1. family and parenting
2. children

I Can Draw
Pre-Writing Program
Written by Vicki Gibson, Ph.D.
Illustrated by Joel Hickerson
SOPRIS WEST
Copyright 2005 by Sopris West Educational Services.
All rights reserved.
08 07
6 5 4 3 2 1
Author: Vicki Gibson, Ph.D.
Product Development: Frishman Co.
Cover Design: Joel Hickerson
Page Design and Production: Format, LLC
No portion of this book may be reprinted or reproduced by any means
without the express written permission of the publisher.
ISBN 13 digit: 978-1-59318-221-1
ISBN 10 digit: 1-59318-221-X
115318
Printed in the United States of America
Published and Distributed by
4093 Specialty Place • Longmont, CO 80504 • (303) 651-2829
www.sopriswest.com
Dedication and Acknowledgements
This book is dedicated to all children and adults who struggle with
alphabet letter discrimination, reading, and writing tasks because
they did not receive supportive guidance and clear instruction.
Know that you are very capable, not dyslexic nor disabled,
and you CAN BE very artistically creative and expressive!
Begin again and do what you are naturally gifted to accomplish!
Many heartfelt thanks to…
Joel Hickerson for your childlike heart and commitment to this
program. Your creative talents and love for children are captured in
these drawings.
Teachers for your participation, encouragement, and support. Your
desire to help children learn successfully is an inspiration and a
blessing!
Many children for sharing ideas and suggestions that made this
program fun and instructional. I appreciate your hard work! You are
truly God’s greatest gifts!
Welcome to I Can Draw,
A Pre-Writing Program for Children
Overview and Rationale
I Can Draw is an instructional program that helps
children develop skills for printing and writing using
art materials and activities that are fun and proven
to be successful. In this program, children learn five
pre-writing strokes that are used to draw objects and
print letters and numerals. Teachers and children share
instructional activities that include big book stories
containing step-by-step directions that demonstrate how
to use the strokes and draw objects in the illustrations.
Children are encouraged to creatively express thoughts
and feelings as they participate in activities that develop
the prerequisite writing skills for printing and writing.
Initial instruction begins by encouraging children to
experiment with art materials to explore their freedom
of expression while using a relaxed body posture and
correct grip that reduces muscle fatigue. They enjoy
art experiences using larger muscle movements while
developing the smaller muscles needed for printing.
Children learn the prerequisite skills for printing by
drawing, coloring, and painting.
I Can Draw is a pre-writing program used
to develop fine motor skills. It is not
formal art instruction.
Children develop confidence and competence as they
participate in teacher-directed activities in I Can Draw.
Creativity abounds as they learn what to do.
I Can Draw Pre-Writing Program
Copying, Printing, and Writing
Are Not the Same Things
The I Can Draw Pre-Writing Program involves instructional activities using art materials and experiences before
introducing paper and pencil tasks. The activities are
sequentially presented, scaffolded from easy to difficult.
Children learn how to combine five pre-writing strokes
to draw shapes and create designs before printing letters
and numerals. Teachers observe children’s progress, provide corrective feedback and use data from observations
to set reasonable expectations for mastery.
Some early childhood programs adopt unreasonable
expectations for young children by requiring them to print
their names using alphabet letters that are meaningless
because no explicit instruction has been provided. Consider
the demands placed on young children when they are
expected to “write” their names. They have to recognize
the whole word (name), “read” the name, and print the
letters in the correct order to spell it.
Without explicit instruction, children guess how
to “copy” or imitate their names using graphic
drawings. They guess and draw their names
and often develop poor writing habits.
Consider the difference in copying a name and correctly
printing or writing a name. Copying is NOT printing or
writing. Copying means “to imitate or make something
that looks like something else.” Young children copy to
imitate an image or name in print. When they attempt
to print their names before instruction in alphabet
awareness or printing, children are using symbols without
an understanding about purpose or use.
1
Without careful guidance for developing good writing
habits such as using a relaxed posture and a correct
pincer grip, children develop poor writing habits that
create fatigue and frustration. The frustration often results
from “distaughtia,” a condition that results from poor
or no instruction. Many problems with alphabet letter
reversals develop as children copy, draw, and attempt to
print without instruction and guidance.
Printing involves reproducing graphic symbols called
the alphabet letters. Children link letters and sounds to
spell words using alphabetic knowledge. After learning
to print letters, children are encouraged to print words
and create connected text used to communicate. Printing
is a skill that requires fine muscle coordination, awareness
of orientation, alignment, and spacing, alphabet knowledge
for letter and sound relationships, tracking left to right
across print, and much more!
Writing involves using printed letters to form words that
express ideas, explain thoughts, and represent feelings.
There is an important difference between writing and
drawing for instructional purposes. Young children string
letters or drawings to express their ideas, but
that is a form of drawing to communicate, not printing.
Drawing with art materials is the appropriate first step
for young children to prepare for printing and writing.
Using I Can Draw, children learn to use materials for
drawing and communication while developing skills that
prepare them for formal printing and writing
instruction.
Set Appropriate Expectations
Teachers working with young children need to examine
their expectations involving copying, printing, and writing
and create reasonable expectations for mastery. Prewriting instructional activities include pacing to assure
success and provide positive guided practice experiences
that help children develop skills for printing. The bottom
line is that young children should not face the expectation for writing their names before they have received
instructional support and the opportunity to develop the
skills that printing requires.
2
Young children benefit from pre-writing
instruction that introduces alphabetic knowledge
and print awareness BEFORE they are asked
to “write” their names.
Pre-Writing Strokes and Early
Writing Instruction
Five pre-writing strokes are introduced in the I Can Draw
Pre-Writing Program. Teachers introduce the strokes in
repeated practice opportunities that help children learn
how to use the strokes for designing and creating shapes,
letters, and numerals.
The strokes are presented and practiced in a sequence that
ranges from easy to difficult. Each stroke is accompanied
by a verbal chant that children repeat while making the
stroke. The chant helps children remember how to recreate
a pre-writing stroke and later, how to use the stroke(s)
to create objects, letters, or numerals.
7
Five Pre-Writing
Strokes
d
Stroke One: Up and aroun
7
Stroke One: Up
Five Pre-Writing
Strokes
SPANISH
and around
to
teaches children how
pattern, “Up and around,”
is
The first pre-writing stroke
The first pre-writing stroke
se movement. The stroke
pattern, “Up and around,”
to right, counter-clockwi
t
form a circle, using a left
teaches children how
form a circle, using a left
to
circles or ovals, and alphabe
to right, counter-clockwi
ic shapes that include
se movement. The stroke
used to create geometr
used to create geometr
ic shapes that include
and S.
circles or ovals, and alphabe is
f, e, qu, C, G, O, QU,
letters: o, a, c, d, g, s,
letters: o, a, c, d, g, s,
f,
t
e, qu, C, G, O, QU, and
proceeding “up and
S.
g on the right side and
Beginnin
STROKE
IONS:
while
DIRECTIONS: Beginnin
a rainbow
STROKE DIRECT
g on the right side and
se direction, children form or oval by connecting around” in
clockwi
proceed
countera
in
a
ing
counter“up and
circle
around”
clockwise direction, children
Children complete the
form a rainbow while
repeating, “Up and around.”
repeating, “Up and around.”
around.”
