Writing for 5 year olds
Writing Development by Age | Understood
Learning to write involves many skills. Kids need fine motor skills for handwriting and typing. Getting words on paper also requires spelling and other skills closely related to reading.
Writers need to organize their thoughts. As they get older, they’re expected to use more complex sentence structure and vocabulary. They also have to do more planning, drafting, and revising. Many kids have a tough time using these self-regulation strategies in writing.
Kids develop writing skills at different rates. But they tend to meet certain milestones by certain ages. Here’s how writing skills typically develop as kids get older.
Toddlers (ages 1–2 years)
- Hold crayon in clenched fist
- Understand that crayons are used for making scribbles
Preschoolers (ages 3–4 years)
- Draw wavy lines across the page that look like lines of text from a book
- Make distinct marks that look like letters and that are separated from each other
- Write some actual letters, especially the letters in their name
- May write their name
- May try different kinds of writing, like writing a list or a card
- May start to draw pictures and label them using letters or letter-like marks
Younger grade-schoolers (ages 5–7 years)
- Hold pencil correctly and form letters accurately
- Know the sounds letters make and spell words based on how they sound
- Spell some common words that aren’t spelled the way they sound (often called sight words)
- Use different endings for the same word, like walks, walking, and walked
- In kindergarten, label pictures with a few words and begin to write simple sentences with correct grammar
- By the end of first or second grade, write a page or more about personal experiences and what they’re learning in school
- May start using different types of writing, like narratives and opinion papers (“Why I liked this book”)
Older grade-schoolers (ages 8–10 years)
- Spell words using knowledge of prefixes, suffixes, and root words, like helpful, helpless, and unhelpful
- Write more complex sentences and use a variety of sentences to express ideas clearly
- Use different structure and content for different kinds of papers (narrative, informative, and persuasive)
- Understand the process of planning, drafting, and revising, and begin to use strategies for each of these steps
- May start to use source materials to gather information for writing
- May begin to type fairly quickly on a keyboard, if the school teaches this skill
Middle-schoolers
- Continue to develop typing skills, grammar knowledge, and vocabulary
- Write more complex narratives that describe personal experiences
- Cite sources in informative/research papers
- Write argumentative papers that support claims with reasons and evidence and that consider opposing positions
- Use strategies for planning and revising, including how to search for accurate information on the internet
High-schoolers
- Continue to develop typing skills, grammar knowledge, and vocabulary
- Write longer and more complex papers on various subjects (science, social studies, literature)
- Use planning strategies to search for and combine information from multiple sources
- Continue to develop strategies for revising
Remember that all kids are different. A child might do well with one skill but still be a little behind with another. Struggling with writing doesn’t mean kids aren’t smart. Some kids just need more support to thrive as writers.
If you’re concerned that a child isn’t hitting many of these writing milestones, find out why some kids have trouble with writing.
Related topics
Reading and writing
Tell us what interests you
About the author
About the author
Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.
Reviewed by
Reviewed by
Charles A. MacArthur, PhD is a professor of special education. He researches writing instruction, self-regulated strategies, and assistive technology.
Writing Development by Age | Understood
Learning to write involves many skills.
Kids need fine motor skills for handwriting and typing. Getting words on paper also requires spelling and other skills closely related to reading.
Writers need to organize their thoughts. As they get older, they’re expected to use more complex sentence structure and vocabulary. They also have to do more planning, drafting, and revising. Many kids have a tough time using these self-regulation strategies in writing.
Kids develop writing skills at different rates. But they tend to meet certain milestones by certain ages. Here’s how writing skills typically develop as kids get older.
