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Want to make a rainy day fun and educational? KAHOOT! allows teachers to create their own educational trivia games. This is perfect for spelling words, vocabulary, sight words, or even ice breakers with students' names or favorite colors (or numerous other awesome ideas).

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Kahoot! | Learning games | Make learning awesome!

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Kahoot! is a game-based learning platform that brings engagement and fun to 1+ billion players every year at school, at work, and at home.

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Grasping a pencil and writing letters while staying on the lines can be and often is difficult for young children. However, there are wonderful sites available to make handwriting as painless as possible. This site offers handwriting practice in 4 different font styles, including cursive (for the more advanced and adventurous 1st grader). This site is even more amazing because it adds "dots" to the lines so the students know where to start and end their letters when writing.

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This Reading Interventions Menu provides guidelines for students writing. This tool gives examples of how teachers can help a struggling student with rhyming, letter recognition, fluency, vocabulary, self-monitoring, and goals. Students can often become overwhelmed when they see all of the learning expected of them, but when a teacher takes the time to break down the learning into manageable steps, the student realizes he/she is capable of reaching each goal.

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While this does say "for 2nd grade," this can be used for the 1st graders who are more advanced and often get through their work quicker than their classmates. Children whose brains need more challenge can focus are sorting these words into piles labeled "nouns," "verbs," and "adjectives." If this activity is a little too advanced even for them, simply give them only half of the words until they have mastered those words than gradually add more words.

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Books have wonderful vocabulary for early readers to hear, practice, and use. Having students use rich and expressive vocabulary words in their writing will not only increase their writing and reading skills, but also increase their language skills. Creating a funny story with an assortment of vocabulary words makes a rainy day fun and less chaotic for both the teacher and the students.

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Students will be able to work on their "sn," "bl," "cr," "st," and many more digraphs which can be troublesome and frustrating for younger children. However, a fellow educator created this awesome and fun packet to ease the frustration. Using cute graphics and  everyday words, students can match, write, circle, cut, and paste their way to success with digraphs and blends. Happy writing!

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Supporting English Language Learners in Reading and Writing

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Supporting English Language Learners in Reading and Writing

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How can we address and support ELL students and their specific needs in language/ literacy development?

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This module explores ways to address the specific needs of ELL students and how to scaffold their language and literacy development. You will examine observable behaviors that indicate students' progression through stages of language acquisition.

English-language learners are students who have acquired their primary listening and speaking skills in a language other than English. They require support and attention to their unique needs. In addition to language acquisition, English-language learners are asked to merge their cultures, backgrounds, and experiences with those of their new environment in order to achieve academic success.

In order to correctly target instruction and expectations, it is important to recognize the different levels of language acquisition.

1. Students in the preproduction, or beginning, stage of English-language development respond nonverbally and display limited comprehension of the new language when spoken. They observe the language of their peers and rely heavily on pictures and objects to comprehend and to communicate.

2. In the early production stage of language development, students express some needs using basic words and simple phrases. They continue to manipulate objects in order to communicate, but they begin to understand some words and phrases in the new language, especially if there is pantomiming, role-playing, and/or picture support.

3. The third stage of language acquisition is speech emergence, in which students begin to participate in everyday conversations about familiar topics. Although their language production may not be grammatically correct, they begin to produce longer and more complete phrases using known, high-frequency words. The errors that they make, both receptive and productive, often interfere with comprehension.

4. In the fourth stage, intermediate fluency, the student engages in ordinary conversations and uses more complex phrases and sentences. Most of the errors that are made do not hinder comprehension. Students begin to participate in literacy activities in the classroom, and use strategies to construct meaning from the printed page.

5. In the final stage, advanced fluency, students produce language that is comparable to that of a native speaker. They are able to actively participate in all areas of instruction and to use academic language to negotiate meaning. They are also able to use multiple strategies to construct meaning from print.

There are many different labels and terms that have been used to identify a student who is in the process of learning to listen, speak, read, and write in English. Some of the terms, such as LEP (Limited English Proficiency), focus on the negative and point to what a student cannot do. Other terms, such as ESL (English as a Second Language), assume that the student is learning a second language, when, in fact, it could be the student's third, fourth, or even fifth language. We have chosen, therefore, to refer to these students as ELL, because the mastery of the English language is the objective for these students. However, we must understand the true meaning of language mastery. As students learn the English language, they must also be able to assimilate the culture, traditions, values and attitudes that are associated with English speakers.