Children complete the
while repeating, “Up and
to the beginning point
circle or oval by connect
to the beginning point
while repeating, “hacia
ing
arriba y alrededor.”
Stroke Two: Touch, pull
down
Strok
e Two: Touch, pull down
how
pull down,” teaches children
that second pre-writ
stroke pattern, “Touch,
The second pre-writing
ing stroke pattern, “Touch,
to create geometric shapes The
line. The stroke is used
k, B,
pull down,” teaches children
l, i, r, t, m, n, h, j, u, b, to form a vertical straight line. The stroke
to form a vertical straight
how
es, and alphabet letters:
is used to create geometr
include squares and rectangl
ic shapes that
include squares and rectangl R, T, and U.
es, and alphabet letters:
N, P,
D, E, F, H, I, J, K, L, M,
l, i, r, t, m, n, h, j, u, b,
D, E, F, H, I, J, K, L, M,
N, P, R, T, and U.
k, B,
of the paper or space and
Children begin at the top
STROKE DIRECTIONS:
STROKE DIRECTIONS:
down.”
Children
pull
begin at the top of the
repeating, “Touch,
pull straight down while
paper or space and
pull straight down while
repeating, “toca, jala hacia
abajo.”
Stroke Three: Touch,
push over
Stroke Three: Touch,
push over
over” teaches children
pattern, “Touch, push
ic shapes pre-writ
The third pre-writing stroke
is used to create geometr The third
and Z. ing stroke pattern, “Touch, push over” teaches
T, form
I, L, to
al straight line. The stroke
F, H,how
children
a horizontal straight line.
how to form a horizont
t letters: e, f, t, z, A, E,
The stroke is used to create
rectangles, and alphabe
that
geometric shapes
that include squares and
left to include squares and rectangles, and alphabe
t letters: e, f, t, z, A, E,
left and draw across from
F, H, I, L, T, and Z.
Children begin on the
STROKE DIRECTIONS:
IONS:
DIRECT
STROKE
Children begin on the
push over.”
left and draw across from
right while repeating, “toca,
right while repeating, “Touch,
left to
empuja hacia abajo.”
Stroke Four: Slant down
to the right
Strok
e Four: Slant down to
how
the right
to the right,” teaches children and Y.
stroke pattern, “Slant down
V, W, X,
The fourth pre-writing
v, w, x, y, K, M, N, R, The fourth pre-writing stroke pattern, “Slant
and alphabet letters: k,
down to the right,” teaches
to form
geometric shapes and
to form geometric shapes
children how
to the right
alphabet letters: k, v, w,
drawing downward and
top,
x, y, K, M, N, R, V, W,
the
at
begin
Children
X, and Y.
STROKE DIRECTIONS:
STROKE DIRECTIONS:
Children begin at the top,
g, “Slant down to the right.”
repeatin
while
drawing downward and
in
a
slanting motion, while
in a slanting motion,
to the right
repeating, “Inclina hacia
abajo y hacia la derecha
.”
Stroke Five: Slant left
and down
Strok
e
how to Five: Slant left and down
down,” teaches children
pattern, “Slant left and
The fifth pre-writing stroke
The fifth pre-writing stroke
angles, and alphabet letters:
pattern, “Slant left and
that include slanted lines,
down,” teaches children
form geometric shapes
form geometric shapes
that include slanted lines,
how
W, X, Y, and Z.
angles, and alphabet letters: to
k, v, w, x,
k, v, w, x, y, z, K, M, V,
rd and to the y, z, K, M, V, W, X, Y, and Z.
downwa
drawing
top,
the
Children begin at
STROKE DIRECTIONS:
STROKE DIRECTIONS:
left and down.”
Children
“Slant
g,
begin at the top, drawing
repeatin
while
left in a slanting motion,
downward and to the
left in a slanting motion,
while repeating, “Inclina
hacia la izquierda y hacia
abajo.”
Each pre-writing stroke and verbal chant is over-learned
using repeated practice. Children become capable of
producing each stroke automatically. They develop a
behavioral habit for instantly recalling how to correctly
make each stroke. The instructional concept resembles
the automaticity that people develop after years of brushing
their teeth. The behavioral sequence for brushing teeth
I Can Draw Pre-Writing Program
is so over-learned that the practiced habit requires minimal
mental processing to achieve the task. Similarly, making
and using the pre-writing strokes, becomes habit or a
learned behavior for printing letters or numerals.
Creativity
The I Can Draw Pre-Writing Program encourages creativity using art materials and activities. The program is
NOT art instruction. Children, whether they have artistic
gifts or not, improve their fine motor coordination while
using art materials that encourage creative expression.
Activities included in I Can Draw help teachers introduce
ways to make the connection that expressing thoughts
and emotions may be accomplished by using their hands.
Body Posture and Grip
Former teaching experiences have confirmed the old
saying that “children learn from examples”. The problem
is that they do not know a good example from a bad one.
Look at these photos of children participating in an activity.
Try to determine what potential problems for writing and
reading the child is developing. What can you see that
may negatively influence their writing skills?
Children learn concepts about planning, alignment, perspective, and copying. They use strokes to design, create,
and express their feelings. The experiences encourage
children to become creative and artistic while developing
readiness skills for printing.
The strategies and techniques for combining
strokes using art materials sets the stage
for undertaking paper and pencil tasks and
printing letters and numerals.
Children learn to formally print letters AFTER developing
the pre-requisite skills used for written expression.
I Can Draw Pre-Writing Program
Look at his body posture, grip, head position and
imagine how these affect left to right visual scanning.
Note how his body parts are extended out and away
from the mid-sections of his body. Imagine the stress
and muscle fatigue in the neck and shoulder he is
experiencing using this body position. Consider the
fatigue that results from extended writing experiences.
It is not surprising when parents and teachers report
that a child’s handwriting was beautiful in first and
second grade and then turned to hen-scratching in third
grade. Increasing expectations for written work puts a
huge demand on the muscles, especially when a person
uses an incorrect body posture and grip. Muscle fatigue
increases and outcomes suffer.