Toddlers (ages 1–2 years)
- Hold crayon in clenched fist
- Understand that crayons are used for making scribbles
Preschoolers (ages 3–4 years)
- Draw wavy lines across the page that look like lines of text from a book
- Make distinct marks that look like letters and that are separated from each other
- Write some actual letters, especially the letters in their name
- May write their name
- May try different kinds of writing, like writing a list or a card
- May start to draw pictures and label them using letters or letter-like marks
Younger grade-schoolers (ages 5–7 years)
- Hold pencil correctly and form letters accurately
- Know the sounds letters make and spell words based on how they sound
- Spell some common words that aren’t spelled the way they sound (often called sight words)
- Use different endings for the same word, like walks, walking, and walked
- In kindergarten, label pictures with a few words and begin to write simple sentences with correct grammar
- By the end of first or second grade, write a page or more about personal experiences and what they’re learning in school
- May start using different types of writing, like narratives and opinion papers (“Why I liked this book”)
Older grade-schoolers (ages 8–10 years)
- Spell words using knowledge of prefixes, suffixes, and root words, like helpful, helpless, and unhelpful
- Write more complex sentences and use a variety of sentences to express ideas clearly
- Use different structure and content for different kinds of papers (narrative, informative, and persuasive)
- Understand the process of planning, drafting, and revising, and begin to use strategies for each of these steps
- May start to use source materials to gather information for writing
- May begin to type fairly quickly on a keyboard, if the school teaches this skill
Middle-schoolers
- Continue to develop typing skills, grammar knowledge, and vocabulary
- Write more complex narratives that describe personal experiences
- Cite sources in informative/research papers
- Write argumentative papers that support claims with reasons and evidence and that consider opposing positions
- Use strategies for planning and revising, including how to search for accurate information on the internet
High-schoolers
- Continue to develop typing skills, grammar knowledge, and vocabulary
- Write longer and more complex papers on various subjects (science, social studies, literature)
- Use planning strategies to search for and combine information from multiple sources
- Continue to develop strategies for revising
Remember that all kids are different.
A child might do well with one skill but still be a little behind with another. Struggling with writing doesn’t mean kids aren’t smart. Some kids just need more support to thrive as writers.
If you’re concerned that a child isn’t hitting many of these writing milestones, find out why some kids have trouble with writing.
Related topics
Reading and writing
Tell us what interests you
About the author
About the author
Gail Belsky is executive editor at Understood. She has written and edited for major media outlets, specializing in parenting, health, and career content.
Reviewed by
Reviewed by
Charles A. MacArthur, PhD is a professor of special education. He researches writing instruction, self-regulated strategies, and assistive technology.
Presentation on the topic: "Writing as an effective means of developing coherent speech of preschoolers" | Presentation on the development of speech on the topic:
Slide 1
Speech on the topic: “Writing as an effective means of developing coherent speech for preschoolers” Completed by: Baimyashkina L.
N.
Slide 2
Good speech is the most important condition for the comprehensive development of children. The richer and more correct the child's speech, the easier it is for him to express his thoughts, the more actively his mental and speech development is carried out. V.A. Sukhomlinsky
Slide 3
The development of coherent speech of a preschool child is carried out both in everyday life and in organized activities. Of great importance is the relationship between teaching storytelling and other types of work on the development of speech - the enrichment of the dictionary, the formation of grammatical skills, the education of a sound culture of speech.
Slide 4
Independent writing of fairy tales, stories brings the child closer to the level of monologue speech that he will need to move on to a new leading (learning) activity. Such main types of storytelling are used as: inventing and completing a fairy tale, compiling a fairy tale on a proposed topic based on illustrated material, collective composition of a fairy tale.
Slide 5
Purpose: the formation of speech creativity of preschoolers. Objectives: • stimulate creative self-expression; • develop creativity, variability and originality of thinking; • to form the ability to freely and clearly express thoughts, to defend a point of view.
Slide 6
The Tale of the Cup. (Christina H., 6 years old) Once upon a time there was a cup. Once she went for a walk, met a teaspoon and they went together. They walked, walked down the street, suddenly saw a saucer, they called him with them. The saucer agreed and the three of them went for a walk. They go, talk, remember funny stories, and a glass meets them. The cup asked him :
Slide 7
- Why are you so dirty? The glass replies: - I do not like to wash, I am very ticklish and not pleased when I wash. The cup said that you must always be clean, tidy, then everyone will be friends with you. They did not call him with them and went for a walk further. Do not be as dirty as a glass and everyone will be friends with you.
Slide 8
A fairy tale about a kitten. (Arina Zh., 6 years old) Once upon a time there was a kitten. One day he went out for a walk. On the street he met a puppy. Decided to talk to him. - Puppy, why are you sad? The puppy replies: - Nobody plays with me. The kitten says: "Don't be sad, let's go play, we'll have more fun together." - All right, let's go. They played and played and ended up in a clearing where flowers grew and butterflies flew.
