Dear Parents,
Each year, our K1 families share with us the questions they have about what learning to read and write might look like in the early years. Parents sometimes feel anxious that their child may be "behind" other children, especially when it can be tempting to compare our children to others of a similar age.
Each year, our K1 families share with us the questions they have about what learning to read and write might look like in the early years. Parents sometimes feel anxious that their child may be "behind" other children, especially when it can be tempting to compare our children to others of a similar age.
It is important to keep in mind that learning to read and write is developmental -- just as learning to walk and talk is, for example. Just as children learn to walk at different times, they also learn to read and write at different times. There are things that we can do to support the development of reading and writing, but there is little we can do to make it happen "faster" or before a child is ready (and there is really no need to rush!). To be clear, there is no expectation that children will know how to read or write by the end of K1. Rather, the goal is for them to view themselves as readers and writers.
Reading in K1
Reading with your child every night, for at least 20 minutes a day, is one of the most powerful gifts you can give your child in terms of supporting their learning. Reading to your child each day helps them to:
*develop a larger vocabulary
*understand more about different topics related to the world and everyday life
*enjoy more powerful learning in all subject areas (reading proficiency is a high predictor of overall academic proficiency)
*develop their imagination
*develop their creativity
*develop empathy
*develop improved problem-solving skills
In addition, children who value books are more motivated to learn how to read on their own, and to read on their own when they are ready.
A recent study reveals that children who are not read to at home each night may experience what can be called “the million word gap” (Logan, Justice, Yumus, & Chapparo-Moreno, 2019). The differences between children raised in literacy-rich environments, compared to those who are never read to is striking.
Writing in K1
We are proud to share that we have four K1 classes filled with developing writers! The children in our classes have been busy colouring, drawing, cutting, pasting, taping, stapling, painting, writing and engaging in "Mark Making".
Mark Making is a term used in art that refers to the creation of different patterns, lines, textures and shapes. In K1, we might best describe Mark Making as the start of your child’s journey towards becoming a writer! When children first start to “write”, they begin by making simple marks on paper and other surfaces. These might begin as scribbles on a page. Children soon understand that they can control their marks, and more clear drawing and writing begins to emerge.
For children who already know how to write some letters and words, Mark Making continues to be important. With Mark Making, children are not constrained to lines or “neat” handwriting. Rather, they can explore the different ways that they can record their ideas and take risks with using their own inventive spellings. These can be anything from random letters that represent a word or idea, to word approximations that include many of the important sounds in a word. This eventually leads to the correct spellings of high frequency and familiar words. It is important that you do NOT correct your child's spelling or comment on the "neatness" of their work. If children are worried about making mistakes, they will be hesitant to try writing. Taking risks and making mistakes are essential components to learning how to write.
In class, we encourage Mark Making in many ways. We provide students with different sensory and physical experiences associated with “writing”. These include using markers, pencils, coloured pencils and crayons for drawing. Painting at a table or an easel is another way to explore. Drawing letters in the sand, writing on a white board, or creating letters with play dough is also popular!
Mark Making is an important step in your child’s literacy development. They learn how to hold a pencil correctly, and begin to develop the fine motor skills and hand-eye coordination needed for handwriting. Through their marks and drawings, they begin to tell stories. Over time, these drawings and their stories become more creative and sophisticated. Most importantly, the children begin to view themselves as writers.
Below is a letter provided by Mrs. Wanda Morgan, our K1 Support Teacher, on ideas you can use at home to support the development of a proper pencil grasp and the fine motor skills associated with Mark Making and writing:
Journal Reference:
Jessica A. R. Logan, Laura M. Justice, Melike Yumuş, Leydi Johana
Chaparro-Moreno. When Children Are Not Read To at Home. Journal of
Developmental & Behavioural Pediatrics, 2019.
Thank you for the many ways in which you have been enjoying class books with your children at home. We are seeing the benefits at school! Children feel confident using their creativity and imagination to make up their own stories, we see them using “storybook language”, and some are even creating their own books in class.
After the school break, we will begin our K1 Library Programme. A mobile library will come to the K1 Pod each week and children will be able to choose a library book. This book will come home in your child's blue folder each week along with their other chosen class books.
In all likelihood, our classroom and library books are not books that your child will be able to read on his/her own. They may include a story that is familiar to your child, or it may be a story that is entirely new. Your child has chosen these books because they interest them. We ask that you read your child’s classroom and library books to them so that they can enjoy listening to the story, spending time with you, and learn from you as you model reading for them. Be sure to also take time to read to your child in your Home Language! Language concepts transfer, and a powerful first language supports the learning of additional languages.
