Im an early childhood major and need some ideas... I need to make up a leason plan that involves writing?

Question

The children in the classroom are three years old and im trying to come up with some ideas so they can learn and be intrested in it.

Answer 1

Creation myths! get them to tell a story about how something was created.

Answer 2

At that age you are really looking at pre-writing skills, holding a pencil to make a mark, circle shapes, up and down strokes.  Can you find  a story with circle shapes and have everyone make take turns attempting to draw a circe on the board.  Any more than that would be far over their heads and abilities.

Answer 3

You need to have the 3 yr olds write? I would keep it simple and have them write the initials of their name and have them think of other words that start with their initials.  Have them write simple words like Mom and Dad.  Or what their favorite color is.

Answer 4

I don't think kids who are three can even write independtly. The preschool that I sent my daughter to when she was three would write their first and last name a few times on a writing sheet and the kids would use a highlighter and go over their name. The would also choose a letter for the day or week and the kids would have a coloring picture on top of a page and a traceable letter the picture started with in a row on the bottom.

Answer 5

Here's a reply I wrote once about writing numbers.  Hope some of it helps.

______________________

What we use to get students to write numbers is actually quite

different. The problem with writing is that many students do

not have the fine motor skills developed to write. They also

may not have the concentration.

With that in mind, the question becomes "how do we build that

up so that writing becomes a natural thing for children?" I

think it is important that we help the child develop these

skills early. Once they are older, their hands are already

used to working in a certain way. It is harder later to teach

them than it is now, but to simply teach them is not

appropriate without a solid foundation.

Begin with the earlier years. Focus on several aspects:

1) Fine motor skills. We talk a lot on these boards about

exercises in fine motor skills and we do have a lot of great

ideas that get presented. I strongly encourage you to develop

find motor skills that also promote the pencil grip. Puzzels

that have pegs in them that you naturally use your 2 fingers

and thumb are fantastic for this. Transferring beads from one

container to the next with your fingers is also an activity

that children enjoy and that helps build up control of these

muscles. Using small tongs and picking up objects also helps

with this. Be sure to demonstrate to the children how to do

these activities properly. When I am selecting which bead I

want next and presenting this material, I look at my fingers

making the motion, then hold it up (not raised...just

naturally) as I select my next bead, continually making that

motion. Simply demonstrating this way gets most children

actively involved in this.

2) Concentration. The activities in the classroom are set up

to build up a child's level of concentration. There are

things within the materials that tell the student if they

messed up. It becomes evident because they cannot complete

the task of the material. They have to concentrate and find

out the solution to the problem. It is also important to

isolate the idea you are teaching. If you are teaching

colors, it may confuse the child to have a blue sky matched up

with a blue elephant. Why shouldn't the blue elephant be

matched up with the red cat? They're both animals. Isolate

the materials so that the only difference between them is the

blue or the red. This helps the child to focus strictly on

the one task he is working on.

3) Order - teach students to work with materials from left to

right and top to bottom. This will develop as an instinct

over time and will make writing and reading easier, since

they're used to starting so many other things this way.

4) Pre-writing writing materials. We have a set of metal

shapes that the child can use. They come in a square, red

frame and the shape is cut out and inlayed inside that frame

in blue. There are 10 frames: Circle, square, rectangle,

quatrofoil, ellise, oval, pentagon, parrallelogram, trapezoid,

and curvilinear triangle. The k**b on the shape to pull it out

is exactly like the k***s I described in #1...it allows the

student to grab ahold of it naturally with a pencil grip to

move it. (There's no easier way to pick it up)

The child takes this, along with some colored pencils, to a

table and begins working with it. The first thing they do is

place the red frame over the paper (no blue shape in there

now) and trace the shape. The main issue when a child first

starts writing by now does not seem to be the pencil grip, as

they have practiced that since day 1 of school, although

indirectly. If this is an issue, it is easily corrected since

they already have their muscles trained to the feel of the

grip. The main issue tends to be that they press too hard.

They may tear the paper. They may break the pencil. The nice

thing about this is that they immediate know something was

wrong and can correct it the next time. There is no need for

teacher interference at this point. The child just sees it

and tries to make it lighter the next time. Tracing the

inside of the shape has the control of error that the child

cannot go outside the shape itself. This is the first step in

control of where the pencil goes.

The second step involves the child being able to trace the

ouside of the blue shape. This is much harder because the

child must control the pencil to a much higher degree.

Other activities involve drawing lines inside the shapes,

different shading within the shape, and various thing that

help control the pencil control. It is quite a sight to see a

child who can trace the red one, then the blue, then color the

inside of various shades from lightest to darkest.

All of those help the child be prepared for writing, even if

it does not seem like it at first. (Who would think picking

up beads actually helps them write?)

As far as the direct writing of numbers is concerned, many of

our number activities use sandpaper numbers. These are

numbers cut out of sandpaper and glued onto a wooden board.

The child takes their index and middle finger and traces the

shape. If they go outside the shape, they automatically sense

the difference. Children, after practice, can even do this

blindfolded. This helps them both with feeling how the number

is written and learning the name of the number. They have a

sensorial experience with what the shape of the number is that

leaves a better image in their mind of how to write it.

I also think it is important to educate parents as far as the

development of writing is concerned. Many do not realize that

when a child is drawing random shapes and calling it writing,

that is a crucial early step. They have yet to see the

exactness of all the letter/number characters we have. That

comes with time and practice. They often then move into

shapes in the right spots (left to right) or lines drawn on

the paper (straight or squiggly lines). Then they begin to

just form letters that they know and then begin to see a

process happening. Few parents realize this and are quick to

just rush their child into writing things correctly. That's

just NOT how it works.

Answer 6

I recently read "The Little Red Hen Makes a Pizza" and I made a shopping list for the kids to use.  It had words like pizza, cheese, and tomatoes.  I drew pictures next to the words.  My older students were able to write the words, my younger students drew the pictures and added some letters.

You can have them set up a restaurant in Dramatic Play, give someone an order book and have them act as a server.  You can hang a sign on the wall for the kids to copy the words or you can create laminated menus for them to see.

My class loves to create traffic signs in the block area.  I leave small pieces of paper and tape in the block area, and they draw signs and tape them to blocks to stand up.

This week, we are talking about Dr. Seuss.  I read the book "Dr. Seuss' ABC" and gave each child a paper.  I had a lot of little alphabet books.  Each child got one letter and had to draw the pictures and write the words (if they could, if not, I wrote for them) for their letter.

Answer 7

At my school we wrote the children's first and last names on a sheet of paper (in broken dots) then laminated it and allowed them to trace their names with dry erase markers. The good thing is that when they are done you can erase it and use it again.

Answer 8

Animals! every little kid loves animals.

ummm ask them what their favorite animal is and have them tell why, what color it is, what sounds it makes lol

idk im 13