Dictation

Dictation is another powerful strategy teachers can use for modeling the writing process to young children. Typically, you will use dictation when working with a child one-on-one; however, sometimes you can use dictation with small groups.

When using the strategy of dictation, your job is to:

• write exactly what the child says
• use prompting and questioning techniques to try to expand the child’s language
• be sure the child can see you writing.

Be sure to read what you write back to the child and ask the child to point to the words and read them back to you. Over time, children learn to pace their speech to your writing speed. Be sure to coach children to do this by saying things like, “Oops, wait for me—I can’t write that fast.” You might also try to repeat the child’s message word for word to demonstrate how you can pace your speech to writing.

Independent Writing in the Classroom

	Standard: V.B.2. Uses letter-like shapes, symbols, and letters to convey meaning. Standard: V.B.3. Demonstrates age-appropriate ability to write letters.

Many opportunities should be provided every day to encourage children to write for meaningful purposes. You can create message boards or mailboxes for the classroom. You will definitely want to require many reasons for “signing in” every day. For example, when children are encouraged to sign in when they arrive in the morning, sign in to go to the computer center, and sign in when they have finished their science project, these opportunities will increase their familiarity with spelling and writing their names.

Remember, available tools and opportunities to use them motivate children to become writers. Be creative. There are many ways to include writing in every center and every activity in your classroom:

• grocery lists
• address books and message pads in the housekeeping center
• construction logs and drafting plans for block play
• labeling and captioning in art
• observation logs in the science corner.

Let your imagination go wild!

You can provide practice in writing letters on request when children want to make signs and notes to accompany their play. For example, a child might ask you “How do I write 'Keep Out'?” If you spell words for children on occasion, you will give them meaningful practice in writing letters on request.

The Writing Center

Creating a writing center can be highly motivating and powerful for children. If children are to become readers and writers, they need the spaces, places, and tools that allow them to engage as readers and writers. A writing center should be well-stocked.

• It can include different kinds of papers and different kinds of writing utensils.
• You might include things like old stationery, cards, stamps, booklets, journals, and small notepads.
• There should be enough room in the writing center for two or three children to write together.
• You can use the writing center to allow children to practice writing particular letters when they are named. For example, let's say a student wants to write a letter to her classmate. You might say to her “Bobby’s name starts with a 'B'.” After the child writes the letter 'B', you will continue spelling Bobby’s name one letter at a time as the child writes each letter.