3
Look at the photos again and focus on the positions of
their heads. Using a tilted head affects perception. The
visual scan at that angle may influence perception and
cause problems with letter reversals. The lowercase alphabet
letters b, p, and d or letters u and n can appear to be very
similar from a slanted perspective. Correcting the body
posture with the head up and over the shoulders has
helped many students “see” the difference in the letters
and correctly form them when printing.
automatic. Children observe adults as they assume the
head tilted, elbow extended position for signing their
names. Young children copy poor writing habits by
observing adults. The result is sore, tense body parts and
poor handwriting. Teachers need to work with children
in small groups, observe and provide corrective feedback,
and help children correct their body positions and grips
to enhance fluent written expression.
Data Management &
Assessment
Good instruction begins with careful observations. In
the I Can Draw Pre-Writing Program, data collection is
integrated with instruction. Activities are included that
help teachers assess children’s skills while they are
teaching. Teachers record their observations at the same
time that they are teaching following an easy-to-use
system.
Collecting and managing data requires the following
materials: a clipboard, standard-sized mailing labels, and
hanging file folders used to create student portfolios.
Teachers clip several pages of standard-sized mailing labels
on the clipboard. While teaching and observing children
as they work, teachers print positively stated comments
about each child on a mailing label. Each child’s name
and the date of observation is included on the mailing
label. The comments record what the adult observes
concerning the individual child’s strengths and needs.
The photo illustrates the correct pinch with
flexibility in the wrist movements. Using the pincer grip,
the thumb and first finger hold the sides of a pencil while
the third finger is placed under the pencil for support
and control. For printing, the third finger placement is
critical for balance as strokes move from top to bottom.
For cursive writing, the third finger placement under the
pencil becomes the pushing force that creates movements
from bottom to top. Extra pressure in the grip often appears
when the third finger is above the crayon or pencil. Teaching
the correct grip is essential for helping children reduce
the stress on the fingers and wrist.
Common habits that children develop early go
unnoticed and uncorrected. These habits become
4
Comments should be positively stated as “Needs help
with grip” or “Work on removing pressure in grip” rather
than “Can’t hold crayon correctly” or “Squeezes crayon
too hard.” The comments are used to target areas for
improvement, plan instruction, select practice activities
and materials, or record achievement, i.e., “Wow, no
pressure in the grip today!” Teachers peel off each label
and attach it to a piece of paper kept in students’
portfolios. A quick review of the comments printed on
the mailing labels provides authentic data for ongoing
progress monitoring. Teachers have data to inform their
decision-making and evaluations. Assessment becomes
an active part of instruction and teachers can provide
each child with immediate corrective feedback and
encouragement.
I Can Draw Pre-Writing Program
Assessment and Instruction
Activity One:
Body Posture and Muscle Fatigue
Try this activity to feel the muscle fatigue when
you use an incorrect body posture for writing.
Place one hand on the shoulder of your writing
arm. Extend your elbow out and away from the
body. Feel the muscles strain in your shoulder
and base of your neck. Tilt your head as some
people do when they are writing. Feel the
additional stress? No wonder our shoulders,
necks, and heads ache from prolonged writing
(or using the computer).
Activities two and three may be used to collect assessment data while teaching and monitoring progress.
Some activities may be completed in whole or small
group instruction as children explore art materials.
While children work, teachers observe and collect data
that may be used as baseline information for progress
monitoring and evaluating achievement.
Teachers evaluate the amount of flexibility in children’s
fingers and wrist movements by simply touching the
child’s hand and feeling the pressure. An encouraging
reminder to loosen up and relax helps children develop
better writing habits. Try this activity for integrating
instruction and assessment.
Children need to learn to write using a correct
body posture. They should keep their heads
up and straight over the shoulders and keep
their elbows closer to their bodies. Assume
that position with your head up and straight
over the shoulders. Move your lower arm from
the elbow and use flexibility in your wrist and
fingers as if you are pretending to write. Use
your other hand to feel the reduced stress in
your shoulder and neck muscles. Using the
correct body posture for writing from the
beginning makes a huge difference later
when children are asked to produce more
and more written material.
I Can Draw Pre-Writing Program
5
Activity TWO:
Activity Three:
Assessing Fine Motor Skills
Creating Self Portraits
n
Observe and work with small groups of children.
n
n
Have your clipboard and mailing labels
available to chart observations.
n
Write each child’s name and the date on each
mailing label.
Observe as children draw self-portraits. Ask
them to “Draw a picture of yourself on the
paper.” Provide a handheld mirror for them
to use. Restate directions, if needed, and
demonstrate your expectations. Remove
your example drawing from sight.
n
Have your clipboard and mailing labels
available to chart observations.
n
Write each child’s name and the date on
each mailing label.
1 Provide a red, yellow, and blue crayon and
a sheet of drawing paper for each child.
2 Allow children to freely color on paper.
Observe each child and determine if he or
she uses a correct grip. Note the amount of
pressure each child uses while holding a
crayon.
3 As children color, chart observations as an
assessment of their fine motor skills using
the following list.
Uses right or left hand predominantly
Uses correct grip
Uses correct amount of pressure
Colors with most movement in fingers
and wrist, less movement in elbow
Uses correct body posture and alignment
to paper
Colors with confidence
Colors while looking for affirmation from
peers or teacher
Attempts to string letters together to
write name
Attempts to connect geometric shapes or
forms to draw picture
Integrates shapes by overlapping them to
make a picture
1 Provide drawing paper and crayons for each
child.
2 Provide hand-held mirrors for children to use
to look at their faces.
3 As children draw, chart observations using
the following list.
Looks at mirror and studies face before
drawing
Draws from memory without looking
at mirror
Includes facial features that are
recognizable
Uses correct number of features, such as,
two eyes, one nose, etc.
Uses correct color choices for eyes
and hair
Uses proportion for features that is
appropriate for 4-year-old
Alignment is correct from top to bottom
Adds body and other features without
prompting
Verbalizes while drawing
Describes picture when completed
(Print their words on paper.)
Have children make two self-portraits—one for
the child’s portfolio and one to take home.
6
I Can Draw Pre-Writing Program
Whole and Small Group
Instruction
Teachers use whole group instruction to introduce expectations and provide instruction. Children use their
hands and arms to actively participate. Teachers model
and practice making pre-writing strokes in the air while
repeating the verbal chants.
