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Sample of Written Journal document sample
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Table of Contents
Introduction .................................................................................................. 4-5
Embedded Instruction (Vignettes) ...................................................... 6-14
Writing in Dramatic-Play-with-Print Centers ..................................................... 6
Taking Dictation/Language Experience Approach ............................................. 7
Modeling the Functions of Writing A List.......................................................... 8
Writing Center/Independent Writing ............................................................... 9
Journal Writing/Response to a Story ............................................................. 10
Modeling Writing Conventions/News of the Day ............................................. 11
Journal Writing/Learning Logs ...................................................................... 12
Group Shared Writing/Making a Book............................................................ 13
Author’s Chair ............................................................................................. 14
Lessons and Activities ............................................................................ 15-65
Writing in the Writing Center
Self-Initiated Exploration of Writing .................................................. 16-17
Name Word Wall............................................................................. 18-19
Writing Center/Classroom Mailboxes................................................. 20-21
Writing to Document Learning
Voting on Your Favorite Cereal......................................................... 22-23
Keeping a Weather Log ................................................................... 24-25
Daily Learning Journal/What We Learned Today................................ 26-27
Journal Writing/Science ................................................................... 28-29
Journal Writing/Math....................................................................... 30-31
Writing in Dramatic Play-with-Print Centers
House ........................................................................................... 32-33
Store ............................................................................................ 34-35
Restaurant ..................................................................................... 36-37
Hair Salon ...................................................................................... 38-39
Doctor’s Office................................................................................ 40-41
Modeling Writing
Using a Recipe................................................................................ 42-43
Taking Dictation/Response to a Story ............................................... 44-45
Taking Dictation/Writing a Narrative ................................................ 46-47
Taking Dictation/Writing Lists .......................................................... 48-49
Taking Dictation/News of the Day .................................................... 50-51
Author’s Chair................................................................................. 52-53
Using the Message Board ................................................................ 54-55
Reminder Notes .............................................................................. 56-57
Greeting Cards................................................................................ 58-59
Pen Pal Letters ............................................................................... 60-61
Table of Contents
Writing Stories from Patterned Books .................................................. 62-63
Sign-In Sheet/Attendance .................................................................. 64-65
Appendices ...............................................................................................67-100
Supplies for Writing Center .......................................................................... 69
Additional Applications of Lessons................................................................. 70
My Friends Template .............................................................................. 71-74
Weather Journal..................................................................................... 75-78
K-W-L Chart................................................................................................ 79
Dramatic-Play-with-Print Center/ Sample Dialogues................................... 80-81
Teacher Roles During Dramatic-Play-with-Print Centers .................................. 82
Writing Props for Dramatic Play .................................................................... 83
Shopping List .............................................................................................. 84
Using a Recipe ............................................................................................ 85
Pattern Book List......................................................................................... 86
Pattern Book Samples............................................................................. 87-88
Teddy Bear Pattern ..................................................................................... 89
Parent Surveys....................................................................................... 90-91
Checklist for Literacy Elements in Dictated Narrative ...................................... 92
Checklist for Progress in Writing Name.......................................................... 93
Writing Checklist ......................................................................................... 94
My Writing Checklist .................................................................................... 95
Assessing Children in the Writing Center ....................................................... 96
Checklist for Writing Stages.......................................................................... 97
Assessing Writing Development Using Anecdotal Records ............................... 98
Writing Stages ............................................................................................ 99
Spelling Stages ......................................................................................... 100
Summary of Concepts .........................................................................101-102
References ..............................................................................................103-106
Embedded Instruction
Writing in Dramatic-Play-with-Print Centers
Vignette 1: At the beginning of Children need
every year, Ms. Ramos sends a opportunities to
questionnaire to the parents asking engage in play that
them to indicate the types of incorporates literacy
tools, such as
experiences their children have had
writing grocery lists
outside of the home. She then plans in dramatic play,
authentic and functional literacy making signs in
activities for the dramatic-play-with- block building, and
print centers that reflect the using icons and
words in exploring a
students’ experiences. For example,
computer game
she has recently changed the house (Neuman, Copple, &
center to look like a restaurant. To Bredekamp, 2000).
