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TKS K12 Session 1 Exploring Handwriting Readiness (4)

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TKS K12 Session 2 Symbolic Expression  Writing for Purposes (1)

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Symbolic Expression & Exploration Chart - PYP

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Symbolic Expression & Exploration Chart - PYP

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EY PYP Symbolic Expression & Exploration Chart

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TKS K12 Session 2 Exploring the Language of Story

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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fay@erinkentconsulting.com

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@literacylala

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TKS: Literacy in G1-G2 Original Document 

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TKS K3 Literacy Agreements - Google Jamboard

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K1-3 Launch Literacy Agreements and Next Steps (1)

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K1-3 Launch Literacy Agreements and Next Steps

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TKS Cultivating Curiosity - K1/2 Literacy Agreements - Google Jamboard

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TKS Cultivating Curiosity - K1/2 Literacy Agreements

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GOTS: What was most helpful? What will you carry with you?

WANTS: What content would you like to dig into in upcoming sessions? What are you wondering?

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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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TKS K12 Session 1 Exploring Handwriting Readiness (1)

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TKS K12 Session 1 Exploring Handwriting Readiness (2)

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TKS K12 Session 1 Exploring Handwriting Readiness (5)

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Talking Twin Babies - PART 2 - OFFICIAL VIDEO

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Got: I really appreciate visual representation of developmental stages of pencil grip.

Want: More visuals and research linked to the topics of next sessions.

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It was helpful to think about the progression of writing skills and remind us to look for the interests that will extend the learning and will make it more significant.

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Gots- The visual of the undeveloped hand of the child.

Wants- Wondering about more specific examples, that could be implemented within the classroom. Excited to dig in!

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Gots- continuing the conversation about literacy as a team.

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Gots- continuing the conversation about literacy as a team.

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Gots: reminder of how important a focus on gross motor skills are!

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Gots: reminder of how important a focus on gross motor skills are!

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Got - A nice reminder/ ideas of all of the wonderful ways that we can encourage and promote gross/fine motor skills.

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Got - A nice reminder/ ideas of all of the wonderful ways that we can encourage and promote gross/fine motor skills.

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Want- Excited to see a glimpse into everyones classrooms/ ideas at our next session :)
Nicola K1

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Thank you for reminding us that play is such an important part of gross and fine motor development.

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The ways we develop gross motor skills through play.

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Ways on supporting children with their gross motor skills!

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Intentionally is important during planning! I will now be more aware of what I have as a focus.

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Got: an idea on how to incorporate a weaving provocation into our class
Want: more revelations like this!

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I appreciated the focus on both gross and fine motor skills and how these are all related to pre-writing. I am always keen to get new ideas to develop in my classroom or watch short videos of children's learning. -Annemiek

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The whole notion of symbolic expression and the value in incorporating a variety of surfaces and tools into the daily lives of our learners.  Samantha

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All the elements of best practice brought to our attention articulated in such a lovely 'Fay' way.

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Love sharing with others, we have so many resources here on campus. Connecting with TSG and PYP documentation!

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GOT: Symbolic expression instead of Writing. Language instead of Reading

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Anasuya:
Gots: hand writing readiness and how it's connected with children's everyday play.
want: there is a gap between K2 and K3, and what my students need to know before moving to K3? Is there a guideline to follow? Thanks

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Gots: I am pleased to see 'accidental' connections with TSG. We are (as a KG team) starting to have a common understanding of Early Year's handwriting. Go, team!

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TKS K1/2 Symbolic Expression - Google Jamboard

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IB PYP Symbolic Expression & Exploration in Literacy

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IB PYP Symbolic Expression & Exploration in Literacy

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TKS K12 Session 2 Symbolic Expression  Writing for Purposes

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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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Symbolic Expression & Exploration Chart - PYP

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Symbolic Expression & Exploration Chart - PYP

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EY PYP Symbolic Expression & Exploration Chart

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NAEYC Emergent Writing Through Exploration

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NAEYC Emergent Writing Through Exploration

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GOTS: What was most helpful? What will you carry with you?

WANTS: What content would you like to dig into in upcoming sessions? What are you wondering?

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Gots: Different ways on providing literacy and mark making areas.

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Got- lots of ideas to add to my classroom environment.

Want- Time to implement everything that is floating around my head :)

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GOTS: The different games that can be played for working on listening skills.

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great to hear the variety of ideas that are being used in different classes

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Gots: Great ideas for more intentional listening activities/games to include daily

Wants: To include more interactive writing opportunities in my class

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Gots- Intentional Planning for Listening
Wants- More clarity on what is expected from K1/K2 children in terms of Pre-writing skills.

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Got - great ideas for intentional listening/speaking and other literacy aspects in the classroom

Want - some more guidance/clarity on how/what is expected in K1/K2 leading in to K3

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Gots: excitement for moving forward with more writing provocations

Wants ideas on how to have intentional group/sessions for students with limited interests.

