Package 3-5: Writing
This lesson will allow your child to coordinate multiple skills, including handwriting skills, critical thinking, composing, refining, re-reading and editing.
Week 4 - Package 5 - Kindergarten English/literacy - Modelled writing
Things your child will need
Have these things available so your child can complete this task.
- Lesson video: “Let’s get a pup!” - Modelled writing 1, “Let’s get a pup!” - Modelled writing 2
- Week 4 suggested lesson sequence
- A copy of the book: Let’s Get a Pup!’ written and illustrated by Bob Graham and published by Walker Books.
Before your child starts
Make sure your child has everything that they will need at the start of the lesson.
There are 2 video lessons. Check that the volume is turned up and that your child is in a quiet environment.
The videos can be watched without being dependent on any previous lessons, however there is a suggested sequence.
What your child needs to 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 your child can do next
Day 1 – watch “Let’s get a pup!” - Modelled writing – 1
Day 2 – watch “Let’s get a pup!!” – Modelled writing - 2
These video lessons can be completed separately, or they can be completed as part of the suggested weekly sequence.
After watching the videos, discuss the story, “Let’s get a pup!” and what your child might like to draw and write about. They might choose to write about a character in the story or about a pet of their own. 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?
Ask your child to draw a picture (perhaps a character from the story) and tell your child together you are going to write labels for various parts of it. Help your child formulate the sentence they would like to write about their picture. You could write some of the sentence for them and just get them to write one of the words that they may know, such as a high frequency sight word that they are learning like ‘the’, ‘I’ or ‘a’.
Activity too easy?
Encourage your child to write another sentence and add detail to their picture.
- 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). 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.
- 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.