make reading and writing an
important part of their dramatic play, Having a menu as a
Ms. Ramos has created various play prop helps
literacy play props to be used by the [Kim] explore the
form that written
students. These props include menus, order forms, receipts and language takes in a
restaurant signs. Ms. Ramos discusses with the students possible uses menu. Having an
of the props and then takes part in role-playing in order to help them order pad and a
connect new experiences and vocabulary to what they already know pencil helps [José]
about a restaurant. The teacher takes anecdotal records describing explore the form
that written
how the students use familiar scripts during their play. She also language takes
documents when they pretend read and write in ways commonly when it is used to
found in a restaurant. remember a list of
items (Owocki,
José and Kim sign their names on the sign-in sheet posted on the 1999).
center wall before beginning to play in the restaurant. Kim sits at a
Teachers should
table and looks at a menu. The menu has pictures of food items, the model and suggest
printed names of the items, and food prices ranging from $1.00- uses of written
$3.00. Pretending to be the waiter, José goes to the table with an language based on
order form, made by the teacher, clipped onto a clipboard. He says, the children’s
existing play themes
“Good afternoon. May I take your order?” Kim says, “I want a
(Owocki, 1999).
hamburger and french fries” and points to the pictures on the menu.
José makes two marks on the order form and returns later with the
pretend food. He then asks, “Can I get you anything else?” When Kim See pages 36-37 for
another way to
says no, he scribble writes a bill on a piece of paper and tears it out develop a restaurant
of a small notebook. Next he tells Kim, “Here’s your bill. You owe me center. See pages
$3.00.” Kim takes a check out of her purse and signs her name on it. 90-91 for parent
She says, “Here’s a check. Have a nice day!” surveys .
Embedded Instruction
Taking Dictation/Language Experience Approach
Vignette 2: Ms. Ramos has planned
a language-experience lesson that Transposing
children’s spoken
involves gluing together precut
words into written
geometric shapes of black symbols through
construction paper to create a paper dictation provides
cat. The lesson demonstrates for the a concrete
students the use of transition words demonstration that
strings of letters
when telling directions. While
between spaces are
demonstrating step-by-step how to words and that not
put the cat together, the teacher all words are the
emphasizes the transition words same length
first, then, next, and finally. Then, as (Neuman, Copple, &
Bredekamp, 2000).
individual students finish the project,
Ms. Ramos asks the student to retell
the procedure of making the cat and In individually-
records his or her words on chart dictated language
paper. experience situa-
tions, children’s
Ms. Ramos gathers a small group of students together at the writing exact words should
center to make the cat. She says, “First, find the two black circles. be written down. To
The smaller circle is for the head of the cat. The larger circle is for the do otherwise is to
defeat the purpose
body of the cat. Glue the smaller circle to the top of the larger circle
of individual
like this. (She demonstrates). Next, use the long rectangle to make language experi-
the cat’s tail. To make the tail pointed, cut the corners off one side of ence. When working
the rectangle like this. (Demonstrates again). Now, glue the tail to the with a group to
body of the cat.” She then pauses and asks the students to retell the create something for
public consumption,
steps they have completed up to this point. She encourages the
however, shared
students to use the transition words in their retelling. Ms. Ramos written expression in
finishes the demonstration. When Sue finishes her project Ms. Ramos which all the chil-
asks her to dictate the steps she followed to make the cat. Ms. Ramos dren share ideas and
prompts Sue by asking questions such as, “What did you do first? the teacher writes a
composite seems to
Begin the sentence with First I ….” The teacher is careful to write
be the best alterna-
exactly what Sue says and sounds words out slowly as she writes tive (Cunningham &
them on the paper. She also mentions the need to leave spaces be- Allington, 1999).
tween the words. Each time a new sentence is written she helps Sue
reread what she has dictated. During center time, Sue copies what
See pages 42-43 for
the teacher has scribed in the space below the printed words. Then,
more information on
at the end of the day, Sue sits in the author’s chair and reads her following directions
dictation to the rest of the class. Ms. Ramos posts the dictation on the using a recipe.
bulletin board for the class to practice reading the next day.