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TKS K1/2 Literacy Agreements - Handwriting - Google Jamboard

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Studying Artefacts Through the Lens of Listening & Responding

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Studying Artefacts Through the Lens of Listening & Responding

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TKS K12 Session 3 Receptive Language & Translanguaging in the EY

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François Grosjean

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François Grosjean
University of Neuchâtel, Switzerland

A number of myths about bilingualism are discussed in my new book, Bilingual: Life and Reality (Harvard University Press, 2010). They are summarized here.

Bilingualism is a rare phenomenon. WRONG. It has been estimated that more than half the world's population is bilingual, that is lives with two or more languages. Bilingualism is found in all parts of the world, at all levels of society, in all age groups. Even in countries with many monolinguals, the percentage of bilinguals is high. For example, one can estimate that there are as many as 50 million bilinguals in the United States today.

Bilinguals acquire their two or more languages in childhood. WRONG. One can become bilingual in childhood, but also in adolescence and in adulthood. In fact, many adults become bilingual because they move from one country (or region) to another and have to acquire a second language. With time, they can become just as bilingual as children who acquire their languages in their early years (minus the native speaker accent). In general, people become bilingual because life requires the use of two or more languages. This can be due to immigration, education, intermarriage, contact with other linguistic groups within a country, and so on.

Bilinguals have equal and perfect knowledge of their languages. WRONG. This is a myth that has had a long life! In fact, bilinguals know their languages to the level that they need them. Some bilinguals are dominant in one language, others do not know how to read and write one of their languages, others have only passive knowledge of a language and, finally, a very small minority, have equal and perfect fluency in their languages. What is important to keep in mind is that bilinguals are very diverse, as are monolinguals.

Real bilinguals have no accent in their different languages. WRONG. Having an accent or not in a language does not make you more or less bilingual. It depends on when you acquired your languages. In fact, some extremely fluent and balanced bilinguals have an accent in the one, or the other, language; other, less fluent, bilinguals may have no accent at all.

Bilinguals are born translators. WRONG. Even though bilinguals can translate simple things from one language to another, they often have difficulties with more specialized domains. The reaction people have is almost always, "But I thought you were bilingual!". In fact, bilinguals use their languages in different situations, with different people, in different domains of life (this is called the complementarity principle). Unless they learned their languages formally (in school, for example), or have trained to be translators, they often do not have translations equivalents in the other language.

Mixing languages is a sign of laziness in bilinguals. WRONG. Mixing languages such as code-switching and borrowing is a very common behavior in bilinguals speaking to other bilinguals. It is a bit like having coffee with milk instead of just straight black. The two language repertoires are available in bilingual situations and can be used at will. Many expressions and words are better said in the one or the other language; mixing permits to use the right one without having recourse to translation which simply may not do justice to what one wants to express. This said, in other situations, bilinguals know that they cannot mix their languages (e.g. when speaking to monolinguals) and they then stick to just one language.

Bilinguals are also bicultural. WRONG. Even though many bilinguals are also bicultural (they interact with two cultures and they combine aspects of each), many others are monocultural (e.g. the inhabitants in the German speaking part of Switzerland who often acquire three or four languages during their youth). Thus one can be bilingual without being bicultural just as one can be monolingual and bicultural (e.g. the British who live in the USA).

Bilinguals have double or split personalities. WRONG. Bilinguals, like monolinguals, adapt their behavior to different situations and people. This often leads to a change of language in bilinguals (e.g. a Japanese-English bilingual speaking Japanese to her grandmother and English to her sister). This change of language has led to the idea that bilinguals are "different" when speaking the one, or the other, language. But like monolinguals, it is the situation or the person one is speaking to which induces slight changes in behavior, opinions, feelings, etc., not the fact that one is bilingual.

Bilinguals express their emotions in their first language. WRONG. Some bilinguals have grown up learning two languages simultaneously and hence have two first languages with which they will express their emotions. And for the majority of bilinguals who have acquired their languages successively-first one language and then, some years later, another-the pattern is not clear. Emotions and bilingualism produce a very complicated but also very personal reality that has no set rules. Some bilinguals prefer to use one language, some the other, and some use both of them to express their feelings and emotions.

Bilingualism will delay language acquisition in children. WRONG. This is a myth that was popular back in the middle of the 20th Century. Since then much research has shown that bilingual children are not delayed in their language acquisition. This said, one should keep in mind that bilingual children, because they have to deal with two or more languages, are different in some ways from monolingual children, but definitely not on rate of language acquisition. As for bilingual children with language challenges (e.g. dyslexia), they are not proportionally more numerous than monolingual children with the same challenges.

The language spoken in the home will have a negative effect on the acquisition of the school language, when the latter is different. WRONG. In fact, the home language can be used as a linguistic base for acquiring aspects of the other language. It also gives children a known language to communicate in (with parents, caretakers, and, perhaps, teachers) while acquiring the other.

