What does that really mean to consider Developmentally Appropriate Practices in Writing?
When referencing the WA state Kindergarten Guide a child must engage in 'playing at writing' throughout their kindergarten day. Starting slow for the first several weeks at the beginning of the school year to set up routines and procedures and introduce new materials is an essential part of the kindergarten year. Because our incoming students come from all types of opportunities or lack thereof, we can't assume that students coming into kindergarten know how to hold a pencil, how to use a crayon appropriately, or how to sit next to another child and engage. The 'going slow to go fast' concept allows teachers to close this opportunity gap and allow for equal access for all students. Even if they do know, the more students are able to practice skills in a new social setting the more flexible they will be in other settings. Classrooms where these materials (crayons, how to hold a pencil, glue, scissors, how to make friends, how to make a choice, and clean up etc.) are intentionally taught with the 'go slow to go fast philosophy' have fewer management issues come later fall, early winter. The focus on fine motor and oral language development is so intentional that writing doesn't have to be a struggle. This also directly impacts the social and emotional development of students as students use materials respectfully and become independent learners, using the materials flexibly in the classroom. Teaching in this manner allows for a plethora of opportunities to practice writing with a variety of materials.
What can it look like to implement Developmentally Appropriate Practices in Writing?
In our school district, Kindergarten teachers have used resources like: Katie Wood Ray and Matt Glover's Already Ready, David Matteson's Kindergarten: A Transitional Year and Ralph Fletcher and Lucy Culkin's Teacher's College body of works to investigate what developmentally appropriate practices could look like in kindergarten writing workshop. When we look at what students need to be successful in the writer's workshop, the need for an intentional focus on fine motor, oral language, making independent choices and 'playing at writing' is critical to close that opportunity gap.
In Ms. Wallace's classroom, I watched something really powerful as students were engaged in a series of lessons using a 'soft start' introduction through 'how-to drawing.' Not only does it align with the "go slow to go fast" philosophy but has an intentional focus on fine motor and oral language development as well as concepts of print.
The layering of early literacy concepts such as: labels, setting and adding details was intentional. She used wordless pictures as mentor texts to help support the writing concepts outlined in the series of lessons below, used 'how-to' books for step-by-step drawings and used a stapled book of blank, white copy paper with a title page entitled: "My Drawing Book." Reinforcing choice and independence, students were able to choose from drawing on whiteboards, loose paper, or their drawing book. A variety of materials were accessible during writing time (after intentionally teaching each material slowly). Below is the series of lessons that she took kids through:
Slow start launch of the writer's workshop utilizing 'how-to drawing' series.
Day 1: What is an illustrator?
Day 2: We are illustrators! (Color the cover of their "My Drawing Book")
Day 3: Writer's illustrate (how-to drawing of choice)
Day 4: Writer's illustrate (Intro of materials)
Day 5: Writer's share illustrations (share circle introduction at end of writing time)
Day 6, 7, 8: Writer's illustrate (how to drawing of choice)
*Start to introduce what a 'label' is as students are ready
Day 9, 10: Writer's illustrate neatly (introduce coloring rubric)
Day 11, 12: Writer's add more! (Demonstrate adding multiple details to one illustration, including the language of 'setting')
Day 13: Writer's tell a story about their illustrations
Day 14: We are writers!
Ms. Wallace encourages other teachers to "draw out these lessons over multiple days to instill confidence in students. The more confident the students are at independently planning, illustrating and sharing, the more successful they will be at writer's workshop." The way in which Ms. Wallace sees all of her students as writers and develops the deep belief in her students that they are illustrators and authors is prominent in her classroom and evidence can be seen in the classroom as students buzz about her classroom independently drawing and writing their stories.
What could this look like in your classroom?
--Nina
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