Small group instruction is used to model and practice
the same activity introduced in the whole group but teachers
help children refine their skills by practicing with smaller
movements in more confined spaces. Skills that may be
taught in a whole group and practiced in a small group
under the close supervision of a teacher include showing
children how to:
•Listen and follow directions
•Scan visually from top to bottom and left to right,
•Store information in visual memory and copy
a model
•Use words and drawings to express thoughts
and feelings
•Develop perspective about orientation, alignment,
and spatial relationships
•Make comparisons and use multidimensional
objects in their drawings
•Create an appreciation for art and expression
by honoring the work of others and self
•Share experiences with others and talk about
their creations
I Can Draw Pre-Writing Program
Teaching a Lesson
Instructional activities in the I Can Draw Pre-Writing
Program help teachers provide the experiences and learning
opportunities that develop good writing habits while
exploring creative expression. Using the five pre-writing
strokes and art materials, children demonstrate amazing
success as they gain confidence and competence.
Use these steps for effective and enjoyable instruction:
•Analyze the data. Determine what children can do
and what they need, sequence the skills from
easy to difficult. Begin instruction using easy
skills so that children are successful.
•Select where instruction will occur. Children may
work on the floor using dry erase boards and markers
or sit at tables. Choosing the location for instruction
depends on the skills to be taught, the activity and
materials used, the number of children in the group,
and the space that is available in the classroom.
•Choose the activity. Select the activity and
materials that correspond to thematic instruction
or current pre-writing instruction.
•Select the materials. Choose materials that
children can manage with a high probability of
success. Consider issues regarding safety, clean up,
and time allowed for the activity. Some teachers
begin with flashlights that children use to shine
light beams on ceilings and walls to practice the
strokes. Then they practice strokes using shaving
cream or finger paint on tabletops or plastic
container lids. Materials that enhance experiences
include paper, crayons, colored pencils, chalk,
standard pencils, charcoal pencils, markers,
watercolor paints, tempera paints, and erasers.
•Think about instructional delivery. Determine
what works for your children. Some teachers
teach, model, and practice the activity with the
whole group, then provide guided practice in
small groups.
•Observe and provide immediate corrective
feedback. Use encouraging words and sincere
compliments to build children’s competence
and confidence.
•Record children’s comments on their work.
Help children learn to express their thoughts
and feelings using art and written expression.
7
•Designate a place where children may display
their work. Select a bulletin board or place in the
classroom where children may choose to post
their work and share with others. Help them
learn to honor the work of fellow classmates
by making positive comments on their efforts,
creative designs, and choices of colors, and not
just on the finished products.
•Additional suggestions for small and whole group
instruction are included inside the cover of each
I Can Draw Big Book.
Practice Activities for
Preparing to Draw
g
g Learnin
Extendin
Tips for ith This Book
g
in
h
ac
Te
nities W
Opportu
cabulary
the Vo
Analyze
the Story
Words in
s.
s or noun
(color,
ing word
adverbs
the nam words or verbs.
tives and
• Find
n
s or adjec
the actio
• Find
ribing word
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the desc
what, when
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words).
s (and, the,
number
ector word
the conn
• Find
page.
on each
trations and names
the illus
sizes,
preview
book to
rs, shapes,
ugh the
name colo
• Flip thro ribing words to
s about
• Use desc
objects.
t.
e inference
of common the story is abou
and mak
look
s
what
s
is.
• Gues how the character in the story.
of the story
• Discuss onalities or part the main idea etc. (story
their pers ences about what second, third,
first,
infer
happen
• Make
s what may
• Gues
).
sequence
ok
the Bo
Preview
t
ities to:
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Look for
page. Nam
the text.
ther).
ber on each
Re-read
page num
pages toge
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the
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• Find
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ition, addi
to that num
from one pages “in all” (add nt on” to that numt.
coun
t the
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by one. “Coua time as you
• Coun
pe, solid
pages one
nger at
rns (stri
• Turn
up one fi
, and patte
s:
at #1. Holdrs, shapes, sizes
l math word
colo
g positiona
• Name ons.
ons usin up, down.
e
illustrati cts in illustrati
,
back
what cam
obje
r, front,
ts. Name
• Locate m, over, unde
ence of even
wide,
top, botto and recall sequ
long, tall,
pages
ts: short,
, etc.
• Turn
nd, third ribe measuremen
seco
nning,
first,
desc
in the begi
words that
happened
• Find
etc.
,
what
t:
thick, thin measuremen
time
• Discuss in the end.
next, or
ng
ities to:
and Readi
opportun
the
between
Literacy ead the text. Look forting
to spaces
ence, and
re-r
sent
poin
eness by
g of each
print awar at the beginnin
.
ence.
publisher
• Develop
al letters
each sent illustrator, and
words, capit at the end of
or,
on
.
e the auth
punctuati
page. Nam book was published .
the title
the
as you read emotions and
• Read
e and when
to right
Tell wher finger from left
to express
as you read
your
, last;
• Move your voice tone
nd, third
seco
ge
e first,
ngs.
• Chan
what cam
icate feeli
ence . . .
commun
story sequ
• Discuss g and end.
beginnin main idea.
the
• Discuss
Read and
r.
peop
activ
• Name hip to each othe gs, people, and
learn
es, thin
relations
books to
how hous
ments, and
• Describe rent.
advertise
.
and diffe
s, maps,
ities.
different
at brochure res and commun
alike and
uses
• Look
that are
r cultu
tify who
about othe cts in illustrations and use, and iden
obje
sizes,
• Name colors, shapes,
Discuss
them.
Personal
cial and
Safety, So
Health and
to:
ent
rtunities
iene) and
Developm
parts (hyg
k for oppo
Loo
for body
the text.
ns to care
Re-read
y precautio
rds
yming Wo
ge and Rh
to:
Knowled
Alphabetic . Look for opportunitiessound or letter.
same
r.
the text
d or lette
n with the
Re-read
same soun
s that begi
the
word
syllables
end with
al letter.
• Find
words that begin with a capit syllables. Clap the syllables:
• Find
e
of
words that have one or mor to the number
g
• Find
words that words accordin
• Find
s
word. List bles.
bulary word
in each
the voca
three sylla
one, two, s that rhyme with
word
• Name
ers by:
.
Read
t
story
rgen
in the
ds for Eme
bulary Wor t vowel sounds.
List Voca
shor
in text).
l sounds.
that have
long vowe ds that appear often plurals.
• Words
and
that have
words (wor
ls, blends,
• Words
-ed, -es).
frequency ain: Bossy R vowe are suffixes (-ly,
s).
• High
that cont word endings that nyms (opposite
al
anto
• Words
s with speci nyms (same) or
• Word
syno
s that are
• Word
ion
mprehens
tening Co to:
g and Lis
e, oval,
ons: circl
Prewritin . Look for opportuntheities
illustrati
in
the text
es used
Re-read
ing shap
safet
rs.
and
• Name
and othe
are alike
health.
d to self
how they
personal
be a frien
Describe
ways to
of families.