Embedded Instruction
Author’s Chair
Vignette 9: In the front of the room Ms.
Ramos has prepared a special spot for
students to share their writing with the
class. She has placed in this spot a During Author’s
beautifully painted rocking chair that has Chair, the focus is
been designated as the Author’s Chair. exclusively on the
Being the author of the day is a grand message that the
author is trying to
occasion for the students. They must sign c o n v e y
their names on a sign-up sheet for the (Cunningham &
opportunity to read their stories from the Allington, 1999).
Author’s Chair. To make the occasion even
more special the authors also are given the
option to choose other students in the class to act their story out.
This helps the author visualize his or her story and determine if there
are any parts in the story that could be enhanced. The teacher always
makes positive comments about the story after it is read. The teacher
also should ask guiding questions on unclear sections of the story.
Then the students in the audience are encouraged to make com- The story is acted
ments and ask questions as well. The story is later displayed on a bul- out so the author,
letin board for everyone to see and read. Because students are at the audience, and
the other actors
different stages of writing development, the displayed stories may make comments and
have scribbles, pictures, pictures and strings of letters, or pictures raise issues
with invented spelling. Ms. Ramos stresses that the students’ writing (Campbell, 1998).
does not have to look like the writing of an adult.
Kim has signed up to present a story she has written. Her story
consists of a picture and some horizontal squiggly lines going across
the page. Kim “reads” her story to the class. She says, “Once upon a
time there was a long slimy snake. The snake had stripes on his back.
He had a long tongue. He said, ‘S-S-S-S-S-S-S-S-S-S!’ The end.” Kim
asks the audience if anyone has any comments or questions. José The writing looks
asks, “Who was the snake hissing at?” Kim answers, “I forgot to write like a story—it fills a
page with horizontal
the part about a little girl who was afraid of the snake. I can add that
lines of writing and
to the story.” demonstrates a
concept of linearity
Ms. Ramos adds, “I noticed that your story starts with Once upon a
(McGee & Richgels,
time and ends with The end just like in the fairy tales we have read in 2000).
class.” She also comments on how colorful the snake is in Kim’s
picture. Later, the teacher writes an anecdotal note describing Kim’s
use of story language when telling her story about the snake.
Additional Applications of Lesson
• Make a bar graph indicating how many students liked each type of cereal. Help students
to interpret the bar graph. Ask questions about the bar graph. “What does this bar graph
tell us? How many children liked ______? Which cereal did the class like the most? Which
cereal did the class like the least? How many more liked ______ than _______?”
Write the questions and answers on the bulletin board under the front panels of the
cereal boxes.
• See Appendix, page 70, for additional suggestions.
Assessment
Observing Student Progress
Determine if the student can:
• Trace his or her name on half of a sentence strip.
• Write some letters in his or her name so they are recognizable.
• Write the letters in his or her name so they are recognizable and in the correct order.
• Write his or her name conventionally on the sentence strip.
• Read the names of the other students in the class.
• Interpret the bar graph.
Informal Questioning Strategies
• Can you tell me which cereal you liked the best?
• Can you show me where you placed your name?
• Can you write your name for me?
• Can you read the other names on the graph?
• What information does the graph give us? 12/03
After lunch, Mary was looking
at the names under the cereal
Checklist box panels. She told her friend
Appendix Page Sue, “Look, Kim likes KIX and
José likes Rice Krispies.”
93
Link to Self-Assessment Tool
Instruction is planned for children to:
• Make meaning by creating an increasing variety of written symbols (McGee & Richgels,
2000).
Additional Applications of Lesson
• Encourage students to compare the size of objects commonly found in the classroom such
as pencils, crayons, markers, paintbrushes, and each other.
