How we become writers

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THE DEVELOPMENT OF WRITING SKILLS PART 1: TELLING THE STORY ت ا ب ل ا ط ل ا ىد ل ة ب ا ب ك ل ا ت ا ر اه م ر ي و ط ت ة ص ق ل ا ة ء ا ر ق: ل و( أ ل ا ء+ ز ج ل اHow We Become Writers ً ا ابَ ب ك ح ب ص+ ت+ ف ي ك

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Page 1: How we become writers

THE DEVELOPMENT OF WRITING SKILLSPART 1 : TELLING THE STORY

بات ل لطا ا دى ل ة ب ا كت ل ا ت را مها ر تطوي : لقصة ا ءة قرا ول األ لجزء ا

How We Become Writers � �ًابًا كَت نصبح كيف

Page 2: How we become writers

What is Writing? الكَتًابة؟ هي مًا

Can we agree that…Writing is an invention of symbols that represent

ideas that wish to be recorded. These ideas are based on shared vocabulary (words) that are created by the combination of letter sounds (alphabet).

. هذه تسجيلهًا نود الَتي أفكًارنًا تشرح وتعًابير لرموز ابَتكًار هي الكَتًابةأحرف ... من مكونة والكلمًات كلمًات بواسطة تعرض األفكًار

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Writing Emerged from the Need to Share Stories Orally.

قصصنا اآلخرين لمشاركة حاجتنا من الكتابة برزت

Young children come to understand language through listening to people talk and engage with them. They also begin to identify words with objects or images, which develops larger vocabularies and understanding of their culture and world they live in.Studies show that children’s literacy rates are higher in families who interact and read frequently with them. . وربطهًا الكلمًات بَتمييز فيبدأ معهم واالندمًاج لآلخرين اسَتمًاعه عبر اللغة بًاسَتيعًاب الطفل يبدأ

. . بهًا نشأ الَتي بيئَته في المفردات من حصيلة لديه بذلك وتَتكون موضوع أو بصورةوتقرأ الطفل مع تَتفًاعل الَتي األسر في أكبر تكون األبنًاء انجًازات أن إلى الدراسًات أشًارت

. مسَتمرة بصورة معه

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How Writing Skills Developالطفل لدى الكتابة تطور آلية

We begin to learn how to speak first, then begin developing fine motor skills, and later more complex understandings of how oral language can be represented in letters and words .

تحويل فكرة بًاسَتيعًاب يبدأ ذلك وبعد اليدوية مهًاراته بَتطوير يبدأ ثم � أوال الحديث اإلنسًان يَتعلم. والكلمًات الحروف هو جديد شكل إلى حديثه

Because young children lack the knowledge of the alphabetic principles, they use pictures or symbols to represent their ideas. Through education, they learn how to read, spell, and write in sentences.

الصور بًاسَتخدام أفكًارهم عن يعبرون فإنهم والكَتًابة القراءة يَتقنون ال الصغًار األطفًال وألن. مكَتوبة. جمل إلى أفكًارهم يحولون كيف يَتعلمون للغة تعلمهم وأثنًاء والرموز

Oral Languag

e

Pictures or other Symbols

True written forms.

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Writing combines many skills and relies on

development in areas not specific to writing.

مهارات عدة على الكتابة تعتمد

Skills checklist:

fine motor skills (use muscles in the fingers and hands) اليدوية المهًارة

attention to focus for periods of time على والقدرة االنَتبًاه

بًالوقت الَتحكم

memory to generate ideas and retrieve letters and appropriate wordsالذاكرة

language to be able to express themselves.اللغة

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The Foundation: Telling Our Storiesالقصة قراءة

Story time: Student tells a brief story about an important event that happened to them. When they are done, the audience explains what they understand about the story and asks questions.

. زمالئه من يطلب معه حصل مهم موضوع حول قصة الطًالب يسردالقصة محَتوى من فهموه مًا يشرحوا .أن

Treasure Tells: Students bring in personal items or photos and share a family story with the class. قصة الصف ويخبرطالب العًائلة مع تخصه � صورا الطلبة أحد يحضر

بهًا مَتعلقة

Telling a Good “Yarn”: One person holds a ball of yarn and begins telling a story, then passes the yarn and the storytelling to another classmate.

. لزميل الكرة ذلك بعد يمرر قصة بسرد ويبدأ كرة األوالد أحد يحملالقصة أحداث ليكمل له

These activities are best for whole-group instruction and should be modeled by the teacher first, as well as explaining the etiquette for audience participation.

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Some Tools for Creating Storiesقصة لبنًاء وأدوات آليًات

Story Chest: A simple box with objects or photos that a student may use to create a story. يمكن وصور أدوات عدة يحَتوي صندوق

قصة لَتأليف اسَتخدامهًا

Story Cubes: Cubes that have pictures glued to each side. Students roll cubes to make up stories. يرميهًا صور عليهًا ملصق مكعبًات

عنهًا يكَتب صورة له لَتظهر الطًالب Story Strings: Students use icons glued on a “string” to tell

story; can also use actual beads that are threaded in the order of the story.

. تكون أن ممكن لتأليفقصة خيط على ملصقة أشياء الطالب يستخدمتسلسلي بشكل مرتبة خرزات

Students are taught how to use this in large group instruction, and then can work with partners and take turns telling stories.