• Name
als, or
members
ons, anim
• Name .
miliar pers
ts for unfa
different
safety habi
• Discuss ents.
environm
s
Fine Art
figure or
gle.
draw
form one
• Practice rectangle, and trian are connected and
body).
square,
shapes that body, arms and
ctions” and
drawing
and
er says “dire
says,
• Practice (connecting head
where teach ple: Teacher
drawing
. Exam
Drawings
draw one
Directed
w directions
crayon and
• Practice listen and follo dren use a red
Chil
ents
e.”
stud
red circl
“Draw one
e.
red circl
8
l Studies
and Socia opportunities to: function and
Look for
. Describe
the text.
al body parts
alike
Re-read
le and anim
ities are
Science
ities to:
t, brush
opportun
fingerpain
Look for
shapes:
clay.
the text.
to create
modeling about
Re-read
art mediums
es
chalk, and
rent
. Tell stori
crayons,
• Use diffe
pencils,
ronments
onal
paints, map houses, and envi
their pers
family,
ts. Comparean artist and
• Draw
and artis
me
artwork.
ement.
t authors
e to beco
stories abou. Develop the desir and adult encourag
• Read
work
rials,
stories and g words, art mate
usin
or
auth
of fonts.
and size
y
rent fonts attach to 3 x 5
Technolog ry words using diffe
s and
ing label
practice.
vocabula words on mail
reading
to peel off
• Type
ry
ards for
students
vocabula to make flashc
labels for
• Type
x cards
on mailing
s.
inch inde
ing
ry words
e sentence s to extend read
vocabula
s to mak
• Type
bine word g vocabulary word
and com
s usin
l stories
sentence
individua
• Type
te text for
es.
are to crea
experienc
softw
r
pute
• Use com s.
and book
Determine what children can do by observing them and
charting observations to determine where successful
instruction can begin. The following activities may be
useful for assessing each child’s hand dominance, fine
motor coordination, ability to listen and follow directions,
and task vigilance or “with-it-ness”, i.e., just how long
can a child stick with an activity to complete it without
becoming frustrated. There is a lot to be taught and
learned BEFORE pre-writing instruction begins! Use
these activities to prepare children for learning the prewriting strokes.
I Can Draw Pre-Writing Program
Activity Four: Folding Paper
This activity may be completed in whole or small
group instruction. Teachers observe as children
listen and follow directions, make choices, and use
their fine motor coordination to fold paper and
trace over the fold to make a line.
one, and who chooses a red crayon. Also, observe
who listens and follows directions without checking
on their peers for approval or support. Using this
activity, you can immediately observe, assess, and
chart comments about these skills:
Model and explain expectations so children know
what to anticipate and what to do. Demonstrate how
to fold paper and trace the fold lines to create boxes.
Give each child a piece of 8.5x11 inch paper. Provide
verbal directions while modeling as the children
actively participate. Begin the lesson by telling children:
n
Left or right hand dominance
n
Correct grip, pressure, body positions
n
Color recognition
n
Positional concepts—finding the top of the
paper or box #1
n
Confidence to begin without following others
n
Turn the paper so it appears to be “tall” (vertical).
n
Fold the bottom of the paper to match the top
corners and press on the fold.
n
Open the paper and see two parts—a top part
and a bottom part.
n
Use a red crayon to trace the fold line. (You can
specify other colors to assess their color
recognition and ability to listen to and follow
directions.)
n
Turn the paper over and use a blue crayon to
trace the fold line. (Show children the four parts
or four places where they can draw 2 boxes on
each side of paper. Later children will repeat
the exercise and fold once more to create eight
boxes—four boxes on each side of paper.
n
Open the paper and turn it “tall” (vertical).
Children experiencing difficulty with folding paper
need more experiences with listening and following
directions and using manipulatives such as play dough
or puzzles. Later, teachers will use the boxes to practice
pre-writing strokes and Directed Drawings, where
children listen to directions and follow the teacher’s
model to draw objects.
Print each child’s name on their papers and add the
date. You may want to save these work samples in
student portfolios.
Teachers print numbers 1 and 2 in the boxes on the
front and 3 and 4 in the boxes on the back. Children
listen for directions and follow instructions about
what to draw in each box. For example, the teacher
says, “In box number 1, color with a red crayon” or,
“In the top box, color with a red crayon.” Observe to
see who finds the top box, or box with a number
I Can Draw Pre-Writing Program
9
Activity Five: Torn Paper Activities
This activity may be completed in whole or small
group instruction. Teachers observe as children
listen and follow directions, make choices, and use
their fine motor coordination to tear pieces of paper
using the pincer grip in both hands, not a fist, and
moving their hands using the wrists and fingers to
tear. One wrist moves inward toward the body and
the other wrist moves outward to make the tear.
The elbows are close to the body in a relaxed position.
Children are watching their hands as they work.
Model and explain expectations so children know
what to anticipate and what to do. They will use
small pieces of paper and tear off the edges. Give
each child two 6-inch squares of construction paper.
Provide verbal directions while modeling as the
children actively participate. Begin the lesson by
telling children:
10
n
“First we are going to make a circle from a square.”
Using small movements, tear a little bit of paper
off each corner. Continue to tear off pieces of
each corner until the square resembles a circle.
n
“Second, we are going to make two rectangles, or
“tall pieces” from a square.” Fold the other paper
in half and crease the fold. Use small movements
to tear the square in half and create two rectangles.
You can extend this activity by having children
fold each rectangle in half and crease the fold.
Then have children tear along the fold to make
the rectangle into two squares.
Using these activities, you can observe, assess, and
chart comments about these skills:
n
Listening and following directions
n
Persisting in a difficult task
n
Using fine motor coordination with left and right
hands working together
n
Recognizing colors by using different colored
squares of paper
n
Recognizing shapes for squares, circles, and
rectangles
Children who struggle with tearing paper are not
demonstrating readiness for print. Teachers need to
plan more activities using finger paint, brush paints,
and play dough to encourage development of fine
motor coordination.
I Can Draw Pre-Writing Program
Activity Six:
Activity Seven:
Using Glue Sticks with Torn Paper
Activities
Scribbling and Coloring in Confined Spaces
This activity may be completed in whole or
small group instruction. Teachers observe as
children use glue sticks to attach torn pieces of
paper on art paper.
This activity may be completed in whole or small
group instruction. Teachers observe as children
listen and follow directions, make choices, and
use their fine motor coordination to create
scribble lines and color inside confined spaces.
Model and explain expectations so children
know what to anticipate and what to do. They
will use glue sticks to attach torn pieces of paper
on art paper and make a collage. Children may
glue torn paper pieces randomly on paper or
attach pieces inside a large shape, e.g., glue red
torn pieces of paper inside a large outline of a
circle.
