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I once saw a poster that said, "The top ten ways to become a better reader: read,
read, read, read, etc." The very same is true for writing. The best way for your
students to understand that print carries a message and to begin developing their
understand that print carries a message and to begin developing their writing abilities
is to provide them with a consistent and comfortable means to do so. Children move
through various stages as they begin to write and the more experiences a child has
with writing the more quickly he or she may move through the stages.
quickly he or she may move through the stages.
The Stages of Writing:
Journals can serve a variety of purposes. Most importantly, journals give the child a sense of ownership
over his or her work. It is very empowering for a four year old to have something that is their very own
where they can write or draw anything they choose. Giving the child ownership of the journal makes the
journal writing process more meaningful. Children learn best when what they are learning is meaningful to
them.
What journals are not:
read, read, read, etc." The very same is true for writing. The best way for your
students to understand that print carries a message and to begin developing their
understand that print carries a message and to begin developing their writing abilities
is to provide them with a consistent and comfortable means to do so. Children move
through various stages as they begin to write and the more experiences a child has
with writing the more quickly he or she may move through the stages.
quickly he or she may move through the stages.
The Stages of Writing:
 | The first basic stage is scribble writing. | |
| The second stage involves "letter like" markings, some may resemble letters and others may look | |
| more like shapes. | ||
| The third stage is when the child makes continuous strings of letters. | |
| In the fourth stage the child actually begins to make some letter/sound matches in his/her writing: | |
| for example he/she may write the letter "F" next to his/her picture for fish. |
over his or her work. It is very empowering for a four year old to have something that is their very own
where they can write or draw anything they choose. Giving the child ownership of the journal makes the
journal writing process more meaningful. Children learn best when what they are learning is meaningful to
them.
What journals are not:
| Journals are NOT a place to practice penmanship. | |
| Journals are NOT worksheets or coloring pages bound together to make a booklet. | |
| Journals are NOT to be use as a reward or punishment. | |
September
April
We have a Journal Time everyday in Pre-K. You will see the best results with journals
when you do them on a daily basis. Above are examples of a student's journal. The
picture on the left is from September and the picture on the right is from April. These
results were achieved after consistent, daily journaling.
when you do them on a daily basis. Above are examples of a student's journal. The
picture on the left is from September and the picture on the right is from April. These
results were achieved after consistent, daily journaling.
Do you require your students to write or draw about a
certain topic?
No. Requiring students to draw or write about a topic of my choosing would not be
empowering or meaningful to the students. We want the children to be excited about
what they are doing in their journals and to view it a s a fun and creative experience.
For example, if I required them to all draw or write about pumpkins in October then it
would become a tedious task. Instead, I might say something like, "If you need an idea
for your journal, take a minute to think about what we are learning about now." Or I
might give them some choices they may chose from. We see the best results with
journals when the students are allowed to choose their own topics, but not to draw the
same thing over and over each day.. However, I do try to give them a topic to try to
focus for the week and maybe an idea to draw, but the rest is of their choice. Of
course, there is a simple rule we use at journal time: no guns or violence of any kind
may be portrayed in journals.
I have children write their name at the top of the page with a pencil, all drawing is done
with crayons. The reason for this is that, especially at the beginning of the school year,
we are not ale to discriminate what marks on their paper are attempts at drawing or at
writing. As the children are writing in their journals, I come around to each child and
scribe for them. I simply label their pictures or record whatever they have to say about
their picture.
certain topic?
No. Requiring students to draw or write about a topic of my choosing would not be
empowering or meaningful to the students. We want the children to be excited about
what they are doing in their journals and to view it a s a fun and creative experience.
For example, if I required them to all draw or write about pumpkins in October then it
would become a tedious task. Instead, I might say something like, "If you need an idea
for your journal, take a minute to think about what we are learning about now." Or I
might give them some choices they may chose from. We see the best results with
journals when the students are allowed to choose their own topics, but not to draw the
same thing over and over each day.. However, I do try to give them a topic to try to
focus for the week and maybe an idea to draw, but the rest is of their choice. Of
course, there is a simple rule we use at journal time: no guns or violence of any kind
may be portrayed in journals.
I have children write their name at the top of the page with a pencil, all drawing is done
with crayons. The reason for this is that, especially at the beginning of the school year,
we are not ale to discriminate what marks on their paper are attempts at drawing or at
writing. As the children are writing in their journals, I come around to each child and
scribe for them. I simply label their pictures or record whatever they have to say about
their picture.
