TS EDR Digital Sampler - Flipbook - Page 25
The Creative Curriculum® for Infants, Toddlers & Twos Intentional Teaching Experiences
Cardmaking
LL74
Creating With Art
Objective 19
Demonstrates writing skills
b. Writes to convey ideas and information
What You Do
Background: Before children can learn to write,
they need to learn how to hold writing utensils,
make marks on paper, and draw to express their
ideas. Encourage children to draw on paper of
different sizes and textures and to use writing
utensils of different sizes and shapes. Younger
children often feel more in control when drawing on
paper on the ground.
Materials: cardstock or construction paper, writing
utensils, greeting cards
Related Objectives: 7b, 9a, 9c
1. Display a collection of greeting cards. Explain to the
children that people give each other greeting cards for
special occasions, to say thank you, or just to say hello.
2. Invite the children to explore the cards. Point out
the pictures on the cards and read the words to the
children.
“This is a thank-you card. The outside of the card has a big
heart on it. Inside the card, it says, ‘Thank you for helping
me!’”
3. Display the cardstock or construction paper and writing
utensils. Invite the children to create their own greeting
cards for someone special to them.
“Who would you like to make a card for? You can make one
for your family or a special friend.”
Including All Children
• Wrap foam grips around writing tools to
make them easier to grip.
• Provide short, thick writing tools.
• Tape the paper to the table to stabilize it.
• Offer a collection of letter cards for the
children to refer to as they write.
• Invite the children to dictate or write in
their first languages.**
• Learn a few common words in children’s
first languages. Use a voice recorder
to capture families’ pronunciation and
listen carefully to practice your own
pronunciation.**
Teaching Sequence
RED
Hold the child on your lap. Show him the greeting cards and talk about the pictures and words.
“This is a birthday card. Do you see the big cake on the front of the card? It says, ‘Happy Birthday’.”
Seat the child comfortably on your lap as you face a table with a sheet of paper attached to it.
Touch a large crayon to the child’s palm and encourage him to grasp it.
Encourage him to notice any marks he makes on the paper, even accidentally.
Questions to Guide
Your Observations
• In what ways did the child demonstrate
an interest in or ability to write to convey
meaning? (19b)
“Bastian, you grabbed the purple crayon that I placed in your hand. Look, you made a line on the paper.”
• How did the child manipulate the writing
Support the child as he makes marks on the paper. Describe the marks that you see with the child.
• Did the child use one-, two-, three-, or
tools? (7b)
ORANGE
“Marcus, I see you made a few circles here on your paper. What else do you want to add? Oh, you just made
a line!”
ORANGE
YELLOW
YELLOW
GREEN
GREEN
Encourage the child to describe his marks and share what he “writes” in his card.
“I see that you made a lot of marks on your paper. Who did you write the message for? What does it say?”
four-word sentences while describing his
or her message? (9c)
Related LearningGames®
• 63. Scribbling
Notice what types of marks and forms the child uses to create a message.
“I see that you made squiggly lines next to your drawing. What does your message say?”
Ask the child to explain what he wants his message to say. Support the child to write his message
and to practice making mock letters, letter forms, or letter strings depending on his ability.
“What is your message going to say, Detrick? Does it say ‘I love you, Daddy?’ That starts with the letter I! Yes,
the letter I looks like the line you just drew. What letter do you think we should write next?”
See The Creative Curriculum® for Infants, Toddlers & Twos, Volume 3: Objectives for Development & Learning for the progression of development
beyond the green colored band for this objective and dimension.
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