Content Areas for Cognitive Development: Early Literacy Development

2.21- Owen sees Ms. Bromwich model the functional use of writing...and he is... provided needed assistance in writing the words and messages he is trying to communicate.

Owen watches closely as Ms. Bromwich writes the letters needed to make a "save" sign for ramps he was using. She asks him how to spell his name and then writes the letters down, repeating them back to him. When Owen wants to write a letter on the sign, Ms. Bromwich acknowledges that he has written a capital "E. This demonstrates for Owen that writing serves a purpose by communicating to his friends not to take down his ramp structure.

HSPS

HSPS: 

1304.21(a)(4)(iv) – Ms. Bromwich models writing and sounding out words as well as encourages Owen to write some of his own letters in order to support emerging literacy…development through materials and activities according to the developmental level of each child.

When Owen decides that he would like his ramps to be left up to play with the next day, Ms. Bromwich helps him make a sign that says "Save for Owen". He helps sound out the word "save" and watches as Ms. Bromwich writes the letters. Owen spells his name as Ms. Bromwich writes each letter. He also contributes to the sign by drawing a familiar letter, a capital "E" on the sign.

HSCOF

HSCOF: 

Language Development

Speaking and Communicating

  • Understands an increasingly complex and varied vocabulary.

 

Literacy

Phonological Awareness

  • Progresses in recognizing matching sounds and rhymes in familiar words, games, songs, stories, and poems.

Print Awareness and Concepts

  • Develops growing understanding of the different functions of forms of print such as signs, letters, newspapers, lists, messages, and memos
  • Demonstrates increasing awareness of concepts of print, such as that reading in English moves from top to bottom and from left to right, that speech can be written down, and that print conveys a message.
  • Shows progress in recognizing the association between spoken and written words by following print as it is read aloud.

Early Writing

  • Develops understanding that writing is a way of communicating for a variety of purposes.
  • Begins to represent stories and experiences through pictures, dictation, and in play.
  • Experiments with a growing variety of writing tools and materials, such as pencils, crayons, and computers.
  • Progress from using scribbles, shapes, or pictures to represent ideas, to using letter-like symbols, to copying or writing familiar words such as their own name.

Alphabet Knowledge

  • Shows progress in associating the names of letters with their shapes and sounds.
  • Increases in ability to notice the beginning letters in familiar words.