Provide word banks, notebooks, clipboards, post-its and other writing resources for both indoor and outdoor play. Ensure resources enable children to draw on their out-of-school practices and personal interests, such as children’s popular culture or sports teams. Include oral stories and explore ways for both adults and children to develop oral storytelling skills. Provide aContinue reading “L W EE R6”
Area of Learning and Development Archives:
L W EE R5
Write down things children say to support their developing understanding that what they say can be written down, and then read and understood by someone else. Encourage parents to do this as well. Set up environments of offices, dens in the garden, library, shop, home corner with greetings cards, etc., so that children engage inContinue reading “L W EE R5”
L W EE R4
Draw attention to marks, signs and symbols in the environment and talk about what they represent. Ensure this involves recognition of English, other languages and scripts. Provide materials which reflect cultural diversity, so children see symbols and marks with which they are familiar, and learn that there are many different script systems e.g. Arabic, Chinese,Continue reading “L W EE R4”
L W EE R3
Introduce a range of appropriate implements including large brushes, chalk and crayons, sticks and sponges for children to trace patterns and shapes. Offer children a range of different surfaces to make marks on, inside and out, e.g. chalkboards, light boxes, sand and pathways. Provide a broad range of opportunities for early writing experiences through sensoryContinue reading “L W EE R3”
L W EE R1 R2
Provide a range of materials: sand, paint, early writing apps etc. for babies and toddlers to make marks with their hands and fingers, feet and bodies. Give children large sheets of paper, trays of gloop, paint, soil etc. to make marks collaboratively.
L W PR R6
Find out about, show interest in and legitimise children’s out-of-school writing practices and interests. Remember that not all writing formats go from left to right. Talk to children about things they might write to support their play inside and outside, e.g. they might make a map for a journey, a job list for a builder,Continue reading “L W PR R6”
L W PR R5
Notice and encourage children’s drawing, painting and early writing and the meanings that they give to them, such as when a child covers a whole piece of paper and says, “I’m writing”. Celebrate and value children’s early attempts at graphic representation – focusing on the meaning and content rather than letter formation. Model and includeContinue reading “L W PR R5”
L W PR R4
Listen and support what children tell you about their drawings and early writing. Write down (scribe) the words that children use and display these words, for example, with photos Co-create stories orally with individual children and in small groups. Scribe the stories and display them for children to look at independently or with a parentContinue reading “L W PR R4”
L W PR R3
Encourage different mark-making movements – big, small, hard, soft, quick and slow, and different shapes, circles, lines and dots. Tell children about the marks you are making and encourage them to talk to you about theirs. Value these early mark making activities by sharing them with others including parents and carers. Write down (scribe) children’sContinue reading “L W PR R3”
L W PR R1 R2
Encourage children to use their fingers and implements to explore and trace marks on a surface, e.g. using a spoon in their food, or a finger in the sand. Make marks together with babies and toddlers using a range of appropriate materials and tools.
L W UC R6
Enjoys creating texts to communicate meaning for an increasingly wide range of purposes, such as making greetings cards, tickets, lists, invitations and creating their own stories and books with images and sometimes with words, in print and digital formats Gives meaning to the marks they make as they draw, write, paint and type using aContinue reading “L W UC R6”
L W UC R5
Makes up stories, play scenarios, and drawings in response to experiences, such as outings Sometimes gives meaning to their drawings and paintings Ascribes meanings to signs, symbols and words that they see in different places, including those they make themselves Includes mark making and early writing in their play Imitates adults’ writing by making continuousContinue reading “L W UC R5”
L W UC R4
Distinguishes between the different marks they make Enjoys drawing and writing on paper, on screen and on different textures, such as in sand or playdough and through using touch-screen technology.
L W UC R3
As toddlers develop, they increase their understanding of how their marks are symbolic and convey meaning. Their marks may not yet resemble letters and words but nonetheless may carry meaning for the child. Begins to understand the cause and effect of their actions in mark making Knows that the marks they make are of valueContinue reading “L W UC R3”
L W UC R1 R2
Writing systems are complicated ways to symbolise meaning, and children need to learn many skills and develop a lot of knowledge as they begin to write. Writing skills and understanding start to develop in babies and toddlers. Firstly, children begin to understand that written texts are symbolic and carry meaning. Later they begin to produceContinue reading “L W UC R1 R2”