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Expanding Writing Instruction to Support Student Achievement

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Every year the preschool team and I struggle to find the best way to teach writing. Year after year, Kindergarten teachers in our district report that the incoming students need higher level writing skills. They believe that having these skills promote higher scores on the Kindergarten Readiness Assessment for Literacy (KRA-L), which is taken before officially starting Kindergarten. According to the Office of Early Learning and School Readiness, “Children are prepared for the kindergarten literacy expectations as measured by the KRA-L when the early learning experiences designed for preschool children are aligned with and supportive of Ohio’s Early Learning Content Standards and when progress is monitored using other age-appropriate tools and strategies” (Office of Early Learning and School Readiness, 2008). With this being said, my big task as an educator is focused on using the standards as a guide for shaping my students education and future success.

I truly believe that the experiences children have prior to Kindergarten can help determine how successful they will be in a formal education setting. In the Findlay City School district, children who are five years old by August 1st are eligible to enter Kindergarten. However, it is a very wise choice for parents to send their children to Preschool first to help build a better foundation for learning. In Preschool my students participate in various activities to develop skills in literacy, math, science, social studies, fine and gross motor, character building, safety, social and emotional play, and self-help. I feel confident in saying that I work very hard to prepare my students for Kindergarten, but I do often struggle with finding a student-friendly appro...

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...ducation and Human Development. (n.d.). Rowe Pre-K Reading Instruction. Retrieved August 22, 2010, from Vanderbilt Peabody College: http://peabody.vanderbilt.edu/x12317.xml

International Reading Association,National Association for the Education of Young Children. (2008). Learning to Read and Write: Developmentally Appropriate Practices for Young Children, Part 2. NAEYC, pp. 1-3.

McCarthey, S. (2008). Written Communication. The Impact of No Child Left Behind on Teachers' Writing Instruction, 2.

National Council of Teachers of English. (2008). Writing Now. A Policy Research Brief, 1.

Office of Early Learning and School Readiness. (2008, July 19). KRA-L Policy Paper_2008_final. Retrieved August 22, 2010, from Ohio Department of Education Testing: http://ode.state.oh.us/GD/Templates/Pages/ODE/ODEDetail.aspx?page=3&TopicRelationID=1366&ContentID=3930&Content=88588
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