Writing!

  Writing in Kitah Gimmel

        How does a teacher introduce writing?  We don't! The children notice the set-up of our room.  Within a few minutes, they are ready to experience their surroundings.  We offer a small invite--and then we sit back and watch . . .The children make their own decisions to explore the trays and other items in the room. Before we know it, the children are writing.  

     The mechanics of writing are related to fine-motor skills and good eye-hand coordination.  Working at the light table provides the children with the opportunity to follow the curves of a line.  Logan and Annabel grasp the small Lucite shapes and place them on the lines.

     We encourage their interest by placing materials within reach.  Some items are to be expected:  crayons, letter stamps, pencils.  Some items are unusual:  rubber bands, pretzel sticks, seashells, mirrors. 
     Our environment acts as the "third teacher", inviting the children to become engaged in their surroundings.

   The children, at three and four years old, are ready to spontaneously pick up a pencil or marker and make some marks. 
   Often, the children tell us a story related to their "writing."  As they gain skills in the mechanics of forming letters, they are also experiencing the importance of expressing their thoughts through writing.   (Above, Maddy works while Sarah looks on; Below:  Dalia works on her paper.)

 The environment, in and out of the classroom, provides the children with the opportunity to record their ideas.  (Below:  Kitah Gimmel goes on a Nature Walk, making notations about the objects they find.)

(Above, Asher searches the area, ready to record his findings.)

     The importance of written language is built into our day.  (Avraham Chaim knows that his cubby is labeled with his name--as is his kippa!)

 

      In the morning, the children reach for a tray and go to work.  Some of the children write their names.  Sometimes, a child writes his friend's name, or the name of a sibling!  They try some words, too, like "Hi."

                    We have some formal time, where we practice writing our names.

     At other times, we become familiar with the alphabet by "playing."  We're actually hard at work, becoming comfortable with the all the letters of the alphabet.  (Sylvia builds with ABC blocks.)

Above, Menny works with alphabet shells in sand. Below, Harper gives it a try.

                 Even as we make our necklaces, we can reach for some of our favorite letters.  (Annabel and Shane string a mixture of beads, many with the letters of the alphabet.)

     We experience the Hebrew alphabet, as well.  (Above, Rafi handles the sticker-sponge Hebrew letters; below, Maddy "plays" a match game with the Hebrew alphabet.)

And we practice writing numbers, too.  (Below, Ben concentrates as he copies some numbers.) 

   

We have so many reasons to write!  The children write their own important notes, and stick them in envelopes, just like the grown-ups do!  We know how to do it!

Written by the Morahs and Yeledim of Kitah Gimmel