Model and explain expectations so children
know what to anticipate and what to do. They
will use a crayon to make large circular movements
on a large piece of art paper. Then children will
use crayons to color inside the spaces created
where the lines intersect. Teachers observe as
children refine their movements to color in the
smaller spaces created by the scribble design.
Give each child a glue stick and have them use
the torn pieces of paper they created after
completing Activity Five: Torn Paper Activities.
Provide verbal directions while modeling as the
children actively participate. Begin the lesson by
telling children:
Give each child a piece of 8.5 X 11 inch or larger
piece of art paper. Give verbal directions while
modeling as the children actively participate.
Begin the lesson by telling children:
n
“Apply glue using the glue stick to the torn
piece of paper.”
n
“Attach the torn piece of paper to art
paper (or inside a shape)”
n
“Continue attaching torn paper to art
paper until all pieces are used.”
Using this activity, you can observe, assess, and
chart comments about these skills:
n
Listening and following directions
n
Using a glue stick
n
Attaching pieces of paper inside or outside of
a shape (optional)
n
Completing the task using all torn pieces
I Can Draw Pre-Writing Program
n
Select a crayon and make large scribble
movements on your paper. Include skills
for listening and following directions and
color recognition by naming the color of
crayon to be used.
n
Encourage the children to make large circular
movements overlapping the lines and creating
spaces within the scribble design.
n
Have children select crayons and color inside
all of the spaces.
Using this activity, you can immediately observe,
assess, and chart comments about these skills:
n
Listening and following directions
n
Using the whole paper for their work
n
Approaching the task by choosing where
to begin
n
Completing the task by coloring inside all of
the spaces
n
Honoring their work and the work of others
by making constructive comments about
the designs
11
Teaching the Pre-Writing Strokes
7
Five Pre-Writing
Strokes
d
Stroke One: Up and aroun
7
Five Pre-Writing
Strokes
SPANISH
to
teaches children how
Stroke One: Up and aroun
pattern, “Up and around,”
is
The first pre-writing stroke
se movement. The stroke
d
to right, counter-clockwi
t
form a circle, using a left
circles or ovals, and alphabe
The first pre-writing stroke
ic shapes that include
pattern, “Up and around,”
used to create geometr
S.
and
form a circle, using a left
teaches children how
QU,
O,
G,
f, e, qu, C,
to
to right, counter-clockwi
letters: o, a, c, d, g, s,
se movement. The stroke
used to create geometr
and
“up
ing
proceed
and
ic shapes that include
side
circles or ovals, and alphabe is
Beginning on the right
letters: o, a, c, d, g, s,
a rainbow while
form
STROKE DIRECTIONS:
f,
t
e,
qu,
children
C,
,
G,
O, QU, and S.
se direction
ing
around” in a counter-clockwiChildren complete the circle or oval by connect
STROKE DIRECTIONS:
Beginning on the right
repeating, “Up and around.”
side and proceeding “up
around” in a counter-clockwi
“Up and around.”
g,
repeatin
while
and
point
se direction, children form
to the beginning
repeating, “Up and around.”
a rainbow while
Children complete the
to the beginning point
circle or oval by connect
while repeating, “hacia
ing
down
arriba y alrededor.”
Stroke Two: Touch, pull
how
pull down,” teaches children
stroke pattern, “Touch,
geometric shapes that Stroke Two: Touch, pull down
create
The second pre-writing
to
used
is
stroke
line. The
h, j, u, b, k, B,
to form a vertical straight
t letters: l, i, r, t, m, n,
The second pre-writing
alphabe
and
es,
rectangl
stroke pattern, “Touch,
include squares and
pull down,” teaches children
to form a vertical straight
N, P, R, T, and U.
how
line.
D, E, F, H, I, J, K, L, M,
include squares and rectangl The stroke is used to create geometric shapes
of the paper or space and
that
es, and alphabet letters:
Children begin at the top
D, E, F, H, I, J, K, L, M,
l, i, r, t, m, n, h, j, u, b,
STROKE DIRECTIONS:
down.”
N, P, R, T, and U.
k, B,
repeating, “Touch, pull
pull straight down while
STROKE DIRECTIONS:
Children begin at the top
of the paper or space and
pull straight down while
repeating, “toca, jala hacia
push over
abajo.”
Stroke Three: Touch,
over” teaches children
Stroke Three: Touch,
pattern, “Touch, push
ic shapes
The third pre-writing stroke
is used to create geometr
push over
L, T, and Z.
al straight line. The stroke
f, t, z, A, E, F, H, I,The
how to form a horizont
third pre-writing stroke
and alphabet letters: e,
es,
rectangl
and
pattern, “Touch, push
that include squares
over” teaches children
across from left tohow to form a horizontal straight
draw
and
left
the
on
line.
The stroke is used to create
Children begin
that include squares and
geometric shapes
STROKE DIRECTIONS:
rectangles, and alphabe
push over.”
t letters: e, f, t, z, A, E,
F, H, I, L, T, and Z.
right while repeating, “Touch,
STROKE DIRECTIONS:
Children begin on the
left and draw across from
right while repeating, “toca,
left to
empuja hacia abajo.”
to the right
Stroke Four: Slant down
how
children
teaches
right,”
to the
Y. Four:
X, and e
stroke pattern, “Slant down
M, N, R, V, W,Strok
Slant
K,
y,
x,
The fourth pre-writing
w,
down
v,
k,
to the right
and alphabet letters:
right pre-writ
to form geometric shapes
the
to
The
and
rd
fourth
ing stroke pattern, “Slant
drawing downwa
down to the right,” teaches
Children begin at the top,
to form geometric shapes
STROKE DIRECTIONS:
children how
to the right.”
and alphabet letters: k,
repeating, “Slant down
v, w, x, y, K, M, N, R,
V, W, X, and Y.
in a slanting motion, while
STROKE DIRECTIONS:
Children begin at the top,
drawing downward and
in a slanting motion, while
to the right
repeating, “Inclina hacia
and down
abajo y hacia la derecha
Stroke Five: Slant left
to
.”
how
down,” teaches childrenStrok
pattern, “Slant left and
e Five: Slant left and
The fifth pre-writing stroke
angles, and alphabet letters:
down
that include slanted lines,
form geometric shapes
The fifth pre-writing stroke
W, X, Y, and Z.
pattern,
“Slant
left
k, v, w, x, y, z, K, M, V,
and
the
to geometric shapes
down,” teaches children
form
downward and
that include slanted lines,
how to
begin at the top, drawing
Children
angles,
k,
v,
IONS:
w,
and
x, y, z, K, M, V, W, X,
alphabet letters:
STROKE DIRECT
left and down.”