ELL students live in two separate worlds, at home and at school. Although many students move easily between them, other students find that their worlds are frequently in conflict with each other (Freeman and Freeman, 2001). In their homes, ELL students are surrounded by their native culture, language, and traditions, and often the atmosphere that they encounter in school is completely alien to them. They are unprepared for what they experience there, and they are often confused about activities and routines that are new to them - routines that we, as educators, might take for granted. We must be extremely observant, as each ELL student's success or failure in the "new world" of school depends on several variables:

1. Does the student have teachers and other staff members in the school who are sensitive and supportive?

2. Does the teacher work with the ELL student instead of doing the task for him?

3. Are the other students taught to be accepting of the ELL student?

4. Do the staff and students at school value the culture(s) of the ELL student?

5. Do the parents of the ELL student support the education that is being offered to their child?

6. Are the parents literate in their native language?

7. How is the English language and culture valued at home?

8. Does the ELL student feel safe enough to take language and cultural risks at school?

9. When the ELL student does take a risk in the classroom, is the effort validated and applauded?

10. Is the teacher using a model of comprehensive literacy in the classroom for all students?

11. Does the teacher have high, but realistic, expectations of the ELL student?

12. Do authentic assessment measures truly pinpoint the growth of the ELL student as well as the areas of great need?

As educators, we must reflect on these questions and decide on the steps that we must take to help the English-language learner experience academic success. In addition, we must realize that simply learning to speak the language is not sufficient for the student. We must also instill the confidence and the pride that when combined, make a lifelong learner.

There is no "magic potion" to distribute to our students to help them understand the complexities of our language and culture. In order to address the needs of English-language learners, as well as all students, it is vital that we implement a quality comprehensive literacy program in every classroom.

We sometimes hear the statement, "I am the math (or science, or art) teacher. I don't teach reading and writing." Every teacher must be a teacher of literacy. The following list contains some of the strategies that should be used within a comprehensive literacy program to more effectively target the needs of the ELL student:
Oral Language Development

Utilizing explicit teacher talk

Thinking aloud during instructional activities

Modeling; utilizing peer models

Retelling

Dramatizing, pantomiming

Providing books on tape

Sharing poetry

Singing

Encouraging peer discussions, such as sharing stories and experiences

Read-Alouds

Carefully selecting quality books in a variety of genres

Encouraging students to interact and respond to texts

Modeling phrasing

Modeling that reading is fun

Shared Reading

Carefully selecting or preparing enlarged texts

Demonstrating key concepts

Following up with books made by students

Small-Group Reading Instruction

Carefully selecting texts to target students' vocabulary development

Assessing authentically and frequently

Independent Reading

Allowing student to explore and self-select books at her independent reading levels

Helping student understand what makes a book "easy" or "hard"

Think-Alouds

Carefully planning lessons and marking spots where think-alouds will be beneficial

Modeling reading and writing strategies

Modeling problem-solving strategies with new vocabulary

Shared Writing

Teaching explicit writing strategies

Demonstrating revision, editing, elaboration, and conventions

Creating text for students to read independently

Process Writing (Writers' Workshop)

Conferencing with students individually

Allowing writers to self-select topics

Collecting individual assessment information in portfolios

Independent Writing

Providing time for practice, response, and reflection
Phonemic Awareness/Phonics

Providing instructional opportunities throughout all literacy practices

Introducing spelling patterns

Studying high-frequency words in context

1. Instead of just giving directions to students, specifically model what you expect them to do. In other words, show them how to accomplish the task and give an example of exactly how the final product should look.

2. Provide sufficient response time for ELL students. They are hearing what you say in English, and they may need to think of the words in their native language to truly process what has been said. Then they will decide on a response in their native language, adapt that response to English, think about the response to make sure that it makes sense, and finally respond. It often takes years of exposure to the English language before a student can bypass the translation steps and truly "think in English."

3. Be conscientious about explaining and/or pantomiming synonyms, idioms, and figures of speech. All languages contain these puzzlements, and they need to be explicitly taught, not avoided, if students are going to acquire the English language.

"Imagine not providing students with idioms. In terms of language acquisition, we might really upset students' applecart, put them behind the eight ball, and keep them in the dark 'til the cows come home. They could find themselves up a creek without a paddle and paying through the nose because we didn't want to talk straight from the hip and give them language that was the real McCoy, language that could help them go the distance and bring home the bacon through thick and thin." (Cary, 1997)

4. Observe your students carefully. If you are not sure whether they understand, it is a good idea to paraphrase, summarize, or use synonyms to aid their comprehension. You can also check for comprehension by asking students to turn to a partner and explain or retell, to respond in a journal, or to give you a signal to let you know if they understand.

5. Use a variety of concrete items, drawings, or photographs to teach all content area concepts. Abstract ideas are very difficult for ELL students, who need to be thoughtfully supported as they move from the concrete to the abstract.

6. Make sure that assessments actually provide information to ascertain strengths and weaknesses and target areas of instructional need. The best way to do this might not be traditional paper and pencil assessments, but oral assessments and other more informal, authentic measures to actually show what students have learned. We must also keep in mind that what we hear and see from students is not necessarily a true indication of what they know.

7. Keep expectations high, but reasonable. ELL students should not be considered "slow learners." Typical ELL students make frequent spurts of extremely rapid growth, as their English oral language, literacy skills, and strategies progress. The experts tell us, however, that it may take several years of instruction in English for language learners to arrive at the same level of language acquisition as native English speakers.

8. Integrate ELL students' cultural experiences and background knowledge into the learning environment. They can be an excellent source for information about their home country, and it is important to celebrate diversity.

9. Allow ELL students to work in small groups, some of which are homogeneously grouped, while others are heterogeneous and contain students that can model for their peers. Interaction and discussion should be permitted in both groups.

10. Choose vocabulary words carefully and provide explicit instruction, allowing opportunities for students to practice the use of these words.

