Package 1-5: Writing

This lesson will allow your child to coordinate multiple skills, including handwriting skills, critical thinking, composing, refining, re-reading and editing.

Week 2 – Package 5 - Kindergarten English/Literacy - Modelled Writing

Things you need

Have these things available so your child can complete this task

Ideal Back up

Video lesson – Lesson 1 Big Rain Coming Modelled Writing

A copy of the book Big Rain Coming by Katrina Germein and illustrated by Bronwyn Bancroft, published by Penguin Random House.

You may possibly be able to find a copy of the text on a shared digital platform, such as YouTube.



Copy of the high frequency sight words your child is currently learning – a, am, I , on, the, is, at

Alternatively, your child may have some high frequency sight words from their school

Copy of the letters (graphemes) your child is currently learning – s, a, t, p

Alternatively, your child may be learning other letters from their school

Before you start

It is recommended your child watches all of the Shared reading - Big Rain Coming lessons to build their knowledge and understanding of the text before watching Lesson 1 Big Rain Coming modelled writing.

Make sure your child has everything that they will need at the start of the lesson. There is 1 video lesson. You may choose to watch it again during the week for more practise.

Check that the volume is turned up for the video lesson and that your child is in a quiet environment.

What your child needs to know and do

Your child needs to know that spoken words can be recorded as print. Then the words can be read over and over again because the print will not change. Words carry meaning and messages.

This lesson will allow your child to coordinate multiple skills, including handwriting skills, critical thinking, composing, refining, re-reading and editing. It is important your child learns to write independently, and feel confident in their abilities to do this, but they may need assistance and support in the beginning.

As your child is learning the alphabetic code, invented spelling is expected. When incorrect letters are recorded for similar sounds (phonemes), for example, your child may write ‘fat’ for ‘that’ or letters are missed, for example ‘wen’ instead of ‘when’ praise your child for good listening to the phonemes, indicate which letters they recorded correctly and then record the word correctly above their attempt.

What to do next

Day 1 – watch Lesson 1 Big Rain Coming Modelled Writing

After watching the video, discuss the story Big Rain Coming, and what your child might like to draw and write about. Keep the sentence relatively simple so it can be remembered easily. Encourage your child to draw and write by themselves. They may use some of the high frequency sight words and some of the learnt phonemes to stretch out words, and the corresponding letters, or graphemes, to write them down.

Options for your child

Activity too hard? Activity too easy?

Ask your child to draw a picture (perhaps a frog or a dog from the story) and tell your child together you are going to write labels for various parts of it. Together identify a few parts of the picture worth labelling, e.g. the tail, nose and paws of the dog. If appropriate, ask them to listen carefully for the initial phoneme of each word as you say it slowly. Once identified, if they know the corresponding grapheme, they can record it, but if not, help them do this. Then complete the rest of the word. Say the word aloud and ask your child to read it.

Help your child formulate the sentence they would like to record. Often a shorter sentence is more manageable. Monitor the process for your child, reminding them with gentle prompts, of the ‘next step’, for example ‘should we re-read it again to make sure we’ve got all the words?’

Encourage your child to write another sentence and add detail to their picture.

Extend the learning

    • Once your child has determined the sentence they would like to write, ask whether the sentence can be improved with some describing words (adjectives) for each noun (naming word). For example, a child might like to write: the frogs wanted some water. Ask if a word that describes the frogs would improve the sentence (green) and encourage another word to describe the water (cool) So, now the sentence could be: The green frogs wanted some cool water. This is much more interesting, as it gives finer detail about the frogs and the water.
    • Build each day on the previous day’s sentence, so a paragraph is gradually being built. For example,
      • Day 1 - The green frogs wanted some cool water.
      • Day 2 - They waited and waited for the big rain to come.
      • Day 3 - The frogs huddled around the dripping tap.
      • Day 4 – I know what it is like to wait a long time for something.
      • Day 5 - When the big rain came, the green frogs jumped with happiness. I would dance and jump too.
    • Editing is an important skill, and your child will benefit from practising it as soon as they begin composing texts. This includes constant re-reading, adjusting and monitoring during the process.
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