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Who is the scribing for? Great insight into that.

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3. Story workshop, Scribing, Di
ologic conversation
2. Scribing

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3 - Story Workshop, Making Letters to classmates, scribing
2 - Name provocations, Writing Centers
1 - How to keep things going...

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3 x literacy
2 x so many, hard to choose
1 x when will we see you again, Fay?

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3 Recording

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3 Powerful PD model, the role shining a torch about what we already do and linking it to TSG.                                      2 things
Provocation for inquirt
Who is doing the lifting

1 wondering I
Role of the scrinbe the language we use.

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value of stories an shared reading
collaborative conversations
thanks for your passion

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3 When to scribe, more listening, dialogic conversations
2 name provocations, story workshop
1- not much but thank you for everything

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3 - Storymaking, where is the pen?, shared reading ideas and validations
2 - Storymaking in virtual Playworlds
1 - How to successfully balance literacy practice in a play-based, virtual environment

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3- importance of repetition, more symbolic, scribe?
2- more loose parts, more more and more READING! :)

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3 Too many to mention!
2 Story workshop using an inquiry stance.
1 How to synthesize all the gems I took away from all the sessions with you

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3 Developing oral language by engage-repeat-expand
Introducing more materials for symbolic play
Providing more opportunities for making stories
2Open ended materials for story making

Having an area for writing/drawing

1 wondering I still have....  How best should we scribe…or not?

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3 things: Lots of ideas re:shared reading, Dialogic!, Symbolic expression in K1 and K2
2.  Engage, repeat and Expand!!! Other ways to scribe
1.  I wonder how all of this will impact our learners?

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1- Observe, reflect
2

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It's an excellent PD. Thank you for doing this. It's a great honor to part of that PD.

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1. Getting them to record their stories on seesaw.
2 Love that they are now writing their names to label their art and other work.

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1.Progression of language development, conversation, using story workshop
2. Conversation and shared reading
3. I am wondering how we can keep the learning going as a group.

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3 Story workshop!!
Shared writing is as important as shared reading
What and how to scribe
2 the office in my class
More loose parts
1 not at the moment, just excited about loose parts and story workshop!

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3. Dialogic conversation, ways to substitute scribing
2. Conferencing style (with adults as well :)
1. I would like to have access to the book stack

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3 -Think about when to scribe
-Engage, repeat, expand, engage
-Use open ended materials
2-Shared writing
-Story making
1-How to Engage, repeat, expand, engage with students that I really cannot understand due to language barriers.

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Authentically incorporating open-ended materials into the children's daily lives
The power of (Engage Expand) dialogic conversations
Rethink my stance on scribing

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3 - Recording stories on the ipad as alternative to scribing
Engage, repeat, expand...
2 - invitation to story workshop, more loose parts and open-ended materials for story telling
1

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3 I am excited about Story Workshops.
2. I will add some small animals or figures to my Loose part table to ignite stories.
1. I am wondering about provocations I could use in the future.

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1. Less subscribing more listening and extending
2. Invitations and provocations for storytelling
3. Tools for making Shared Reading more engaging

1. Loose parts for storytelling
2. Focusing on developing and extending ideas

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3- story workshop; shared story workshop planning amongst teachers; seeing my students grow!
2- more covid friendly writing centers; story workshop
1 not much right now

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3 story making using loose parts, dialogic conversation, working to make sure ALL our kids are included
2 scribing while honoring my kids' words and doing "repeat-expand-engage"
1 implementing/applying all these as part of my routine when all my students are all back in class :)

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Story Workshop in Kindergarten- provocation video

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Story Workshop in Kindergarten- provocation video

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TKS K1_2 Session 4_  Story Workshop and Oral Language Development

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3 things I learned that I'm excited about!                    2 things I'm going to implement straight away (or I've already implemented).    1 wondering I still have....

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Gots-Reminded of the various multi sensory ways we could use for mark making
Wants- Safe ways to make a book-making or writing area

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Symbolic PLAY/ Thinking
Many languages

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Gots

-Ideas on provocations to include more writing in the classroom

Wants

-Time?

And…

My parents chose my name after looking through a book that matched first names with last names.

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kate - great stuff about hand formation of bones

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kate - great stuff about hand formation of bones

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Got lots of new thinking about symbolic play.

Want to think about ways to incorporate symbolic play into online learning.

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Gots shared reading can be just the provocation, importance of body movement before fine motor and writing
Wants ways to explore symbolic learning in play based

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Gots: importance of developing all areas of the body before going to hand grip
Wants: Focus on the symbolic play in class

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Gots: First big body movements and later small motor movements. From head to toe:)

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Gots- importance of whole body development when chn learning to write.

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Got I loved all the ideas and shared knowledge.