Slide 9
The puppy says: - Come on, you will catch up with me, and then I will catch up with you. - Ok, let's go, the kitten answered. The kitten and the puppy did not even notice how the evening came. It's time to say goodbye. The kitten says: - Let's meet again tomorrow and go play together?! - Good. The puppy answered. Since then they have become great friends.
Slide 10
A story about a gift. (Arina S., 6 years old) On New Year's Eve Santa Claus gave me a Barbie doll with a dollhouse. I really liked the gift.
I played with them, I had fun. In the evening I fell asleep and had a dream... “My toys became alive, they began to walk, talk, wash in the bathroom, drink tea, play like ordinary people, and I turned into a doll and became friends with them. We had a big beautiful house with real furniture.
Slide 11
There were three rooms: a living room, a bedroom and a kitchen. We received guests in the living room. And the bedroom was my children's room, and in the kitchen we ate and drank tea. We had a lot of fun and interesting together ... "But in the morning I woke up and saw that I was an ordinary girl, and Barbie with a dollhouse were ordinary toys. I felt a little sad, but that's okay, I will continue to play with them for real.
Slide 12
A fairy tale for a child is a game, magic, and the result is not so important as maintaining a playful, necessary for a child, truly fairy-tale atmosphere. A little fairy tale, a little miracle, and you already see a happy and healthy baby in front of you.
Thank you for your attention!!!
The development of speech in preschool children. Writing for preschool children | Methodological development for the development of speech (senior group):
MBDOU kindergarten "Rainbow" p. Mamontovo
Workshop
"Development of speech of children at preschool age"
Topic: "Writing at preschool age"
Prepared by - educator of the first quarter category Zhigaltsova O.N.
2016-2017 academic year
How to involve a child in writing.
Writing at preschool age is a creative speech activity that:
- helps a child acquire speech experience and facilitates the translation of his own thoughts into words;
- develops fantasy, creative self-expression with the help of words;
- promotes speech development through the actualization of external speech;
- stimulates the desire to tell your personal fairy tale, story to other children;
- establishes the process of communicative interaction and healthy harmonious communication of all children in the group.
Where to start?
All children love fairy tales. They can listen to fascinating stories full of wonders and adventures for a long time. But what if the child himself will act as a storyteller? Our task is to help him in this useful and exciting activity.
You can compose fairy tales between times, on the go. While exercising, washing, while walking and before going to bed. After all, our head is always free for creativity
Children are happy to participate in the development of a fairy tale plot and in the game. Their vocabulary is imperceptibly replenished, the grammatical structure of speech is fixed, and, most importantly, they practice the art of storytelling (oral monologue speech).
Let me present to your attention several types of classes on the topic - writing.
"Finish the story."
Give the children a task - to come up with an ending for the fairy tale.
The goal is to develop the ability to logically complete any story, the ability to comprehend what is perceived and correctly complete a thought, to activate vocabulary.
Composition based on a series of pictures.
For such an activity, it is necessary to select a suitable series of pictures in advance. For example, pictures from manuals for the development of speech, which make up a series of illustrations for a single plot.
The purpose of this lesson is to help to see the colorfulness and brightness of the images created in the picture; to form the ability to correctly select verbs and adjectives to characterize characters.
The task is to teach children to build a plot in a logically correct sequence, to characterize the place and time of the action.
Collective composition.
Several children take part in this task at once. They offer a theme, heroes of a fairy tale, the teacher deals with the plot, involving the children in its development. The presence of several participants at once makes the composition of a fairy tale more diverse, interesting, and its content complete and deep. In the process of joint activity, the child gets a visual idea of what it means to invent a fairy tale in stages.
The game teaches him to compose phrases more clearly and thoughtfully, because the other participant must understand him in order to come up with his own continuation.
Staging.
Invite the children to "revive" the fairy tale: come up with costumes, develop the behavior of the characters in accordance with their characters, think over the facial expressions, gestures, intonation of each character. The purpose of this lesson is to activate the creative attitude to the word. Creative comprehension should manifest itself in the ability to transform a verbal fairy-tale image into a dramatic one. It also assumes collective creativity. Not only children, but also toys and dolls can become performers of roles.
Participation in dramatization allows children to develop the ability for emotional immersion in a fairy tale, for its creative understanding, the ability for mimic and intonational creativity (based on the embodiment of a verbal fairy tale image).
Fairy tale on a free theme.