11. Pair these students with a "reading buddy," a "writing buddy," and/or a "language buddy," a supportive partner who can model language and literacy. The ELL student can also be a literacy buddy for a younger student as they both begin to step into English literacy.

12. Find a way to communicate with parents. Perhaps there is someone who can translate notes into the native language or someone who can translate at parent/teacher conferences. Some parents may resist interacting with the school for a variety of personal reasons, but most have immigrated to a new country to give their children a better chance at success than they had.

The following chart demonstrates disabling elements, as well as ways to empower ELL students on a daily basis:

First language and home culture are recognized as strengths.

First language and home culture are seen as handicaps.

Bilingual education, primary language support, or English-language support are offered.

Sink-or-swim instruction is emphasized.

There is a true emphasis on the multicultural.

The primary emphasis is on the culture of the majority.

Interactive and experiential methods expand the literacy spectrum, such as gradual release of responsibility, integrated studies, and process writing.

Teachers rely on the transmission mode - "talk teaching."

Students' prior knowledge and experiences are incorporated into the instruction.

Students' experiences are ignored or excluded.

Students help determine learning goals.

Teachers set all learning goals.

Family and school are active partners.

Family participation is not valued.

Authentic assessment is used to determine appropriate instruction.

Formal paper and pencil testing determine students' success and failure.

Cary, S. Second Language Learners.

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Supporting English Language Learners - Benchmark Education Company

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This module explores ways to address the specific needs of ELL students and how to scaffold their language and literacy development. You will examine observable behaviors that indicate students' progression through stages of language acquisition. English-language learners are students who have acquired their primary listening and speaking skills in a language other than English.

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Informal Reading and Writing Assessment Ideas

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Informal Reading and Writing Assessment Ideas

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Teachers must use informal assessments to assure lessons are effective for students learning. Informal assessments can help teachers assess students progress without taking up a lot of time.

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Informal Reading and Writing Assessment Ideas | Scholastic

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Ideas for informal reading and writing assessment measures you can use in your classroom.

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Have students illustrate a picture of their self and write sentences as you guide them asking questions.

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Make an ALL ABOUT ME! Book | Activity | Education.com

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Spark your kids' interest in writing by helping them write a mini-book about their favorite subject: themselves!

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Help Floyd reach the top of the building by listening to the sight words and connecting it with the correct written word.

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Sight Words Balloon Pop Game | Game | Education.com

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Pop sight words balloons as quickly as possible in this fast-paced online reading game.

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Rubistar is a tool that helps Teachers create Rubrics.

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RubiStar is a tool to help the teacher who wants to use rubrics, but does not have the time to develop them from scratch.

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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Opinion Writing Bundle - kindermomma.com

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This is a 15 page opinion writing bundle of printables. This would be ideal for kindergarten and first grade. The worksheets are all engaging.

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Access Google Drive with a Google account (for personal use) or Google Workspace account (for business use).

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1st Grade Writing Worksheets | Teachers Pay Teachers

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Browse resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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story writing rubric and self assessment

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Do you have the right perspective of English Language Learners?

https://www.colorincolorado.org/ell-strategies-best-practices

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Quick Reference of California Common Core State Standards for English Language Arts: Writing - 1st Grade.

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Student Self Assessment: 6-Traits "Post-It" Note Template

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Student Self Assessment: 6-Traits "Post-It" Note Template

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Many teachers ask students to read over what they've written before it's considered finished. It's often helpful to provide students with a basic checklist to use as they review their work. This student checklist is based on the 6-Trait writing. The items are written using kid-friendly terms.

Website for More Info:
https://www.readingrockets.org/article/writing-assessment

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Help first graders build strong writing skills with a prewrite.
Website for More Info: https://www.readingrockets.org/looking-at-writing/first-grade

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Students can learn how to create descriptive sentences and can pick up some important grammar knowledge in the process.

Standard: L.1.1
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

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SentenceBuilder for iPad Review for Teachers | Common Sense Education

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Sentence Builder for iPad teaches students about grammar and descriptive writing through the process of creating sentences. After selecting from three different levels of play, students are shown a few columns of words and a picture. They'll use one word from the columns, in a grammatically correct way, to describe the picture.

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Why Early Writing and Pre-Writing Skills Are Essential

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Why Early Writing and Pre-Writing Skills Are Essential

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What are writing readiness (pre-writing) skills?

Pre-writing skills are the fundamental skills children need to develop before they are able to write. These skills contribute to the child's ability to hold and use a pencil, and the ability to draw, write, copy, and colour. A major component of pre-writing skills are the pre-writing shapes. These are the pencil strokes that most letters, numbers and early drawings are comprised of. They are typically mastered in sequential order, and to an age specific level. These strokes include the following strokes: |, -, O, +, /, square, \, X, and Δ.

Why are writing readiness (pre-writing) skills important?

Pre-writing skills are essential for the child to be able to develop the ability to hold and move a pencil fluently and effectively and therefore produce legible writing. When these skills are underdeveloped it can lead to frustration and resistance due to the child not being able to produce legible writing or to 'keep up' in class due to fatigue. This can then result in poor self esteem and academic performance.

