Package 5-5: Writing

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

Week 6 - Package 5 - Kindergarten English/literacy - Modelled writing

Things your child will need

Have these things available so your child can complete this task.


Back up

  • A copy of the book Belinda by Pamela Allen, published by Penguin Random House, Australia.

Before your child starts

Make sure your child has everything that they will need at the start of the lesson.

This is a 1 video lesson. 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 Belinda - 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 video, discuss the story Belinda, and what your child might like to draw and write about. 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 graphemes to write them down.

Options for your child

Activity too hard?

Ask your child to draw a picture and together you write labels for various parts of it. Collaboratively identify a few parts of the picture worth labelling. 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?’

Activity too easy?

Encourage your child to write another sentence and add detail to their picture. Children need to build stamina when writing, so at this stage of their learning, whilst quality is most important, quantity is also important.

Extension/Additional activity

  • 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: Belinda only wanted Bessie to milk her. Ask if a word that describes Belinda would improve the sentence (stubborn) and encourage another word to describe Bessie (kind) So the sentence could be: Stubborn Belinda only wanted kind Bessie to milk her. This is much more interesting, as it gives finer detail about Belinda and Bessie.
  • Build each day on the previous day’s sentence, so a paragraph is gradually being built. For example:
  • Day 1 - Stubborn Belinda only wanted kind Bessie to milk her.
  • Day 2 – Bessie went to the busy town to visit her daughter.
  • Day 3 – Old Tom had to dress up as Bessie to trick Belinda.
  • Day 4 – Now there was plenty of milk for the hungry animals and Tom.
  • Day 5 - Bessie wondered how brown mud got on her pink dress.
  • 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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