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Gots - more ways to develop symbolic expression

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Samantha Confirmation that pencil/pen work (name writing) comes after our valuable observational time has evolved

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Samantha Confirmation that pencil/pen work (name writing) comes after our valuable observational time has evolved

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Gots- visuals and reminders of writing development in young children
Wants- more opportunities to observe children's writing with TSG

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Gots - celebrating the idea that children express in multiple ways; repeated exposure and variety of formats.
wants - want to dig in a little and process diff between (or connection between) multisensory and multimodal...

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I am interested to see how I can apply lots of the writing provocations in a new way to ensure safety and follow heath regulations.

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Gots - Symbolic thinking and expression can be in many ways.

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How symbolic play lives all around my classroom and how I can use it to inspire storytelling

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Gots- clarification in some areas /reaffirmation around the importance sensory experiences

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Got: Honor kids' hundred languages. Lots of possibilities to do symbolic play :)

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Gots: Really appreciate the visual for hand development of a child + ideas for name writing
Wants: To continue nurture love for mark-making

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Gots- other fun ways to teach name writing

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GOT: Name Inquiry as my provocation for the HWEO unit. K2 Kate

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GOT: Name Inquiry as my provocation for the HWEO unit. K2 Kate

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Article Fay mentioned on handwriting

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One of the questions I get asked frequently, is why do my tracing boards (and other tracing toys) not include a 'pen'.

The 'pen' being referred too, is a blank wooden stick to grasp and 'write over' tracing board letters. In a similar view, I have been asked if I will make a fashionable 'copy me' writing board. Copying boards involve the use of chalk or a whiteboard pen, where preschool children can repeatedly practice handwriting.

I often feel with these questions that there is a perception of tracing toys being ok, but children are in need of getting on with 'writing properly'. So, I want to look at the notion of needing a pen or pencil (or imitation like pen toy) in order to facilitate handwriting development optimally.

Safety and Research

A child's interest in and benefit from using tracing toys, starts much younger than often assumed. Children will typically engage with letters from age two onwards, especially their own names. This is why my tracing toys are CE certified from 12 months, so name boards and simple alphabet boards (with sign language) can be safely introduced to a play environment without concern.

Any small thin wooden pen tool is a potential play hazzard. Small parts shouldn't be introduced to children under the age of 36m due to the risk of choking. So introducing a pen-like a tool, would result in a child having to wait until the age of three to safely access the toy. However, safety is not the main reason for the 'missing pen' . I believe pen-like toys are actually a red herring.

Play Based Learning

Children prefer dough, fingerpaints, building blocks and threading activities for a long time before becoming really capable or interested in pen/ tool focused handwriting practice. This broader play-based learning, seen through the accumulation of refined fine motor skills, hand-eye coordination, core body strength and postural control, really is creating the foundations handwriting sits upon.

How a child holds a pen is a learning process in itself. In terms of grasp, we see children moving through phases of palmar supinate, digital pronate, static tripod and eventually to a dynamic tripod grasp (at 4-6yrs). Children move through these phases gaining overall dexterity at their own pace too.

An x ray of a developed hand (around the age of 7) compared to an EYFS age child's hand is pretty informative. Also occupational therapists issue fantastic advice on how to develop handwriting in an age appropriate way matched to children's physical development. pic.twitter.com/DambEmTKLg
- Ruth Swailes #antiracist #consultant (@SwailesRuth) July 11, 2019

Ruth Swailes, a School Improvement Advisor recently shared insightful x-rays of a child hands at approximately 7 years old in comparison to x-rays from a 5 year old child during the Early Years Foundation Stage. It is the main photograph feature of this blog post.

In a discussion on Twitter, Ruth commented: "An x-ray of a developed hand (around the age of 7) compared to an EYFS age child's hand is pretty informative". As an image, she believes it prompts us to think about handwriting and handwriting development occurring 'in an age-appropriate way, matched to children's physical development."

"It's worth noting that it's not just the size of the child's hand which changes. The younger child has cartilage which will eventually become bone through the process of endocrinal ossification. This occurs around the ages of 6-8yrs."

Ruth's comments: "The physiology of young children's hands needs to be taken into consideration". Ruth points out hand maturation takes many years longer than assumed and that overall dexterity takes time. Handwriting practice starts AFTER the foundations have been thoroughly laid.

You can find the original thread here which is enlightening read: https://twitter.com/swailesruth/status/1149344734097264640?s=21.

I highly recommend a dig through and a resource shared by Ruth called 'Children, Young People and Families Occupational Therapy Team - Handwriting Development' by South Warwickshire NHS Foundation Trust.

It lists the play-based learning activities children will enjoy and the foundations of handwriting to start with. Many of which you will have seen illustrated on our feeds through tweezers, tongs, eyedroppers, craft activities involving lots of tracing and copying too: https://www.swft.nhs.uk/application/files/5614/5995/2571/handwriting_development.pdf

Another resource mentioned is : The Ultimate Guide to Mark Making in the Early Years, a book by internationally renowned teacher trainer Sue Cowley.

