Sorry for the 'un-snazzy' title!
In response to a query, I thought it would be easier to post on the class blog instead of respond directly as this is often a common question and not a "quick fix, short" answer.
Reading
always tends to show obvious development in Reception. Children learn their sounds and one day "the light goes on" and the child can blend sounds and read. This then leads to fluent reading where the child reads most words "in their heads" and only sounds out the odd word as their confidence and skill builds.
Writing is not as straight forward.
Imagine I ask you to write down what I am about to say. The thing is...
1) you have to use your non-dominant hand (the one you don't write with)
2) I read you a very long passage of text
3) the text is in Greek with very long names
4) you are under a time limit
Not only have you got to remember what is in your head, work out how on earth to spell it (which letters make those sounds) but you have to remember how to write those letters and get that hand to do the right thing (but it has a mind of its own!) And that is just the start of learning to write...
So what can we do...?
For many, writing is a scary thing. Because it is scary "we" avoid it. We don't want to get it wrong. It is just too tricky. There are more "fun" things to do...
For many, and interestingly boys (or male-brained individuals- those who "fit" with the male brain interests/skills etc) can suffer this; a negative experience can have a long term (even permanent negative impact!!!
Firstly, boys generally speaking, are less fond of writing. Physically their fine motor skills develop later in comparison to girls so they find the physical process of holding the pencil and getting it to do as they want tricky (and therefore off putting)! Blame evolution and the testosterone kick at 5 (so I recall from a course many moons ago)!
So... Funky Fingers. Lots of FUN, fine motor activities. As shown in a blog before, we do a daily warm-up which concentrates on the upper body; working the core, shoulders, and along the arms to the elbows, wrists and finger joints.
Here are some teeny tiny videos of our activities this week;
We LOVE the "Wooers"- 99p at B&M! And they are back in!
These will support the physical process of writing and support your child into developing a pincer grip. This is the "correct" grip with which to hold a pencil. This will be most comfortable (When in later years they will need to write at speed) but will also form the best letters by having the most control of the writing implement.
This is a range of the grasps that children can develop. Many form a natural progression from one to the other as their strength and coordination develops from birth. Some, however, can be bad habits which can be difficult to break. This is the prime reason for Funky Fingers. Please see any info from the legendary Alistair Bryce-Clegg on this. He is the most amazing Early Years professional and a hero of mine (also the "creator" of Funky Fingers)! He is HUGE in promoting writing for boys, particularly Summer born boys who find this physical process hard.
FUN, FUN, FUN!
We need to motivate our children to write. Therefore it needs to be engaging, provoking, inspiring and FUN!
Why come inside and write with a boring pencil when you are making mud pies and exploring how the mud squelches when you mix it? And that worm keeps sticking his head up as you swirl him round and round!
Invest in FUN things to write with. Writing should not be just pencils and paper. It should be:
chalks on the shed
watercolour paints on the pavement
squirty bottles of water (or coloured water... or coloured water with sparkles)
a stick in wet mud
a finger in the sand on the beach
a finger in gloop (cornflour and water)
a finger in flour on a work surface
you name it, we can write in/on/with it!!
Again these are just some physical things to support the lines and strokes.
magnetic letters on the fridge
foam letters in the bath
RWI soundcards
can all be used to 'make' words- the spelling element. This reduces the frustration/ anxiety of the physical processes of writing whilst developing the phonetic skills; putting the sounds c-a-t in order to write 'cat'
Why write?
We need a reason to write! Why else should we bother!
Many of us write for a purpose- to please our Mummies and Daddies because we can write their names!
Encourage writing for a fun reason- recall the jail we created out of wooden bricks in the Autumn term? That was HUGE in promoting writing! On whiteboards with pens. On "Police Forms" with "posh pens"...
Going shopping? Have your child help you write a list- on a real and lovely looking shopping list pad. With a gel pen!
Confidence is key in writing!
Support your child in writing by:
- helping them to write their names independently. This carries a lot of meaning and pride when they can do it!
- helping them write the names of people in their family! Mum, Dad and siblings/pets names are often the first words children write! Again- it carries meaning. "I can now write my Mummy's name on a picture for her and she will smile and kiss me and make me feel good inside."
- Using "tools" to practise the segmenting and blending of sounds into words; typing words on a PC/tablet, simple CVC word games/apps, using cards, magnetic letters or bathtime letters to form words. Use playdough or baking letter cutters and make words. Encourage "sounds"- it does not have to be spelt correctly. We are developing the ears and brain to work together to break up words into their sounds.
- Use "FUN" things to write with! Use these to practise pre-writing patterns to develop control of writing implements; quills or feathers found on a walk, gel pens, charcoal, sticks.
- Write on different papers, surfaces (not Daddy's freshly painted lounge wall)- chalkboards, whiteboards, floors/pavements, the beach, the mud patch.
- Have a reason; label models. Make stories of models. Label favourite characters or pictures drawn. Write a list and use it in Tesco. Play "Police" and issue speeding fines to the toy cars. Arrest Daddy for snoring on Sunday afternoon- give him a ticket!
- REWARD! Praise, stickers, kisses, high-fives. Foster that "Feel Good" factor! A chocolate star/Smartie as encouragement to soldier on. Pin up fabulous writing (even if it is not spelt right or isn't formed correctly). Value it all. Have a golden frame for awesome work. Or have a "Work Wall" to show off mark making (or photos of spelt words and captions). Ring Nannies and Grandads to tell them! Put it on your child's Tapestry to show me!
And lastly, be patient!
It takes time and there is no race. ALL children learn at different speeds. Learning does not follow a straight line but goes up and down as we encounter challenges, build our confidence and skill. We are only 4 and 5 years old and we will get there. Whilst I strive for the best in all I teach, it is something I do with fun, with purpose and with confidence building.
Hope this helps!
Miss G :)