Y, and Z.
while repeating, “Slant
left in a slanting motion,
STROKE DIRECTIONS:
Children begin at the top,
drawing downward and
left in a slanting motion,
to the
while repeating, “Inclina
hacia la izquierda y hacia
abajo.”
When introducing a stroke, use flashlights or art materials
such as paint, chalk, or markers. Have children make
large movements first, then refine the movements as
they develop the skills and knowledge for using each
stroke. Introduce and model as children listen and look.
Then have children practice making the stroke and saying
the verbal chant at the same time. Have children practice
with partners making the stroke and saying the chant.
Listen and provide immediate corrective feedback as needed.
In the beginning, each stroke is practiced individually.
When the children learn how to make each stroke and
demonstrate readiness for more challenging tasks, teachers
can model how to combine the strokes to create drawings.
Use Activity Four: Folding Paper to create boxes for practicing
individual strokes.
Introduce the five pre-writing strokes that may be combined
to create shapes, draw objects, and print letters and numerals.
The pre-writing strokes become tools that children use
for task approach when they create something part by
part. Children learn the “whole” is the “sum of its parts,”
and they can determine how to begin and draw
something. The strokes are used as a strategy or process
for completing tasks, whether it is drawing an object or
printing a letter.
Introduce each stroke individually and in order using
strokes One through Five. There is a verbal chant that
teachers and children repeat while making or using each
stroke. The chant helps children remember how to form
the stroke. Teachers provide multiple practice opportunities
for children to over-learn each of the five strokes.
12
I Can Draw Pre-Writing Program
Directed Drawings
After children learn strokes One, Two, and Three, they
may combine the strokes and create shapes and objects.
Teachers model and provide directions by reading the
big books and teaching children how to create Directed
Drawings. This is NOT formal art instruction. Directed
Drawing activities are practice opportunities. Children
learn what to do in order and develop organizational
planning skills for completing a task.
Teachers and children can combine the first three strokes
to create shapes.
•Stroke 1:
“Up and around” makes a circle.
•Stroke 2:
“Touch, pull down” makes a vertical line.
•Stroke 3:
“Touch, push over” makes a horizontal line.
Strokes Four and Five are slanted lines that are introduced
later because they are more difficult to make.
Encourage children to listen and follow directions and
use the strokes to create Directed Drawings. Working in
small groups, teachers provide verbal directions as they
demonstrate how to use strokes and draw an object. The
teacher says “We are going to draw a bear.”
I Can Draw Pre-Writing Program
13
Box One
Box Two
In Box #1, let’s draw the largest part of the bear. Let’s
draw the body.” Ask questions to draw attention to
alignment and orientation, such as, “If we put the body
at the top of Box #1, will we have room to draw a head
for the bear?” Ask, “If we draw the bear’s body at the
bottom of Box #1, will we have room to draw the bear’s
feet?” Children learn how to plan where to begin drawing
so they have space to complete the whole bear. Say,
“Make the body by drawing up and around.”
Demonstrate the next step by saying, “Draw the bear’s
body again in Box #2.” Observe and provide corrective
feedback so that children draw the body in the middle
of Box 2. Say, “Now let’s draw the next largest body part
of the bear. Let’s draw the head.” Discuss placement
again by asking questions about where to begin such
as, “Does the head go above or below the body?” Then
say, “draw the bear’s head on top of the body. Draw up
and around to make a circle for the bear’s head.”
P a t t e r n3 6 Directed Drawing of a Bear
bear
oso
We Can! Patterns • Unit: Bears
© 2003 Sopris West Educational Services. To order call 800-547-6747. Product Code 0178TXKT
Permission is granted to the purchaser to photocopy this page.
155
Box Three
Box Four
Repeat the steps for Boxes One and Two. Then model
and provide directions to create the ears, arms, and legs.
Use Stroke One: Up and around to add circles for the ears,
arms, and legs, working in that order.
Repeat Steps One, Two, and Three. Then encourage
children to add details and color to complete the bear.
Encourage children to use their creative skills and imaginations to extend their learning and elaborately decorate or
improve the Directed Drawing to reflect their thoughts and feelings. Once children learn how to draw using prewriting strokes, they become very skillful artists and feel very confident about their creative abilities and work.
14
I Can Draw Pre-Writing Program
Directed Drawings and Big Books
Read the Big Books and discuss the Directed Drawings
that illustrate step-by-step directions for drawing objects
in the books.
Teachers may separate the work samples from each of
the Class Books and create a personal writing journal or
develop a Class Book for each child.
Encourage children to:
•Name the object
•Describe the object using mat words (e.g., big,
little, small, large)
•Name object attributes such as what it is, how
it works, and where it can be found
•Discuss the steps for drawing the object: what
comes first, second, third, last
•Identify the pre-writing strokes used to draw
the object
•Use words to provide oral directions to complete
the Directed Drawing
As children read each page with the teacher, discuss how
the object is associated with the big book theme. Allow
children to view a page and use dry erase boards and
markers to complete the Directed Drawing. A big book
may be placed in the classroom Literacy and Language
Center to extend the lessons.
Work Samples and Class Books
Teachers collect some work samples as assessments and
file them in the student portfolios. They may attach the
work samples to assessments or report cards to document
children’s progress.
Teachers may collect children’s work samples and bind
them in a folder to create a Class Book that may be
checked out like a library book and taken home to share
with families. Class Books may be related to an instructional
theme about animals, colors, or shapes. Children have
something visible to share with their family members
and discuss with their friends at school. Class Books may
be kept in the classroom library until the end of the year.
Integrating Instruction Across
the Curriculum to Develop Skills
The I Can Draw Pre-Writing Program provides guidance
for teachers and children so that skill development is
enjoyable, successful, and applicable to other content
areas. Teachers can integrate instruction and incorporate
skills from cross-curricular content areas such as language
and literacy, math, science, social studies, and fine arts.
Additional suggestions for extending learning experiences
using the Big Books may be found on the inside cover of
each Big Book.
Teaching Tips
for Extending
Learning
Opportunities
With This Book
Analyze the Voca
bular
y Words in
the Story
Preview the Book
Re-read the text.
Look
• Flip throug
h the book to preview
• Use describ
the illustrations
ing words
on
of common objects to name colors, shapes, sizes, each page.
and names
.
• Guess what
the story is about.
• Discuss how
the characters
look and make
their personalities
inferences about
or part in the story.
• Make inferen
ces about what
the main idea
• Guess what
of the story is.
may happen fi
rst, second, third,
sequence).
etc. (story
for opportunities
• Develop print
to:
awareness by pointin
words, capital
letters at the beginn g to spaces between the
punctuation at
ing of each sentenc
the end of each
e, and
• Read the title
sentence.
page. Name the
author, illustra
Tell where and
tor, and publish
when the book
er.
