begin to develop strategies for prewriting, drafting, revising, editing, and presenting, e.g.,
- - use drawing and talking as ways to rehearse for writing
- - take risks with temporary spelling as a strategy for getting ideas on paper (drafting)
- - confer with others, respond orally to comments, and begin to add on (simple revision strategies)
- - use simple editing strategies such as adding more letters to one or two words, or putting in periods
- - share writing and other representations with others in a variety of ways
- - use some conventions of written language
- - use drawings, letters, and approximations to record meaning
- - develop the concept of directionality (left to right; top to bottom)
- - establish one-to-one correspondence between spoken and written words
- - begin to use spacing between words
- - write complete sentences (although they are not always punctuated correctly with periods)
- - experiment with punctuation (sometimes overgeneralize use of periods - e.g., periods after every word)
- - understand that letters can be written in upper and lower case forms (but often tend to use them indiscriminately)
- - use letters to represent the predominant sounds in words (e.g., beginning sound; beginning and final sound; beginning, middle, and ending sound)
- - begin to spell some words conventionally
This sounds like a lot but basically it means that the child will begin to experiment with writing. This will happen naturally as you provide thte child with the tools - paper and pencils - and use everyday happenings to encourage it. Don't try to teach everything right away and don't insist on perfection. Gradually teach the different aspects of writing, all the time encouraging experimentation. Be sure to keep examples that show the progress of learning.
Go back to Language Arts Outcome 10.
Back to the General Grade One Outcomes.