writing
Professional Development Session
Format: Mixed model, 2 hour interactive session
Prior to the session: Read selected state publication pages, and view presentation.
During the session: Small groups develop a guided observation checklist that could be used when observing a preschool classroom for writing supports.
Young children become involved with written text by being read to, examining books, and observing others writing. Preschoolers begin to experiment with writing by pretending to write and by learning to write their names (PLF, Vol. 1, p. 54). Developing as a writer depends on the writer’s understanding of how a particular written language looks and on the writer’s language and thinking skills. Conventional writing requires knowledge of alphabet letters and an understanding that letters stand for sounds in spoken or signed words. Deciding what to write requires oral or sign language, knowledge, and thinking (PCF, Vol. 1, p. 158). Prior to the session, participants read the selected state publication pages and view the presentation. During the session, small groups develop a guided observation checklist that might be used when observing a preschool classroom for writing supports.
Resources
 | State PublicationsCalifornia Preschool Learning Foundations, Volume 1, p. 70 and 87-88California Preschool Curriculum Framework, Volume 1, pp. 158-166 |
 | Chapters and Articles |
 | PresentationsFalling in Love with Writing (CPIN) |
 | Handouts
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 | Streaming Video |