As children progress to the stage of emergent writing, it is essential to ensure that children’s writing meet the certain goals and requirements. Assessment for writing should also take place

with reference to program goals (Fellowes & Oakley, Assessing and Evaluating Writing, 2014) to ensure activities and themes of each school’s curriculum are met as well. This resource serves as a reference for educators to assess the writing skills of the children. With reference to NAEYC (National Association for the Education of Young Children), educators evaluate the abilities of the children in displaying their understanding the use of punctuations, texts for writing different contents as well as sentence structures. 

This resource offers a range of writing activities such as – descriptive writing, expressive writing and chronological writing to guide children in writing. “Before writing conventionally, children scribble to convey meaning through print”. (Ferreiro & Teberosky, 1982) As children at the ages between 4-5 years old transition to Kindergarten level, they “need to develop a capacity to write words and sentences and to construct suitably sequenced and comprehensible texts. “ (Fellowes & Oakley, 2014). For educators, Lakeshore learning also serves as a guiding platform for them to base their writing lessons with the given structures of each activity found in the resource. With these writing experiences taken into practice, Children gain comprehensive development (Fellowes & Oakley, Preparing to write, 2014) of their own writings as well as contexts of sentences and words which they read in their daily experiences. At the same time, children will also apply their skill of phonological awareness as they form their learnt words through inventive spelling (Ministry of Education, 2013).

Aside from linguistics and intellectual skills, writing largely involves fine motor skills as well. With the coordination and control of the wrists, fingers and hands (Ministry of Education, 2013), children develop the skill of their pencil grip and accuracy in the formation of their written letters and numbers. This resource provides age-appropriate activities for children to progress towards the goal of ‘developing fluent and legible handwriting’ (Fellowes & Oakley, Handwriting, 2014). “Writing is a foundational skill that requires a combination of motor and cognitive-linguistic skills” (ASHA, 2001). Besides developing dexterity in the tripod grip (Fellowes & Oakley, Assessment of Handwriting, 2014) for handwriting, educators may possibly integrate these activities for the children’s learning experiences as well, in the various domains of learning, as they progressively sharpen their abilities in fine and gross motor skills, hand-eye coordination and concentration skills. 

This resource offers various activities to colourize children’s learning experiences with literacy comprehension. According to Jeanne M. Machado in Early Childhood Experiences in Language Arts, a child’s vocabulary is strongly related to his comprehension and ease of learning to read (Machado, 2016). As children progress in their years and learn with increasing integration, the complexity of literacy comprehension advances as well. With reference to the activities in this resource, educators can look to plan such or more activities which involves the integration of children’s skills as they continue to hone their skills in translating ‘receptive vocabulary’ into ‘expressive vocabulary’ (Fellowes & Oakley, Vocabulary for Reading and Writing, 2014). 

Through an upbeat animation and catchy rhythm, this resource brings about ways different kinds of punctuation are 

Prosody is concerned with the study of rhythm and sound effects as they occur in songs, poems and skits. and with the various theoretical approaches to the study of these structures. Teachers may tap on resource to introduce dramatic play in class. This enhances opportunities to test children’s listening skills and ability to follow instructions.