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Story Chests

A box that contains: يحَتوي صندوق:على

•Photographs of different settings. صورمَتنوعة

•Figures to use as characters. لألصًابع عرائس

•Interesting props such as small cars, objects from a dollhouse, or other small toys/objects.

األلعًاب بعض

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Story Cubes

Click icon to add pictureStory Cubes are a tactile thinking and storytelling tool for exploring relationships and narratives.

Each of the six sides can illustrate or describe an idea, a thing or an action

تسًاعد القصص مكعبًابوشحذ القصص تأليف علىبين عالقًات إليجًاد الخيًالاألشيًاء

المكعبًات في وجه كلفكرة أو شيئ يجسد

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Story Strings

Tell sequenced stories to a partner

Represent stories through pictures and/or words

Develop a story using details

مَتسلسلة قصة اسردلصديق

أو الصور خالل من اعرضهًاالكلمًات

أكثر تفًاصيل بإدخًال طورهًا

 

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Let’s Try Some of These Ideas!

Think about how these tools help create writers in our classroom.

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Other Ways to Develop the Communication of Ideas

Here’s where YOU get to share other creative ways to promote story telling by students.

طًالبًاتك تشجعين كيف حول اإلبداعية بأفكًارك شًاركينًاقصة سرد على

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THE DEVELOPMENT OF WRITING SKILLSPART 2 : ILLUSTRATING OUR IDEAS

ة ب ا كت ل ا ت را مها ر تطوي : ا ن ر ا فك أ عرض ني ا ث ل ا جزء ل ا

How We Become Writersكَتًابًا نصبح كيف

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Going Beyond Handwriting Worksheets

Students need time to develop their skills and express their ideas!

We want them to create rather than copy ideas.

للوقت الطًالبًات تحَتًاجعلى قدراتهم لَتطويرالَتعبير

يبَتكروا أن نريدهم نحنأفكًار ينسخوا أن وليساآلخرين

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An Overview of Writing in Primary Grades

Becoming Aware that

Ideas Can be Written As

Words.

Invent Symbols to represent

language

Write “real” words that

explain ideas.

Let’s take a look at some of our students’ expressive writing to find out what stage they are at. الطالبات كتابات بعض على نظرة فلنلق

إليها وصلوا التي المرحلة على لنتعرف

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Supporting Their Development

Formalized Sentence StructuresFocusing on spelling and

grammar.Writing multiple sentences to

create paragraphs.

Labels and Captions

Student dictates ideas and teacher records them.

Teacher prompts them to label or create captions.

Drawing

Asking for more details in their pictures.

Teaching them how to draw and use different writing tools.

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First drawing…..then WRITING! ........... الكتابة ثم Gأوًال الرسم

In the beginning, we need to help children develop captions for their pictures.

نسًاعد األولى المرحلةأفكًارهم رسم على الطًالبًات

Ask lots of questions, never assume anything!!!

1.Who is in the Picture?الصورة في من

2.What are they doing?يفعلون مًاذا

3.Where are they? هم أين

4.What made you think of that idea?

بهذا فكرت لماذا

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Next ……

We need to work with them to write more formal sentences.

-letter direction and formation.

-spacing between words.-using punctuation correctly.-Correct spelling.مع األفكًار كَتًابة تعليم الثًانية المرحلة

وترك الكَتًابة اتجًاه مراعًاةواسَتخدام الكلمًات بين مسًافًات

اإلمالء وتصحيح الَترقيم عالمًات

This is an on-going process, and sometimes we have to focus on one particular skill (letter spacing) until we observe mastery.

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Books not only build reading skills but writing skills. الكتب

والكتابة القراءة مهارتي تطور

Writing mini-lessons from reading stories to the class:

-thinking about the importance of pictures in telling a story.

-how authors come up with ideas for stories.

-looking at language patterns to create emotion or interest such as repeating words/ phrases or rhymes.

بعد قصيرة قصص كَتًابة:القراءة

الصور - بأهمية الَتفكيرللقصة المرافقة

بفكرة -- الكًاتب أتى كيفالقصة

- لَتقليدهًا القة بنًاء لغة فهم

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Graphic Organizers: Tools for Formal Writing

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Homework!المهمة

Start implementing some of these strategies and tools! القواعد هذه بَتطبيق ابدئي

Evaluate current student samples—what “stage” are they at. Make a note of it!—you want to see growth! لدى الكَتًابة مهًارة قيميالطًالبًات

Begin compiling authentic student samples (not handwriting worksheets!!) to be examined at next CPD. من عينًات معك احضري

القًادمة الدورة في الطًالبًات كَتًابًات

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Sources

International Academy Of Education , Teaching Reading http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/EducationalPracticesSeriesPdf/prac12e.pdf

Badry, Fatima, Milestones in Arabic Language Development. http://literacyencyclopedia.ca/index.php?fa=items.show&topicId=274

The Complete Year in Reading and Writing by Karen McNally and Pam Allyn (Chapter 2, pp. 41–56) In Pictures and In Words by Katie Wood Ray Talking, Drawing, Writing: Lesson for Our Youngest Writers by Martha Horn and Mary Ellen Giacobbe The Happiest Toddler On The Block by Dr. H. Karp Office of Learning and Teaching, Writing Progression Points

http://www.merrivale-ps.vic.edu.au/image/am68/Writing.pdf