After the school break, we will begin our K1 Library Programme. A mobile library will come to the K1 Pod each week and children will be able to choose a library book. This book will come home in your child's blue folder each week along with their other chosen class books.
In all likelihood, our classroom and library books are not books that your child will be able to read on his/her own. They may include a story that is familiar to your child, or it may be a story that is entirely new. Your child has chosen these books because they interest them. We ask that you read your child’s classroom and library books to them so that they can enjoy listening to the story, spending time with you, and learn from you as you model reading for them. Be sure to also take time to read to your child in your Home Language! Language concepts transfer, and a powerful first language supports the learning of additional languages.
Reading with your child every night, for at least 20 minutes a day, is one of the most powerful gifts you can give your child in terms of supporting their learning. Reading to your child each day helps them to:
*develop a larger vocabulary
*understand more about different topics related to the world and everyday life
*enjoy more powerful learning in all subject areas (reading proficiency is a high predictor of overall academic proficiency)
*develop their imagination
*develop their creativity
*develop empathy
*develop improved problem-solving skills
In addition, children who value books are more motivated to learn how to read on their own, and to read on their own when they are ready.
A recent study reveals that children who are not read to at home each night may experience what can be called “the million word gap” (Logan, Justice, Yumus, & Chapparo-Moreno, 2019). The differences between children raised in literacy-rich environments, compared to those who are never read to is striking.
Most of the words we speak during the day are associated with social language, and children use many of the same words in their social conversations and play. Books, however, introduce new words to a child’s vocabulary — both through reading the book, and through follow-up conversations. According to this study, children who are never read to can be expected to have heard 4,662 words by the time they are 5 years old. Children who are read to 1-2 times per week, 63,570 words; 3-5 times per week, 169,520 words; daily, 296,660 words; and five books a day, 1,483,300 words. Hence, the 1 million word gap. At UWCSEA, I would estimate that our students listen to at least 3 books a day at school (on average). Two books at home each night, and you are hitting your 5 books a day!
Again, being able to read with independence is not a K1 expectation, but learning to view themselves as readers is.
Again, being able to read with independence is not a K1 expectation, but learning to view themselves as readers is.
Writing in K1
We are proud to share that we have four K1 classes filled with developing writers! The children in our classes have been busy colouring, drawing, cutting, pasting, taping, stapling, painting, writing and engaging in "Mark Making".
Mark Making is a term used in art that refers to the creation of different patterns, lines, textures and shapes. In K1, we might best describe Mark Making as the start of your child’s journey towards becoming a writer! When children first start to “write”, they begin by making simple marks on paper and other surfaces. These might begin as scribbles on a page. Children soon understand that they can control their marks, and more clear drawing and writing begins to emerge.
For children who already know how to write some letters and words, Mark Making continues to be important. With Mark Making, children are not constrained to lines or “neat” handwriting. Rather, they can explore the different ways that they can record their ideas and take risks with using their own inventive spellings. These can be anything from random letters that represent a word or idea, to word approximations that include many of the important sounds in a word. This eventually leads to the correct spellings of high frequency and familiar words. It is important that you do NOT correct your child's spelling or comment on the "neatness" of their work. If children are worried about making mistakes, they will be hesitant to try writing. Taking risks and making mistakes are essential components to learning how to write.
In class, we encourage Mark Making in many ways. We provide students with different sensory and physical experiences associated with “writing”. These include using markers, pencils, coloured pencils and crayons for drawing. Painting at a table or an easel is another way to explore. Drawing letters in the sand, writing on a white board, or creating letters with play dough is also popular!
Mark Making is an important step in your child’s literacy development. They learn how to hold a pencil correctly, and begin to develop the fine motor skills and hand-eye coordination needed for handwriting. Through their marks and drawings, they begin to tell stories. Over time, these drawings and their stories become more creative and sophisticated. Most importantly, the children begin to view themselves as writers.
Below is a letter provided by Mrs. Wanda Morgan, our K1 Support Teacher, on ideas you can use at home to support the development of a proper pencil grasp and the fine motor skills associated with Mark Making and writing:
If you have any questions about your child's literacy development, please don't hesitate to reach out to your child's classroom teacher. We are here to help.
Yours in learning,
The K1 Team
Journal Reference:
Jessica A. R. Logan, Laura M. Justice, Melike Yumuş, Leydi Johana
Chaparro-Moreno. When Children Are Not Read To at Home. Journal of
Developmental & Behavioural Pediatrics, 2019.
Thanks for this. We are aware of some of this as we are friends of Rob Adcock and had spoken with him about reading and writing in Kindergarten. I liked some of the fun motor skill activities too - we'll be sure to try some of these out.
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