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Development of The Recording Process

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31 views2 pages

Development of The Recording Process

Uploaded by

api-734979884
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Writing

Development of the Recording Process


Materials Chalkboards (some blank and some lined), erasers cut in half
Large wall chalkboards (blank, lined, squared)
A writing supply place in the language area for papers of various sizes
(3 ½ x 1 ½ , 5 x 1 ½, 8 ½ x 1 ½ ), pencils and underlays if needed.

Purposes  The child should be comfortable making words with the moveable
alphabet.
 The child knows the traces of the sandpaper letters and can trace
blindfolded, on the table, in the air, etc.

Age 3.5 – 4.5

Preparation

Presentation: When the child has written a list of words with moveable alphabet,
Introduction to appear and say “Let me show you something you can do with the
Chalkboard words on your rug.” Fetch blank chalkboard and container with blank
chalk and place on a nearby table or move a small table or chowki to
the rug.
Isolate one of the words from the rug next to the table. Pay attention
that they connect. Hand the child the chalk and say “You can write
that word on the chalk board.” The child will attempt to record.
Remark that they can write. Ask the child if they want to write that
word again, or if they want to choose another. Whatever word the
child chooses to write should be isolated next to the table.

Monitor the child over the next few days, watching to be sure they
connect their letters and get all of the letters in the word in one
horizontal line.

Presentation: Bring the same materials as above, but in addition bring a ruler to draw
Introduction to a line across the center of the blackboard.
the Baseline
Once the line is drawn, use the ruler to line up your word on the rug
with the ruler (a clear ruler is advantageous. Remark that you are using
this to show what part of the letters fit on the line. Invite the child to
write.

Presentation: Add a second line above the baseline (the waistline) , made to be a little
Introduction to narrow then the child’s natural space. Take out some colored, pastel
the Waistline and chalk and shade in between the lines.
the Baseline
Place the ruler to show what part of the letters will touch the waistline.
Writing
Development of the Recording Process

Invite the child to write.

Over the coming days, keep trying to shrink the space. Successive
chalkboards will have more lines with smaller spaces.

Presentation: Once you have got to the 9-lined chalkboard, you can repeat the
Introduction to process with paper. Clipboards can be helpful in keeping the paper
Paper and Pencil from slipping, especially with lefthanders.

At about 5 ½ , if the child has done well with this series, they will no
longer want to do moveable alphabet, but rather compose directly on
paper. For some children, the narrow lines may match their writing
right from the start. The natural size of script is individual. You don’t
need to follow a rigid progression. Remember the ultimate goal is to
write on a single line and this should be a quick process. You don’t
want to spend long on the lines.

If children proceed through this entire series with all of the


preparations in place, they will have beautiful writing that they are
confident about using.

Control of Error None

Following None
Exercises

Pedagogical  Children will write as well as they trace. It is important to ensure the
Notes child has the tracing down before inviting them to write.

 The use of the letter boards is very helpful to refresh the trace of
each letter. You can invite the children who are writing to trace the
letter boards once before writing with chalk or pencil.

 Keep a variety of papers available to inspire writing.

 Encourage children to decorate their papers after writing.

 When children are writing sentences, you can introduce the writing
of capital letters.

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