One approach that is simple to implement and inclusive of children with and without disabilities is called Big Paper. Big Paper involves seating small groups of children around a large piece of bulletin board or butcher paper that is placed across a table or on the floor.
Research
Learning to write is a complex process because it requires cognitive and motor skills to work in conjunction. Children must not only grasp a writing utensil and orient it appropriately, they must think about the ideas they are expressing and how to form marks that are comprehendible to others (Neuman & Roskos, 2007). This developmental process begins long before children are writing the first letter of their name. Noticing print in their environment, making marks on paper to imitate that print, and even drawing simple shapes are all part of writing development. The more opportunities we provide young children to practice, and more importantly, enjoy writing will directly impact their early literacy development.
Application
One approach that is simple to implement and inclusive of children with and without disabilities is called Big Paper. Big Paper involves seating small groups of children around a large piece of bulletin board or butcher paper that is placed across a table or on the floor. Children are offered a variety of writing utensils (i.e., crayons, markers, colored pencils, letter stamps, letter stickers) and encouraged to talk with one another about what they are composing. Those children unable to grasp utensils can participate using an alternative pencil, learn more here. Teachers can suggest topics based on recent classroom events or allow children freedom to choose what they compose. A Big Paper session can last between 20-40 minutes depending on child interest and should include time for each to share what they have created.
Big Paper allows for differentiation across all students. Some children may make lines, others may draw their family, and some may string several letter-like shapes together to form “words.” These are all examples of early writing development that can be supported using Big Paper. Additionally, by reviewing what children have composed during Big Paper, teachers are able to determine their stage of writing, fine motor development, knowledge of print concepts, social interaction skills, and language development (Edmister, Staples, Huber, & Garrett, 2013.)
Resources
Available in the T-TAC ODU Library
Writing in Preschool: Learning to Orchestrate Meaning & Marks by Judith Schickendanz & Renee Casbergue
Preschool Readers and Writers: Early Literacy Strategies for Teachers by Linda Ranweiler
Learning Opportunities
• Learn more about the stages of writing, how they look, and what to expect from preschool writers at ReadingRockets.
• See examples of alternative pencils at the Center for Literacy and Disability Studies.
• To encourage writing for children with disabilities, download this Center for Early Literacy Learning PracticeGuide.
Resources
Available in the T-TAC ODU Library
Writing in Preschool: Learning to Orchestrate Meaning & Marks by Judith Schickendanz & Renee Casbergue
Preschool Readers and Writers: Early Literacy Strategies for Teachers by Linda Ranweiler
Learning Opportunities
• Learn more about the stages of writing, how they look, and what to expect from preschool writers at ReadingRockets.
• See examples of alternative pencils at the Center for Literacy and Disability Studies.
• To encourage writing for children with disabilities, download this Center for Early Literacy Learning PracticeGuide.
Resources
Available in the T-TAC ODU Library
Writing in Preschool: Learning to Orchestrate Meaning & Marks by Judith Schickendanz & Renee Casbergue
Preschool Readers and Writers: Early Literacy Strategies for Teachers by Linda Ranweiler
Resources
Available in the T-TAC ODU Library
Writing in Preschool: Learning to Orchestrate Meaning & Marks by Judith Schickendanz & Renee Casbergue
Preschool Readers and Writers: Early Literacy Strategies for Teachers by Linda Ranweiler
Learning Opportunities
• Learn more about the stages of writing, how they look, and what to expect from preschool writers at ReadingRockets.
• See examples of alternative pencils at the Center for Literacy and Disability Studies.
• To encourage writing for children with disabilities, download this Center for Early Literacy Learning PracticeGuide.
Learning Opportunities
- Learn more about the stages of writing, how they look, and what to expect from preschool writers at ReadingRockets.
- See examples of alternative pencils at the Center for Literacy and Disability Studies.
- To encourage writing for children with disabilities, download this Center for Early Literacy Learning PracticeGuide.
References
Edmister, E., Staples, A., Huber, B., & Garret, J. W. (2013). Creating writing opportunities for young children. Young Exceptional Children, 16(3), 24-35.
Neuman, S. B., & Roskos, K. (2007). Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art, and social studies. New York, NY: Scholastic.
