Writing Strategies

"Word Wall"- keep the high-frequency words and most commonly misspelled words on a permanent word wall for all children to see. Theme or Unit words should be available for more interactive activities (like pocket charts, bulletin boards, key rings, brainstorming charts, etc.)

"Key words": Children always want to learn words that are special to them.   Let each child have a ring (shower curtain rings, page holder rings, etc.) to keep words cards of interest and need. These key word rings would be hung on hooks or nails in one location in the classroom. Precut cards (with one hole punched on the end) should be ready for you and the child to write the word together in standard spelling. For example, David may need to write the word tarantula and bring a card to you. You would stretch the word asking him what sounds can be heard in the word and write them as listed filling in the rest to make it standard spelling. David would then have the tarantula key word, and from then on after, anytime someone asked you for the word tarantula, you would refer them to him. It's amazing how easy it is for the class to remember which children have which words. Or, a quick question of "Who has the word tarantula on their key ring?" will prompt class support.

Child-created materials displayed- Children see that their work is valued and honored, and this helps to create a confident writer.

Literacy materials in centers

As children exhibit behaviors indicative of emergent literacy, parents and teachers can seize the teachable moments, and provide developmentally appropriate materials and interactions to further literacy development.

Alphabetic knowledge activities in which children learn the names of letters and learn to  identify them rapidly and accurately.

A variety of writing experiences in which children learn to print the letters that they are  learning to identify.

Photos of children in classrooms with names

Class book with children's names

Magnetic letters for word play

Finger puppets for retellings, creating

Computer software for stimulating language development

Poetry folders of child created poetry as well as for collections of poems that a child may favor

Games and materials that encourage capital and lower case letter learning

Add new verses to existing poems

Create new patterns from familiar stories

Change the animal character in a poem

Activities that help children understand the world, in and out of the classroom

Concept development and vocabulary-building lessons

Activities that help children to understand that print represents spoken language

Activities that encourage children both to use words they are learning in their own writing, and to keep records of interesting and related words.

Practice activities that involve word families and rhyming patterns.

Practice activities that involve blending together the components of sounded-out words.

"Word play" activities in which children change beginning, middle, or ending letters of related words, thus changing the words they decode and spell.

Language games that teach children to identify rhyming words and to create rhymes on  their own.

Activities that help children understand that spoken sentences are made up of groups of separate words, that words are made up of syllables, and that words can be broken down  into separate sounds.

Alphabetic awareness activities in which children learn that printed words are made up of patterns of letters.

Lessons in sound-letter relationships that are organized systematically and that provide as much practice and review as is needed.

Activities in which children combine and manipulate letters to change words and spelling patterns.

Activities that are related to the words that children are reading and writing.

Proofreading activities

An emphasis on pride in correct spelling

Lessons that help children attend to spelling conventions in a systematic way

Activities that surround children in words and make reading and writing purpose-filled.

Guidance in helping children compare characters, events, and themes of different stories.

Activities that encourage discussion about what is being read and how ideas can be linked (e.g. to draw conclusions and make predictions).

Early support of letter knowledge and phonemic awareness.

Instruction on letter-sound correspondences and spelling conventions.

Opportunity and encouragement to use spelling-sound knowledge in reading and writing.

Active exploration of new language, concepts, and modes of thought that are offered by written text.

A variety of writing experiences in which children learn to print the letters that they are  learning to identify.

Writing activities in which children have the opportunity to experiment with and manipulate letters to make words and messages.

Place writing materials in dramatic play areas.

Alphabetic awareness activities in which children learn that printed words are made up of patterns of letters.

Practice in decoding and identifying words that contain the letter-sound relationships children are learning to read and need for reading and writing.