So to summerise, nurturing the whole body and not focusing in on the tool, the pen or pencil, allows children to grow into their capabilities. Pen like toys, too early, just limit safe play in toddlers and distract us of where the real work is happening in pre-schoolers: in play!

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Where is the Pen?! Nurturing Handwriting Through Play

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One of the questions I get asked frequently, is why do my tracing boards (and other tracing toys) not include a 'pen'. The 'pen' being referred too, is a blank wooden stick to grasp and 'write over' tracing board letters. In a similar view, I have been asked if I will make a fashionable 'copy me' writing board.

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How to best include children who are challenged in verbally expressing themselves- (selective speakers).

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How to best include children who are challenged in verbally expressing themselves- (selective speakers).

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How to best support parents- explaining what we are doing and the why in order for them to support us- moving away from knowing letter names, etc.

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How to best support parents- explaining what we are doing and the why in order for them to support us- moving away from knowing letter names, etc.

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TKS_ATLs, TSG, Foundational Skills CrossWalk

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TKS_ATLs, TSG, Foundational Skills CrossWalk

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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TKS K1_2 Session 3_  Symbolic Expression & Exploration

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So how can we teach writing names and make it authentic? can you share ideas with us?

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So how can we teach writing names and make it authentic? can you share ideas with us?

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Want/wondering: Might children not get bored if I read the same text every day? 

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Want/wondering: Might children not get bored if I read the same text every day? 

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Is tracing cards for a name a work sheet?

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Is tracing cards for a name a work sheet?

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How else can we do this easily.

If reserch says repettion is good, wouldn't tracing cards/ work sheets work well?

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There is so much phonics and literacy throughout the classrooms

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WANTS: Please can we talk about children who have challenges in expressive language.

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WANTS: Please can we talk about children who have challenges in expressive language.

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who's doing the work

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Gots-many creative ideas for word play and word inquiry
Wants-When do I as a teacher "do the work?"

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Got's Wow I do a lot of singing! & who is doing the work
Want's sharing ideas and chat with others in little break out room

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Who is doing the work?

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Got- questions that i can use to support my TA with talking to children.

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Got- questions that i can use to support my TA with talking to children.

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Gots - The power of rhythm, song...
Wants - let's use common resources we have in place already - Book Lists (Collections) via Follett are already established. Teachers can utilize these and edit them--plus this highlights what we have accessible to us (real or online).

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Gots: Lots of fantastic ideas from colleagues for "word play"
Wants: Continue the dialogue around around the use of letter sounds vs names. So important for the students with neurodiverse needs.

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Importance of being aware of how you use the phonemic awareness. as. A TEACHER.

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GOTS: A reminder to be mindful of 'who's doing the work?'

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Gots- continue what we are doing as it is KEY!
Wants- more sharing and reflecting time to learn what other are doing. :)

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Got how i can easily do more reading awareness in my class
Want to learn more strategies.

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Gots: It was great to share! And I loved the Who is doing the work?

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Gots: more ideas for authentic phonological awareness activities

Wants: to make a shared reading list to share as a K2 team - great idea

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Gots: Think about who is doing the thinking
Wants: Examples and modeling of ideas

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Gots: Let's get students moving
Wants: More collaborative meetings with K2. Shared, common understanding throughout KG.

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This: "Who is doing the work?"
Wow. As an inquiry teacher, I will add this question when I reflect and plan.

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Gots: great to share what we are doing- reminder how important singing is!
Wants: more of a wondering... how phonetic sounds are being taught

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Gots; Loved the variation of how I can incorporate phonological awareness in my day.
Wants; Look at next steps and how I can nodg the children who are ready.

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Victories: attacking same text from multiple angles/topics/concepts over the course of a few days.
Challenges: focusing objectives for deeper learning.
Got: idea for use of puppet to elicit verbal student engagement.
Want: even more learning!

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I am wondering if we can have an agreement in KG to focus on letter sounds first when our students begin to show interest and readiness on phonics.

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Successes:
Challenges:

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TKS K1_2 Session 2_ Phonological Awareness  (3)

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TKS K1_2 Session 2_ Phonological Awareness  (1)

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gots: forgot about repetition and power of shared stories. Loved the story my group showed.

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Got: liked the shared reading opportunity and to plan with my group.
Want: to continue this amazing experience of learning 🤓

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I'm excited planning a shared reading experience with team.

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Gots- A sense of K1/2
Excitement to continue the journey!

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repeating is so important
Thanks for being motivated for looking for text

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Gots- Importance of shared reading

Wants- A perfect plan to carry out shared reading in my class