Workshop 7
Reading Instruction in K-3: Writing
Speaker:
Sally Hampton, Director of English Language Arts, New Standards Project, National Center on Education and the Economy, Ft. Worth, Texas
Moderator:
Margaret McNeely, Team Leader, Standards and Assessment, National Institute on Student Achievement, Curriculum, and Assessment, Office of Educational Research and Improvement, U.S. Department of Education
Abstract:
Once children learn to write letters of the alphabet, they should be encouraged to write them, use them to begin writing words or parts of words, and use words to begin writing sentences. Instruction should be designed with the understanding that the use of invented spelling is not in conflict with teaching correct spelling. Beginning writing with invented spelling can be helpful for developing understanding of phoneme identity, phoneme segregation, and sound-spelling relationships. Conventional correct spelling should be developed through focused instruction and practice. Primary grade children should be expected to spell previously studied words and spelling patterns correctly in their writing products. Writing should take place on a daily basis to encourage children to become more comfortable and familiar with it.
This workshop will focus on effective strategies for improved writing instruction in the early grades. Using examples from the development of primary level standards for reading and writing and early literacy programs at the local level, participants will gain an understanding of how writing instruction improves reading.
Notes