What are the building blocks necessary to develop writing readiness (pre-writing)?

Hand and finger strength: An ability to exert force against resistance using the hands and fingers that allows the necessary muscle power for controlled movement of the pencil.

Crossing the mid-line: The ability to cross the imaginary line running from a person's nose to pelvis that divides the body into left and right sides.

Pencil grasp: The efficiency of how the pencil is held, allowing age appropriate pencil movement generation.

Hand eye coordination: The ability to process information received from the eyes to control, guide and direct the hands in the performance of a task such as handwriting.

Bilateral integration: Using two hands together with one hand leading (e.g. holding and moving the pencil with the dominant hand while the other hand helps by holding the writing paper).

Upper body strength: The strength and stability provided by the shoulder to allow controlled hand movement for good pencil control.

Object manipulation: The ability to skilfully manipulate tools (including holding and moving pencils and scissors) and controlled use of everyday tools (such as a toothbrush, hairbrush, cutlery).

Visual perception: The brain's ability to interpret and make sense of visual images seen by the eyes, such as letters and numbers.

Hand dominance: The consistent use of one (usually the same) hand for task performance, which allows refined skills to develop.

Hand division: Using just the thumb, index and middle finger for manipulation, leaving the fourth and little finger tucked into the palm stabilizing the other fingers but not participating.

How can I tell if my child has problems with writing readiness (pre-writing) skills?

If a child has difficulties with writing readiness they might:

Have an awkward pencil grasp.

Have difficulty controlling a pencil for colouring, drawing or writing.

Show a tendency to use their whole hand to manipulate objects rather than just a few fingers.

Have poor endurance for pencil based activities.

Display messy and/or slow handwriting.

Have difficulty staying within the lines when colouring.

Apply inappropriate pressure to the paper for pencil based activities (either too heavy and frequently breaks the pencil, or too light and 'spidery').

Have poor upper limb strength (weak shoulders).

Have difficulty coordinating both hands together for two handed tasks.

Have poor hand-eye coordination.

Be verbally skilled but has difficulty showing this on paper (i.e. writing, drawing or colouring).

Not meet the pre-writing expectations outlined below.

What other problems can occur when a child has writing readiness (pre-writing) skill difficulties?

When a child has writing readiness difficulties, they might also have difficulties with:

Behaviour: The may avoid or refuse to participate in pencil and other fine motor tasks.

Self esteem: when they compare their work against that of their peers.

Academic performance: They find it more difficult and be slower completing these tasks, contributing to slower skills acquisition (e.g. learning to write their name, or draw a person).

Self care: The ability to (age appropriately) master independence in everyday life activities (such as dressing, eating, cleaning teeth, brushing hair).

Avoidance: Preferring to get others to perform fine motor tasks for them under their direction, rather than actually doing themselves (e.g. "Daddy, draw me a house", or "build me a rocket", with refusal to do it themselves).

What can be done to improve writing readiness (pre-writing) skills?

Hand dominance: Determine and reinforce the dominant hand use in precision task performance.

Experience: Encourage participation in activities that involve grasping and manipulating small objects such drawing, puzzles, opening containers, threading or other related tasks.

Poking and pointing: Practice tasks that use just one or two fingers (not all at once) e.g. poking games.

Praise and encouragement when your child engages in fine motor activities, especially if they are persistent when finding an activity difficult.

Hand and finger strength (e.g. scrunching, paper, using tweezers, play dough, pegs).

Sensory play activities (e.g. rice play, finger painting) to assist the development of tactile awareness.

Hand-eye coordination: Practice activities that involve hand-eye coordination (e.g. throwing and catching) and crossing the mid-line (e.g. reaching across the body to pick up items).

Upper limb strength: Encourage play activities that develop upper limb strength (e.g. climbing ladders, wheelbarrow walking).

What activities can help improve writing readiness (pre-writing) skills?

Threading and lacing with a variety of sized laces.

Play-doh (playdough) activities that may involve rolling with hands or a rolling pin, hiding objects such as coins in the play dough or just creative construction.

Scissor projects that may involve cutting out geometric shapes to then paste them together to make pictures such as robots, trains or houses.

Tongs or teabag squeezers to pick up objects.

Drawing or writing on a vertical surface.

Every day activities that require finger strength such as opening containers and jars.

Pre writing shapes: Practice drawing the pre-writing shapes (l, -, O, +, /, square, \, X, and Δ).

Finger games: that practice specific finger movements such as Incy wincy Spider.

Craft: Make things using old boxes, egg cartons, wool, paper and sticky or masking tape.

Construction: Building with duplo, lego, mobilo or other construction toys.

Why should I seek therapy if I notice difficulties with writing readiness (pre-writing) skills in my child?

Therapeutic intervention to help a child with writing readiness difficulties is important to:

Improve ability in, and persistence with, fine motor tasks for academic performance.

Increase school readiness skills for your child's emotional comfort and ease of transition into school.

Help a child to develop age appropriate self care tasks such as doing up buttons and zips.

Avoid my child becoming disengaged in an academic environment due to difficulties completing colouring, drawing and writing.

Avoid frustrations experienced by parents, teachers and children when the child is struggling to remain engaged in academic activities.

