DailyWritingProgram
For the better part of the school year we do our daily writing on whiteboards. This encourages the children to take risks in writing. If they make a mistake they can easily erase it, forget it, and try again. When they have finished their writing they must show it to a teacher who will have the child read it. If no corrections are needed then the child can erase their board and join the next activity. When a child has consistently been successful at one of the phases they move on to the next. Not all children move on at the same time. This link doesn't have the best pictures but it accurately describes the
Phase 1
The children begin by writing their names on the whiteboard using a model that includes their name in upper and lowercase letters. The children are encouraged to use the model less and less.
Phase 2
The children copy 3 words out of our alphabet books and/or words they see around the room.
After they have finished writing they bring the whiteboard and the book to the teacher. They will read the words they wrote to the teacher who checks the copying and reading for accuracy. Often times a child will "read" a word incorrectly and the teacher will model a train of thought that guides the child to the correct reading of the word.
Often times children will read the picture below as "cat". The teacher might say, "I see the letter 'n' and it says "n". Do you hear "n" in "cat"?" And so forth until the word has been 'read' correctly.
Phase 3
Mr. Martel will draw a picture or group of pictures on the big whiteboard for the class. The children will write three words they choose that have to do with the picture. They will use inventive spelling to write these words.
When they are finished writing the teacher will help them make improvements on their writing by asking questions. Ex. "I see you wrote 'n-i-s', but when you say 'nose' I don't hear an 'i'. What letter says 'o'?"
Phase 4
Mr. Martel will draw a picture on the board and the children will write a sentence about it. When they are done writing the teacher will help with spelling, punctuation, and 'eraser spaces'. We use 'eraser spaces' as a strategy to make sure our sentences are not one long word.
Phase 5
No more whiteboard. They children are given a paper with lines and a silly picture to write a story about. When they are finished writing they will read the story to the teacher who will discuss their story and writing with them.