• Move your
was published.
finger from left
to right as you
• Change your
read.
voice tone as you
read to express
communicate
emotions and
feelings.
• Discuss story
sequence . . . what
came first, second
beginning and
end.
, third, last;
• Discuss the
main idea.
Alphabetic Know
ledge
Re-read the text.
Look
for
and Rhyming Wor
ds
opportunities to:
• Find words
that begin with
the same sound
• Find words
or letter.
that end with
the same sound
• Find words
or letter.
that begin with
a capital letter.
• Find words
that have one
or more
in each word.
List words accordi syllables. Clap the syllables
ng to the numbe
one, two, three
syllables.
r of syllables:
• Name words
that rhyme with
the vocabulary
in the story.
words
List Vocabulary
Words for Emerg
ent Reader
Prewriting and
Listening
Re-read the text.
Look
Comprehensio
n
for opportunities
for opportunities
• Find the page
to:
number on each
page. Name the
from one to that
numeral. Count
• Count the pages numeral.
“in all” (additio
• Turn pages
one by one. “Count n, adding all pages togethe
r).
on” to that numer
at #1. Hold up
one finger at a
time as you count. al beginning
• Name colors,
shapes, sizes, and
patterns (stripe,
illustrations.
solid) used in
• Locate objects
in illustrations
using positional
top, bottom, over,
math words:
under, front, back,
• Turn pages
up, down.
and recall
first, second, third, sequence of events. Name
what came
etc.
• Find words
that describe measur
ements: short,
thick, thin, etc.
long, tall, wide,
• Discuss time
measurement:
what happened
next, or in the
in the beginning,
end.
Science and Soci
al
Literacy and Read
ing
Read and re-rea
d the text. Look
• Words that
s by:
have short vowel
sounds.
• Words that
have long vowel
sounds.
• High frequen
cy words (words
• Words that
that appear often
contain: Bossy
in text).
R vowels, blends,
• Words with
special word endings
and plurals.
• Words that are
that are suffixes
(-ly,
synonyms (same)
or antonyms (opposi -ed, -es).
tes).
to:
• Practice drawin
g shapes used
in the illustrations:
square, rectang
le,
circle, oval,
• Practice drawing and triangle.
shapes that are
connected and
drawing (connec
form one figure
ting head and body,
or
• Practice Directe
arms and body).
d Drawings where
students listen
and follow directio teacher says “directions” and
“Draw one red
ns. Example: Teache
circle.” Childre
r says,
n use a red crayon
red circle.
and draw one
I Can Draw Pre-Writing Program
Math
• Find the naming
• Find the action words or nouns.
words or verbs.
• Find the describ
ing words or adjectiv
number words)
es and adverbs
.
(color,
• Find the connec
tor words (and,
the, what, when).
Re-read the text.
Look
for
Studies
opportunities to:
• Name people
and animal body
parts. Describe
relationship to
function and
each other.
• Describe how
houses, things,
people, and activiti
and different.
es are alike
• Look at brochu
res,
about other culture maps, advertisements, and books
s and communities.
to learn
• Name objects
in illustrations
that are alike and
Discuss colors,
different.
shapes, sizes, and
them.
use, and identify
who uses
Health and Safe
ty, Social and Pers
Development
onal
Re-read the text.
Look
for opport
unities to:
• Name safety
precau
personal health. tions to care for body parts
(hygiene) and
• Name ways
to be a friend to
self and others.
• Name membe
rs of families.
Describe how
different.
they are alike
and
• Discuss safety
habits for unfami
liar persons, animal
environments.
s, or
Fine Arts
Re-read the text.
Look
for opport
unities to:
• Use differen
t art mediums
to create shapes:
paints, map pencils
fingerpaint, brush
, crayons, chalk,
• Draw family,
houses, and environ and modeling clay.
artwork.
ments. Tell stories
about
• Read stories
about
stories and work. authors and artists. Compare
their personal
Develop the desire
author using words,
to become an
artist and
art materials,
and adult encour
agement.
Technology
• Type vocabu
lary words using
different fonts
• Type vocabu
and size of fonts.
lary words on
mailing labels
inch index cards
and attach to
to make flashcard
• Type vocabu
s for reading practic 3 x 5
lary words on
e.
mailing labels
and combine words
for students to
to make sentenc
peel off
• Type sentenc
es.
es using vocabu
lary words to extend
experiences.
reading
• Use computer
software to create
text for individ
and books.
ual stories
15
Children benefit from the practice opportunities and
teacher assistance as they develop skills for printing and
writing by participating in a variety of activities with
appropriate expectations and supportive guidance. The
early instruction and practice activities provided in the
I Can Draw Pre-Writing Program help children develop
foundational learning and performance skills that they
will use for a lifetime to communicate and express their
thoughts and feelings with confidence and competence.
Resource Materials
Teachers may use the Resource Materials to support
instruction. The Quick Reference Cards (QRCs LSS) 7-10
provide explicit instruction for creating strokes and
printing letters and numerals. They may be reproduced
and shared with parents and teachers so that instruction
is consistent at home and school. Teachers use the copies
as handouts for parent and teacher conferences or
trainings. Adding copies of the QRCs to a substitute folder
is strongly advised!
Some work samples have been included to illustrate how
children’s products may look after participating in small
group activities. Work samples on pages 17 and 18 clarify
instructional expectations for teachers and children.
Some other resources that teachers use for instruction
and practice activities:
Draw–Write–Now, A Drawing and Handwriting Course
for Kids!, by Marie Hablitzel and Kim Stitzer, (multiple
titles), published by Barker Creek Publishing, Inc., P.O.
os 2610, Poulsbo, WA, 98370-2610, 800-692-5833, fax
is 360-613-2542, www.barkercreek.com.
Ed Emberley’s Books (multiple titles), view at www.
funorama.com.
Several book titles are available from Usborne Publishing,
www.usborne.com:
Usborne ART ideas, author is Anna Milbourne,
Drawing Animals
What Shall I Draw? Series (multiple titles
available), Ray Gibson, Usborne
What Shall I Paint?, Ray Gibson, Usborne
Usborne Playtime Series (multiple titles
available in English and Spanish):
I Can Fingerpaint
I Can Cut and Stick
I Can Draw Animals
I Can Crayon
I Can Draw People
First Skills Series, Usborne
Starting Drawing
Starting Painting
Starting Lettering
I Can Draw Series published by Walter Foster Publishing,
Inc., 23062 La Cadena Drive, Laguna Hills, CA, 92653,
www.walterfoster.com.
16
I Can Draw Pre-Writing Program
Work Samples
I Can Draw Pre-Writing Program
17
Work Samples AND CHILDREN AT WORK
18
I Can Draw Pre-Writing Program
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