Help develop and maintain my child's positive sense of well being through belief in their pencil skills for academic and play tasks.

Ensure that my child doesn't fall behind their peers in development of handwriting or drawing.

If left untreated what can difficulties with writing readiness (pre-writing) skills lead to?

When children have difficulties with writing readiness, they are might also have difficulties with:

Meeting (preschool or school based academic criteria due to poor pencil skills and rapid fatigue.

Difficulties mastering letter and number formation.

Learning to write their own name or draw age appropriate pictures (pre-school age).

Excessive pressure and anxiety in a school-aged child due to difficulties 'keeping up' in class.

Completing worksheets or tests due to difficulty answering all written questions within the allocated time.

Poor self esteem when a child compares their abilities with their peers.

Difficulty manipulating items for construction (puzzles, lego).

What type of therapy is recommended writing readiness (pre-writing) difficulties?

If your child has difficulties with writing readiness (pre-writing) skills, it is recommended they consult an Occupational Therapist.

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Writing Readiness (Pre-Writing) Skills - Kid Sense Child Development

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What are writing readiness (pre-writing) skills? Pre-writing skills are the fundamental skills children need to develop before they are able to write. These skills contribute to the child's ability to hold and use a pencil, and the ability to draw, write, copy, and colour. A major component of pre-writing skills are the pre-writing shapes.

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Foundations for Early Writing Skill Development 

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Foundations for Early Writing Skill Development 

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Emergent writing is young children's first attempts at the writing process. Children as young as 2 years old begin to imitate the act of writing by creating drawings and symbolic markings that represent their thoughts and ideas (Rowe & Neitzel 2010; Dennis & Votteler 2013). This is the beginning of a series of stages that children progress through as they learn to write (see "Stages of Emergent Writing"). Emergent writing skills, such as the development of namewriting proficiency, are important predictors of children's future reading and writing skills (National Center for Family & Literacy 2008; Puranik & Lonigan 2012).

Teachers play an important role in the development of 3- to 5-year-olds' emergent writing by encouraging children to communicate their thoughts and record their ideas (Hall et al. 2015). In some early childhood classrooms, however, emergent writing experiences are almost nonexistent. One recent study, which is in accord with earlier research, found that 4- and 5-year-olds (spread across 81 classrooms) averaged just two minutes a day either writing or being taught writing (Pelatti et al. 2014). This article shares a framework for understanding emergent writing and ties the framework to differentiating young children's emergent writing experiences.

Understanding emergent writing

Researchers and educators often use the term emergent literacy to define a broad set of language and literacy skills focused primarily on the development and significance of emergent reading skills. To better understand writing development-and to support teachers' work with young children-researchers have proposed a framework to explain emergent writing practices (Puranik & Lonigan 2014). The framework is composed of three domains: conceptual knowledge, procedural knowledge, and generative knowledge.

Conceptual knowledge includes learning the function of writing. In this domain, young children learn that writing has a purpose and that print is meaningful (i.e., it communicates ideas, stories, and facts). For example, young children become aware that the red street sign says Stop and the letters under the yellow arch spell McDonald's. They recognize that certain symbols, logos, and markings have specific meanings (Wu 2009).

Procedural knowledge is the mechanics of letter and word writing (e.g., name writing) and includes spelling and gaining alphabet knowledge. Learning the alphabetic code (including how to form letters and the sounds associated with each letter) is an essential component of gaining procedural knowledge. Children benefit from having multiple opportunities throughout the day to develop fine motor skills and finger dexterity using a variety of manipulatives (e.g., magnetic letters, pegboards) and writing implements.

Generative knowledge describes children's abilities to write phrases and sentences that convey meaning. It is the ability to translate thoughts into writing that goes beyond the word level (Puranik & Lonigan 2014). During early childhood, teachers are laying the foundation for generative knowledge as children learn to express themselves orally and experiment with different forms of written communication, such as composing a story, writing notes, creating lists, and taking messages. Children can dictate words, phrases, or sentences that an adult can record on paper, or they can share ideas for group writing.

Developing conceptual, procedural, and generative knowledge of writing

Children gain knowledge of and interest in writing as they are continually exposed to print and writing in their environment. There are multiple strategies teachers can use to scaffold children's writing, such as verbally reminding children to use writing in their classroom activities and providing appropriate writing instructions (Gerde, Bingham, & Wasik 2012). By being aware of children's current fine motor abilities and their progress in emergent writing, teachers can use a mix of strategies to foster growth in each child's zone of proximal development (Vygotsky 1978).

Practicing name writing

One of the first words children usually learn to write is their first name (Both-de Vries & Bus 2008). Name writing increases children's conceptual and procedural knowledge. Names are meaningful to children, and preschoolers typically are interested in learning to write the letters in their name, especially the first letter (Both-de Vries & Bus 2008). Namewriting proficiency provides a foundation for other literacy knowledge and skills; it is associated with alphabet knowledge, letter writing, print concepts, and spelling (Cabell et al. 2009; Drouin & Harmon 2009; Puranik & Lonigan 2012).

