Read Then Draw Lesson Plan

This mail connects to two earlier posts on this Blog. If you find the topic of interest, I suggest you also read 'Understanding and Supporting Young Writers' and 'Creating or locating 'hooks' for teaching writing in the early on years".

Writing is aneffortful activity.

• To write something that information technology is easy to read and understand is hard work.
• Writing entails the interaction of cerebral and concrete factors involving the hand, eye, and both sides of the brain (Bromley, 2007)
• Writing is non a natural chatty competence similar speech and thus normally requires intentional teaching (Olson 2009).

The sample beneath shows that the author (aged 6) has already learned a lot about this complex process – although she however has much to larn.

Young children begin their writing journey creating pregnant by combining multimodal symbolic arrangement or modes such every bit talking, drawing, singing and role-playing, long before they appoint in the mature written linguistic forms of their culture (Kress and Bezemer, 2008). If given the models, opportunity, tools and encouragement, children spontaneously beginning to add writing to their drawings.

If we encourage this process "writing becomes a parallel means of meaning making rather than a replacement for the cartoon and talking they already do and then well when they arrive at school" [or preschool/Kindergarten]. (Mackenzie, 2011, p. 338).

Note the complexity of the multimodal text below. The creativity is fantastic to see. Of course this child still has a lot to learn most conventional writing but he is well on the way.

The transcript below shows how children come across a logical connection between drawing and writing.

TRANSCRIPT of chat between a researcher and 2 children:Sam (Age vii years 11 months) and Zac (Age 8 years 1 month)

Researcher:  " How come you both describe pictures in the middle of your stories "

Sam: " Then y'all can see what is happening"

Zac: " I just draw what has been happening in the story and so far "

Sam: " yeah and so you can come across what they are doing – considering I couldn't really explain it"

Researcher:   " What exercise you mean ?"

Sam – " sometimes it is hard to explain exactly what is going on –  so I draw information technology instead "

Describe-Talk-Write (and Share)

In this strategy, immature writers describe and talk about their ideas first, adding writing when they are set to practice so. A kid  may move through the describe-talk-write (Mackenzie, 2011) bicycle a number of times throughout a writing lesson.

Children are encouraged to build on what they already 'know and can do', thus providing "a powerful connection between home and schoolhouse [and preschool] and offering both motivation and scaffolding for early writing" (Mackenzie, 2011, p.323).

The teacher (or parent or instruction assistant) acts as a model and facilitator of the drawing and talking, and tin can use opportunities for pedagogy near writing, offering appropriate input to meet private needs.

This approach is the result of Australian inquiry conducted by Mackenzie between 2010 and 2019. Findings evidence that when drawing is valued and given priority as a meaning making system for children particularly within the first six months of school, the written texts created when they write are longer and more complex, than when conventional writing is introduced without the supports of drawing and talking.

The strategy has likewise been successfully utilised past preschool teachers with children who are showing an interest in writing in their concluding yr of preschool.

Procedure

The draw, talk, write (and share) strategy is an individual writing strategy, although a whole class of children or pocket-sized groups of children may exist engaged in the process at the same fourth dimension.

Step ane: The instructor models the cartoon and writing processes or talks about a visual text, for instance, a shared experience, picture book, photograph or short video.

Step 2: The children are given scrapbooks with big, blank pages (without lines). In these books children can draw and write freely and creatively.

[In some classrooms these books are chosen "My Costless Drawing and Writing Book".]

Step 3: Children begin to draw and to talk. Talk between children and any adults in the room is encouraged as children create texts that include both drawings and talking.

Drawing + Talking = 2 modes of advice

Children are encouraged to take risks with both their drawing and their writing. In the sample below you can come across the inventiveness of the kid with both drawing and writing. I particularly like the pet holder on the side.

As their understanding of written language increases, children add written texts to their drawings.

Drawing + Talking + Writing = iii modes

Teachers (or any other adults in the room) can engage individual children in talk to extend their thinking, vocabulary and judgement structures.

Teachers may also human activity as scribe for children who have at this stage, footling or no feel of written text cosmos.

Children are also encouraged to piece of work collaboratively, sharing ideas and solving issues together.

As they begin to principal some of the secretarial aspects of writing (spelling, punctuation and handwriting), they might write first and then depict. They may as well go back and forth betwixt the written text and cartoon (Mackenzie, 2011). See the transcript above for the boy's explanation.

Draw, talk, write (and share) tin can be used every bit the strategy for independent writing at preschool and during the first two years of schoolhouse.

If you want to know more:Mackenzie, Due north.M., & Scull, J.A. (Eds) (2018), Understanding and supporting young writers from nascence to 8. Abingdon, Oxon: Routledge.

REFERENCES
Bromley, Grand. (2007). Best practices in instruction writing. In L. B. Gambrell, L. M. Morrow, & M. Pressley (Eds.), Best practices in literacy didactics (pp. 243-263). New York: The Guilford Press.

Kress, Yard., & Bezemer, J. (2009). Writing in a multimodal globe of representation. In R. Beard, D. Myhill, J. Riley, & Yard. Nystrand (Eds.), The SAGE handbook of writing development (pp. 167-181). Los Angeles: SAGE.

Mackenzie, North. 1000. (2010). Motivating young writers. In J. Fletcher, F. Parkhill, & G. Gillon (Eds.), Motivating literacy learners in today'southward world (pp. 23-32). Auckland: New Zealand Council for Educational Inquiry (NZCER).

Mackenzie, N. M. (2011). From drawing to writing: What happens when you shift teaching priorities in the first vi months of school? Australian Journal of Linguistic communication & Literacy, 34(three), 322-340.

Nicolazzo, Chiliad., & Mackenzie, N.Thou. (2018). Teaching writing strategies. In Grand. Mackenzie & J.A. Scull (Eds), Understanding and supporting young writers from birth to 8. Abingdon, Oxon: Routledge.

Olson, D. R. (2009). The history of writing. In R. Beard, D. Myhill, J. Riley, & Chiliad. Nystrand (Eds.), The Sage handbook of writing evolution. London: SAGE.

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Source: https://noellamackenzie.com/2019/10/22/draw-talk-write/

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