Posted on November 12, 2017
I always enjoy watching the children put their writing piece in their binder. Most have this ritual of starting from the very beginning in August and thumbing through all of their writing pieces before putting their new piece away. As they look through and notice how much they have grown as writers, (readable illustrations, letters, sounds, words, being able to read their own writing) you see their faces light up or hear a chuckle. I have never asked a student what they are noticing or thinking because I don't want to ruin the moment. What I do know is when we allow the children to use their inventive writing/spelling, it becomes easier for the writer and also the reader to get a better understanding of their writing. By this I mean, we are able to decode more of their writing. Not just the teacher, but also the child. It's amazing when the children are able to read their work with little or no help from a teacher. It is also amazing when a kinder asks, "How did you know what I wrote?" Or "How did you read my writing?" The child is truly puzzled when others can read what they wrote. I simply say, "I sounded out your words" and point to it on their paper. I know parents are worried about spelling, but it is much easier for a kindergartner to decode 'srcl' than it is the actual word 'circle'. These are the sounds the kinder hears when writing the word. The actual spelling of the word does not make sense to a beginner reader. That is why we encourage the children to use their inventive spelling.
The first two writing pieces are written by the same student. Notice in the second piece, this child is able to hear more sounds.
This student wrote on the front and back of the paper. By the time I sat down to check her work, she forgot what she wrote. I was able to read the first word and sound of the second word. When I said the 'w' sound, she said, "I remember what I wrote. I went to Disneyland." The same happened with the second sentence. I noticed 'm' and 'm' next to each other and she said, "That's for Minnnie Mouse."
The same decoding happened with this student. As I sounded out 'p' and 'a', he said, 'p' is for paint and 'a' is a word. He then pointed to 'f' and said, "that's fence."
In the student writing sample below, notice the word ʻyesterdayʻ and how many sounds she is now able to hear and write. She then was able to independently read her writing to her teacher.
Remember that each student is at his/her own level. When your child is writing at home and asks how to spell a word, you can say the word slowly with your child so he/she can hear more sounds. Eventually, your child will be able to say the word slowly and hear more sounds. By using their inventive spelling, they will eventually be able to read their own writing. Just give it time.
Note of Appreciation
-Thank you R.C.'s mom for being our guest reader on Wednesday. We loved the story.
A Few Reminders
-Thursday, November 16: Assembly, Free Dress Day, and Preschool Buddies
-Tuesday, November 21: Thursday Schedule (No Music/PE)
-Wednesday, November 22: Conference Prep. Day (No School)
-Thursday & Friday, November 23 & 24: Happy Thanksgiving! Enjoy your time with your family! (No School)