Preschoolers benefit from daily writing experiences, so it is helpful to embed writing in the daily routine, such as having children write (or attempt to write) their names at sign-in and during choice times. Be sensitive to preschoolers' varying levels of fine motor skills and promote the joy of experimenting with the art of writing, regardless of a child's current skill level. Encourage invented spelling (Ouellette & Sénéchal 2017) and attempts at writing letters or letter-like symbols.

As Ms. Han's preschoolers enter the classroom, they sign in, with parental support, by writing their names on a whiteboard at the classroom entrance. Children in Ms. Noel's classroom go to a special table and sign in as they enter the room. Ms. Patel instructs her preschoolers to answer the question of the day by writing their names under their chosen answers. Today, the children write their names to answer the question "What are your favorite small animals-piglets, ducklings, or kittens?" Juan and Maria help their friends read the question and write their names under the appropriate headings. Pedro writes Pdr under the piglets heading, Anthony writes his complete name under ducklings, and Tess writes the letter T under kittens. In Mr. Ryan's class, children write their names during different activities. Today, children sign in as they pretend to visit the doctor in one learning center and sign for a package delivery in another. Meanwhile, Tommy walks around the room asking other preschoolers to sign their names in the autograph book he created in the writing center.

Tips for teachers

Develop a sign-in or sign-out routine that allows children to write, or attempt to write, their names each day. In some classrooms, or for some children, the routine may begin with writing the first letter instead of the whole name or with scribbling letterlike symbols.

Use peer helpers to aid children with the name-writing process.

Model writing your name and promote name-writing activities in several centers through the day, such as having children sign their name as they write a prescription or when they complete a painting.

Learning from teacher modeling

Children benefit from teachers modeling writing and from opportunities to interact with others on writing projects. Teachers can connect writing to topics of interest, think aloud about the process of composing a message (Dennis & Votteler 2013), and explain how to plan what to write (e.g., choosing words and topics, along with the mechanics of writing, such as punctuation). Children struggling to attain early writing skills benefit from explicit teaching (Hall et al. 2015). Teach children that letters create words and words create sentences. Use environmental print (e.g., labels, charts, signs, toy packaging, clothing, and billboards) to help children realize that print is meaningful and functional (Neumann, Hood, & Ford 2013). These types of activities build both conceptual and procedural knowledge.

When Ms. Noel sits with the children during snack, she talks with them about the different foods they like to eat. Ben tells her he likes chicken. She writes on a small whiteboard, "Ben likes chicken." She asks Ben to read the phrase to a friend. Later, Ben writes the phrase himself.

Mr. Ryan conducts a sticky note poll. He creates a giant spiderweb and writes the question, "Are you afraid of spiders? Yes or no." He gives the children sticky notes so each can write either yes or no and then place it on the giant web. This activity is followed by a discussion of spiders.

Tips for teachers

Explicitly model writing by showing the writing process to children and thinking aloud while writing. Instead of writing the question of the day or the morning message before the children arrive, write it in front of them.

​Label specific items in the room, and draw children's attention to the written words. Write out functional phrases on signs related to routines, such as "Take three crackers" or "Wash hands before eating," then read and display the signs.

​Have the children paint large classroom signs related to themes being explored, such as the National Weather Station, Snack Bar, Public Library, or Entomology Center.

Writing throughout the day

Preschoolers enjoy experimenting with the writing process. Emergent writing experiences can include spontaneous writing during center time and teacherguided writing activities. Writing can become an important component of every learning center in the preschool classroom (Pool & Carter 2011), especially if teachers strategically place a variety of writing materials throughout the classroom and offer specific guidance on using the materials (Mayer 2007). (See "Learning Centers: Adding Meaningful Writing Materials and Literacy Props.")

Teachers can intentionally promote peer-to-peer scaffolding by having children participate in collaborative writing experiences. Read-alouds are also a wonderful means of promoting writing; there are a number of stories that feature characters in books writing letters, stories, messages, and lists (see "Books That Promote Writing"). Model writing stories, making lists, or labeling objects, and then encourage your preschoolers to write a response letter to a character in a story, create their own storybook, or write a wish list or a shopping list. Such a variety of writing experiences will also build their generative knowledge of writing.

Ms. Han has strategically placed a variety of writing materials throughout the classroom-a scientific journal in the discovery area so children can record their observations and ideas; a graph paper notebook in the block area for drafting blueprints with designs and words; and a receipt book, paper, and markers in the dramatic play area. Savannah sits at the discovery center looking at a classroom experiment. Ms. Han asks, "Savannah, could you write about your observations in our science journal?" Savannah begins writing in the journal.

Three boys are playing in the block area. Ms. Han asks, "What are you building?" Marcus replies, "We are going to build a rocket ship." Ms. Han says, "Could you create a blueprint of your rocket and then build it?" The boys eagerly begin drawing a plan. Several children in the dramatic play center are drawing different types of flowers for a flower market. Ms. Han says, "In a flower market, signs tell customers what is for sale and how much it costs. Would you like to create some signs?" The children readily agree and start to create signs.

Tips for teachers

Strategically place writing materials, such as sticky notes, small chalkboards, whiteboards, envelopes, clipboards, journals, stencils, golf pencils, markers, and various types, sizes, and colors of paper throughout the classroom.