Assessment
Observing Student Progress
Determine if the student can:
• Draw a picture about what he or she learned in the math lesson.
• Draw a picture and include some type of writing to represent what he or she learned in
the math lesson.
• Dictate a sentence about what he or she learned in the math lesson.
• Write in the journal about what he or she learned in the math center.
Informal Questioning Strategies
• In what order did you put the towers?
• Can you tell me something you learned in the math center today?
• Can you tell me about the picture you drew in your math journal?
• Can you read to me what you wrote in your math journal?
5/04
Mary was playing with cubes in
the math center. She said,
“Look they go up and up and up.
Hey, I made stairs.” She had
put the towers in order by size.
Link to Self-Assessment Tool
Instruction is planned for children to:
• Use written language to document learning, make transitions throughout the day, keep
track of classroom chores, and at play (Schickedanz, 1999).
Additional Applications of Lesson
• Model other types of writing that could take place in a grocery store: signs for aisles,
labels for food, bathroom signs, coupons, newspaper advertisements, receipts, bills,
checks, debit cards, etc.
• Bring in weekly store coupons from the newspaper for the children to cut apart; store the
coupons in a box or pouch. Model the talk associated with coupons, such as, “We need
cereal and here’s a coupon for our favorite!”
• See Appendix, page 82, for the various roles teachers should play during dramatic-play-
with-print centers to support the students’ emerging literacy skills.
Assessment
Observing Student Progress
Determine if the student can:
• Participate in the familiar script of a store.
• Use new vocabulary learned through role-playing when in the center.
• Demonstrate the proper function of different texts that pertain to the center: grocery list,
coupons, canned food labels, signs, etc.
• Write signs or other print pertaining to the center.
• Write a grocery list even though his or her writing may be unconventional.
• Form some alphabet letters conventionally in his or her pretend play writing.
Informal Questioning Strategies
• Why do people write grocery lists?
• What items did you write on your shopping list?
3/04
• Can you read your shopping list?
• Why do people use coupons when they go While playing in the store
shopping? center, José decided to make a
grocery list by copying food
items from a sales ad. He wrote
letters in a list format. He
said, “We need milk, butter, and
eggs.”
Link to Self-Assessment Tool
Instruction is planned for children to:
• Read and write to support play themes (Owocki, 1999).
Additional Applications of Lesson
• Use language patterns from other books to create big books for the class.
Assessment
Observing Student Progress
Determine if the student can:
• Identify the language pattern in the book.
• Tell you the language pattern that comes on the next page.
• Write his or her name in the blank spaces on the big book using a capital letter.
• Read parts of the pattern.
Informal Questioning Strategies
• Can you read me what was written?
• Did you start your name with a capital letter?
4/04
Kim made a pattern book
following the pattern book
“Whose Hat?”. She wrote
“Whose ball?” and drew a
picture of a football. On the
second page, she drew a football
player and wrote “fuball plr.”
Link to Self-Assessment Tool
Instruction is planned for children to:
• Make meaning by creating an increasing variety of written symbols. (McGee & Richgels,
2000).
Appendix
Supplies for Writing Center
Writing tools
• pencils (both regular and • colored pencils
colored) • sponge letters
• pens • magnetic letters
• highlighters • felt letters
• markers • crayons
• alphabet stamps • chalk
Writing surfaces
• clipboards • greeting cards
• small white boards • colored paper
• chalk boards • stapled blank books in
• newsprint variety of shapes
• index cards • writing pads
• unlined paper • sticky notes
• calendars • spiral notebooks
• checkbooks • sand tray
• student journals
Reference materials
• photo album of students • letter formation chart
• word walls • alphabet picture poster
• word lists • books
• picture dictionaries • magazines
• dictionaries • coupons
• alphabet sentence strips
Other materials
• bulletin board to display writing
• writing folders
• student mailboxes
• alphabet puzzles
• date stamp
Adapted from McGee & Richgels, 2000 and Dorn, French, & Jones, 1998.
