Writing

Writing, writing, writing

Writing happens on a daily basis in our classroom.

There are many different ways to write and different stages of writing.

Here are some examples:

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writing, writing, writing

In Montessori, writing comes before reading.  Children learn through their senses and begin by tracing sandpaper letters.  This helps them to learn how to form the letters as well as what phonetic sound goes with each letter.

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A child practicing the K in his name. We are also child driven.  Although we teach cursive, most children learn how to spell their name with printed letters.

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After children learn the sounds of many letters, they begin to sound out words on their own but also can sound out three letter phonetic words.

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As they become more proficient writers, they begin to write in their journal.  They can write whatever they would like.  Some kids liked to write real stories like what they had for dinner, some professed their love for their parents and some liked to look at cards and make up a fairy tale.

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As the children enter their third year (Kindergarten year) we often see spontaneous writing.  Here a child is asking for what is in the smoothies we made.  She wanted to write the ingredients down for her mom.

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This child made a list “Eyes only” for the chrysalids so their development would not be disturbed and they could finish the process of metamorphosis.

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This child wanted to make a list of what the teachers liked.

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This year a few of our Kindergartners wrote their own books.  (Really, wrote and illustrated!)

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Some of the afternoon children wrote postcards home.  Hopefully they were received in the mail this week!

We provide many opportunities for writing in our classroom!  It is great fun to watch these skills develop!

Writing, writing everywhere!

Spring is in the air and so is writing!

Writing happens throughout the whole year but right now, writing is everywhere!

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Practicing letter formation.

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Sounding out and writing three letter words with the moveable alphabet.

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Writing with the moveable alphabet and then copying on papers.

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Writing a sentence in a writing journal.

 

 

 

Writing Practice

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In a Montessori classroom, children are given many opportunities to practice writing without actually having to produce something on paper.  This child is very interested in the sandpaper letters, is learning the sounds letters make and wants to write.  Once he discovered this work, he was hooked.  A chalkboard is provided.  Chalk is rubbed on the board.  He then chooses the sandpaper letter, traces it with his finger tip and practices the sound it makes.  He then dips his fingertip in water and practices writing on the board.

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This work has captivated his attention.  In a Montessori classroom, children are not told to stop a work they enjoy doing.  They are allowed to complete it as many times as they wish.

Spontaneous writing!

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In a Montessori classroom, there should be many opportunities for spontaneous writing! Here a child was so excited about her nail polish, she wanted to write it down and draw a picture!

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She rolled out a rug, got the movable alphabet and sounded out the words! She then traced her hand and had her story. These opportunities help her to understand how to sound out words, how to write a story and that she has something to say. She was quite proud of herself and couldn’t wait to take it home and show her mom!

Opportunities for Writing

Writing and reading go together and we try to provide opportunities and encourage children to write. Montessori language work begins with the metal insets. Here a child learns to hold a pencil and gain some control while creating beautiful images in many colors. As they progress through the many works, children may want to begin writing letters. They move on to writing their name and pretty soon various messages. These messages can be anything from writing a sign to let others know to “take only one paper towel” to writing words in a book. Here are some examples:

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T Rex was dead in a big explosion. To: Angela

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Mother’s Day Book of Flowers

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Rose

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“ar” words

Children are not put under pressure to spell things perfectly but encouraged to express themselves by sounding out the words. Eventually, as they work through the language materials, they see many words and how they are spelled.

Creative Writing

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Creative Writing

To encourage creative writing with some of our Kindergarten aged children, we paste a picture a the top of writing paper. He is a fluent reader and is not actively working on additional reading skills. We keep him challenged with reading comprehension and are now asking him to produce more writing.

Sewing Pouches and a Project Nearly Forgotten

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For another sewing work this week we introduced sewing a pouch. Some children have become very proficient sewers and need very little extra help. We used embroidery floss with felt to create the pouches. We also decided to give the option of adding a button as they have had a lot of button practice in the past few weeks. They only tricky part is threading the needle and tying a knot at the end. We did introduce the children to the needle threader which really helped!

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This child made a pouch for everyone in her family!

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The pouch sewing seemed to inspire another child who had taken a very long break from his stuffed animal sewing work. This child decided to finish sewing and then we asked him to write a story about the snake. He is a proficient reader and we are always looking for ways to help the writing process along. He wrote several pages and took the snake and the book home with him Friday! What an accomplishment!