Provide specific teacher guidance to scaffold children's writing. While some children may be off and running with an open-ended question, others might be better supported if the teacher helps write their ideas-at least to get them started.

Create writing opportunities connected to your current classroom themes or topics of interest. Involve the children in collaborative writing projects, such as creating a diorama after a farm visit and making labels for the different animals and the barn. With teacher support, the class could also develop a narrative to describe their farm visit.

Home-school connection

Both preschool writing instruction and home writing experiences are essential components of helping children develop writing skills. A major advantage of the home- school connection is that children see the value of what they learn in school when parents actively participate in the same type of activities at home. Teachers can encourage parents to display photos of their child engaged in writing activities at home and to share samples of their child's writing or drawings from home to inform instruction (Schickedanz & Casbergue 2009). To maximize parental involvement and support, teachers should be sensitive to the diversity of the families in their programs and be inclusive by promoting writing in children's home languages. These experiences can help promote children's conceptual, procedural, and generative knowledge.

Ms. Noel wants to strengthen home-school connections with the families in her program. She decides to introduce the children to Chester (a stuffed teddy bear). She tells the children that Chester wants to learn more about what the children do at home and to go on some weekend adventures. She says, "Each weekend, Chester will travel home with a child in our class. During the time Chester stays at your house, take pictures of the activities you do with Chester and write about them in the Chester Weekend Adventures journal. At the beginning of the week, bring Chester and the journal back to school to share what you did. We will put Chester and the journal in the classroom library when he is not on a visit, so everyone can see where he has been." The children are excited about taking Chester home and writing about their adventures.

Tips for teachers

Find writing opportunities that strengthen home-school connections. For example, encourage families to create books at home related to a particular theme or a specific topic. Invite children to share their books with the class and then add them to the library.

Invite families to share the types of writing activities their children engage in at home. Encourage parents to establish routines that include writing lists, messages, stories, and letters.

Give families postcards to mail to friends in other states and countries. Have them ask their friends to mail a reply to the preschool class. Create a display of the return messages and postcards.

Teachers play an important role in promoting emergent writing development by scaffolding writing activities that engage young children in building their conceptual, procedural, and generative knowledge. Writing can easily be embedded in daily routines as children write their names, engage in learning centers, practice writing for a purpose based on teacher and peer models, and contribute to group writing activities. Be intentional during interactions with children and incorporate best practices. Promote the development of emergent writing-and emergent literacy-by implementing purposeful strategies that encourage writing in the classroom and at home. Teachers who provide young children with a diverse array of early writing experiences lay the foundation for kindergarten readiness.

Authors' note: A special thanks to all of the teachers who participated in the Striving Readers Literacy Program and shared their literacy ideas. Thanks to Barbara Berrios for sharing the Chester Bear idea.

References

Both-de Vries, A.C., & A.G. Bus. 2008. "Name Writing: A First Step to Phonetic Writing? Does the Name Have a Special Role in Understanding the Symbolic Function of Writing?" Literacy Teaching and Learning 12 (2): 37-55.

Cabell, S.Q., L.M. Justice, T.A. Zucker, & A.S. McGinty. 2009. "Emergent Name-Writing Abilities of Preschool-Age Children with Language Impairment." Language, Speech, and Hearing Services in Schools 40 (1): 53-66.

Dennis, L.R., & N.K. Votteler. 2013. "Preschool Teachers and Children's Emergent Writing: Supporting Diverse Learners." Early Childhood Education Journal 41 (6): 439-46.

Drouin, M., & J. Harmon. 2009. "Name Writing and Letter Knowledge in Preschoolers: Incongruities in Skills and the Usefulness of Name Writing as a Developmental Indicator." Early Childhood Research Quarterly 24 (3): 263-70.

Gerde, H.K., G.E. Bingham, & B.A. Wasik. 2012. "Writing in Early Childhood Classrooms: Guidance for Best Practices." Early Childhood Education Journal 40 (6): 351-59.

Hall, A.H., A. Simpson, Y. Guo, & S. Wang. 2015. "Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature." Literacy Research and Instruction 54 (2): 115-34.

Mayer, K. 2007. "Emerging Knowledge about Emergent Writing." Young Children 62 (1): 34-41.

National Center for Family Literacy. 2008. Developing Early Literacy: A Scientific Synthesis of Early Literacy Development and Implications for Intervention. Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

Neumann, M.M., M. Hood, & R.M. Ford. 2013. "Using Environmental Print to Enhance Emergent Literacy and Print Motivation." Reading and Writing 26 (5): 771-93.

Ouellette, G., & M. Sénéchal. 2017. "Invented Spelling in Kindergarten as a Predictor of Reading and Spelling in Grade 1: A New Pathway to Literacy, or Just the Same Road, Less Known?" Developmental Psychology 53 (1): 77-88.

Pelatti, C.Y., S.B. Piasta, L.M. Justice, & A. O'Connell. 2014. "Language- and Literacy-Learning Opportunities in Early Childhood Classrooms: Children's Typical Experiences and Within-Classroom Variability." Early Childhood Research Quarterly 29 (4): 445-56.