If parents want their children to grow up bilingual, they should use the one person - one language approach. WRONG. There are many ways of making sure a child grows up bilingual: caretaker 1 speaks one language and caretaker 2 speaks the other; one language is used in the home and the other outside the home; the child acquires his/her second language at school, etc. The critical factor is NEED. The child must come to realize, most of the time unconsciously, that he/she needs two or more languages in everyday life. This is where the one person - one language approach often breaks down as the bilingual child quickly realizes that the weaker (often minority) language is not really needed (the caretakers or other family members often speak the other, stronger language, to one another, so why keep up the weaker language?). A better approach is that all family members use the weaker language at home, if at all possible, so as to increase the child's exposure to it and mark the language's "main" territory.

Children raised bilingual will always mix their languages. WRONG. If bilingual children interact in both bilingual and monolingual situations, then they learn to mix languages at certain times only. When they are with monolinguals (e.g. Grandma who doesn't speak any English), they quickly learn to speak just the one language (communication breaks down otherwise). It is important though that the situation be truly monolingual (and not a "pretend situation" in which a bilingual parent pretends not to know the other language); children will make an effort to speak only one language if they feel it is vital for communication. Thus, caretakers will want to create natural monolingual environments where children will need, and hence use, just one language.

For further reading click on the following links:

1. François Grosjean's new book Bilingual: Life and Reality (Harvard University Press, 2010)

2. A short text, "What parents want to know about bilingualism", by François Grosjean

3. An interview of François Grosjean on bilingualism

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Francois Grosjean - Myths about bilingualism bilingualism

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Francois Grosjean, François Grosjean, Grosjean, psycholinguistics, language processing, bilingualism, biculturalism, sign language, aphasia, applied linguistics, BIMOLA, language processing in aphasics, prosodic structures, second language grammar checking, Life with two languages, Bilingualism: Language and Cognition

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Du Iz Tak?: 1 : Ellis, Carson, Ellis, Carson: Amazon.co.uk: Books

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Article with lenses for planning for translanguaging

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GOTS: What was most helpful? What will you carry with you?

WANTS: What content would you like to dig into in upcoming sessions? What are you wondering?

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WANTS: Would love to explore this further. What will this look like in TKS KG?
Kate A

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Gots: How important to enrich the learning of both languages for bilingual speakers.

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Gots: I should do an ecology walk within my learning learning environment!

Wants: to continue learning!

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reaffirmed that it is so important for parents to speak their mother tongue at home

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reaffirmed that it is so important for parents to speak their mother tongue at home

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Wants: I would love to have our Arabic lessons back in our classrooms.

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I want to read the same book written in different languages.

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I want to read the same book written in different languages.

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Susan:
Gots - Focus for pre-handwriting skills
Wants - More about design for multilingualism

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I love the idea of the Ecology Walk--truly taking an intentional dive into what's in the learning environment that represents our students' diverse lives. I would love more information about what this can look like!

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A reminder that taking an inquiry stance across ALL learning is the only way forward. Love the notion of an ecology walk! Samantha

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An important reminder of embracing all languages.

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An important reminder of embracing all languages.

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Gots- lots of thinking about multi lingual leaners.

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Gots- lots of thinking about multi lingual leaners.

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Wants- more info about mulit lingual learners. How can we share this information with the community?
Visual Schedule- should it be top to bottom or left to right or does it not matter?

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want - to have Arabic back in classrooom then we get to learn more Arabic

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want - to have Arabic back in classrooom then we get to learn more Arabic

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Shifts in labels!
ELL to multilingual/bilingual learner

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Wants: Need to dig deeper and learn more about translanguage and how to help my students and educating families. 

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Wants: Need to dig deeper and learn more about translanguage and how to help my students and educating families. 

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Gots: Moving to Multilingual Learners!
The value as seeing the home-language as a gift.
Wants: what will this look like in my class and TKS, how can we move forward to really implement dynamic biligualism?

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Gots: more motivation to have translanguaging for representation's sake
Wants: more compassion towards parents who are struggling through parenthood. Multilingualism is great and we should air out misconceptions about pushing only English, but I've seen lots of parents and children buckle under academic pressure of "2 languages-2 experiences." I, personally, hope that we can celebrate opportunities and ease the expectations everyone has.

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TKS K12 Session 3 Receptive Language & Translanguaging in the EY (2)

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Kate A: GOTS: Nutritional Language & Pausing 

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Kate A: GOTS: Nutritional Language & Pausing 

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Wants- all good.

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Got: Reminder about the importance of pausing
Want: Opportunities to lift up the rich cultural and language backgrounds of our student population.

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Got: Relaxed Alterness this is a new concept to me and im intrigued.
Want: just to keep learning

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The affordances of materials....!

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Nutritional language and pausing

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Loved nutritious language and the importance of commentary play! 

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Loved nutritious language and the importance of commentary play! 