Pool, J.L., & D.R. Carter. 2011. "Creating Print-Rich Learning Centers." Teaching Young Children 4 (4): 18-20.

Puranik, C.S., & C.J. Lonigan. 2012. "Name-Writing Proficiency, Not Length of Name, Is Associated with Preschool Children's Emergent Literacy Skills." Early Childhood Research Quarterly 27 (2): 284-94.

Puranik, C.S., & C.J. Lonigan. 2014. "Emergent Writing in Preschoolers: Preliminary Evidence for a Theoretical Framework." Reading Research Quarterly 49 (4): 453-67.

Rowe, D.W., & C. Neitzel. 2010. "Interest and Agency in 2- and 3-Year-Olds' Participation in Emergent Writing." Reading Research Quarterly 45 (2): 169-95.

Schickedanz, J.A., & R.M. Casbergue. 2009. Writing in Preschool: Learning to Orchestrate Meaning and Marks. 2nd ed. Preschool Literacy Collection. Newark, DE: International Reading Association.

Vygotsky, L.S. 1978. Mind in Society: The Development of Higher Psychological Processes. Ed. & trans. M. Cole, V. John-Steiner, S. Scribner, & E. Souberman. Rev. ed. Cambridge, MA: Harvard University Press.

Wu, L.Y. 2009. "Children's Graphical Representations and Emergent Writing: Evidence from Children's Drawings." Early Child Development and Care 179 (1): 69-79.

Photographs: pp. 75, 76, 77, 78, 79, 80, courtesy of the authors; p. 74, © iStock

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Emergent writing skills, such as the development of namewriting proficiency, are important predictors of children's future reading and writing skills.

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Helps review students’ phonological awareness skills by having them practice hearing blends. This multiple-choice, fill-in-the-bubble worksheet asks students to identify objects like grapes and bread by their name.

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Review your young readers' phonological awareness skills with this worksheet that helps students practice hearing blends. Perfect for kindergarten and first-grade classrooms, this multiple-choice, fill-in-the-bubble worksheet asks students to identify objects like grapes and bread by their name. Then, they will be asked to pick the correct beginning consonant blend for each word represented on the sheet.

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Beginning Consonant Blends | Worksheet | Education.com

# data[].attributes.attachment_link.description
Review your young readers' phonological awareness skills with this worksheet that helps students practice hearing blends. Perfect for kindergarten and first-grade classrooms, this multiple-choice, fill-in-the-bubble worksheet asks students to identify objects like grapes and bread by their name. Then, they will be asked to pick the correct beginning consonant blend for each word represented on the sheet.

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Help Roly and Floyd demolish a building by identifying words in this sight word bingo game. The more words they find, the faster the building will fall!

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Smash some sight words in this silly game that stars Roly the cat. In Sight Words Demolition, first graders will knock down a building by identifying high frequency words. First, they will listen to the instructions, then find the sight words mentioned in the narration. If they get it right...boom!

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Sight Words Bingo Game | Game | Education.com

# data[].attributes.attachment_link.description
Smash some sight words in this silly game that stars Roly the cat. In Sight Words Demolition, first graders will knock down a building by identifying high frequency words. First, they will listen to the instructions, then find the sight words mentioned in the narration. If they get it right...boom!

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Learning sight words means connecting their sound with their spelling. Sight words are common words that don't follow conventional phonics patterns and cannot be visually represented. Therefore, readers need to know them "by sight."

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Sight words, or high frequency words, are an important reading building block in kindergarten and first grade. This game asks students to be a sight words hopper by helping Cuz-Cuz jump over mud puddles. Each mud puddle features a sight word, such as "have" and "can," and students must jump over the correct sight word read out by the narrator.

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Jump in the Sight Word Mud Game | Game | Education.com

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Cuz-Cuz needs your help! Guide him through the mud by identifying sight words in this colorful, interactive game with audio support for early readers. Play now!

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Kids must listen to the sounds each letter makes, and blend them together to make CVC words.

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Build bridges by building words in this silly game that tests your kindergartener's knowledge of using blends in spelling! As your child comes across each broken bridge in Blending Sounds Spelling, they'll need to spell a word using letter blocks. Each word has a colorful illustration to help, and a narrator sounds out each letter as your child spells, emphasizing letter sound relationships.

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Blending Sounds Spelling Game | Game | Education.com

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Kids build blending and spelling skills to help get the gang to school in time.

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Allows the children to sort images into grocery basket by long or short vowels

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Long and Short Vowel Sort Game | Game | Education.com

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Time to shop! Kids must sort short and long vowel words at the toy store.

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Allows the student to take a picture of the words that make sounds.

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Practice breaking apart words and blending them back together in this interactive phonics game! Kids must blend sounds together to find matching images hidden on screen. Perfect for early learners, this game allows kids to practice working with onsets and rimes, an essential skill for learning how to read.

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Blending Sounds Nighttime Photoshoot Game | Game | Education.com

# data[].attributes.attachment_link.description
Practice breaking apart words and blending them back together in this interactive phonics game! Kids must blend sounds together to find matching images hidden on screen. Perfect for early learners, this game allows kids to practice working with onsets and rimes, an essential skill for learning how to read.