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 Gods 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.

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 childrens 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.
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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

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.

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.
Five Pre-Writing Strokes

d Stroke One: Up and aroun

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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 counterup 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
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 Three: Touch,

push over

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.

Stroke Four: Slant down

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 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. and down Strok

to the right

Strok

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.

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?

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. 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.

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 childs 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.

I Can Draw Pre-Writing Program

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 childrens 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 childs name and the date of observation is included on the mailing label. The comments record what the adult observes concerning the individual childs 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
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Comments should be positively stated as Needs help with grip or Work on removing pressure in grip rather than Cant 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). 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.

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 childrens fingers and wrist movements by simply touching the childs 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.

I Can Draw Pre-Writing Program

Activity TWO:
Assessing Fine Motor Skills
n n

Activity Three:
Creating Self Portraits
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Observe and work with small groups of children. Have your clipboard and mailing labels available to chart observations. Write each childs name and the date on each mailing label. a sheet of drawing paper for each child.

1 Provide a red, yellow, and blue crayon and 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.

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. Have your clipboard and mailing labels available to chart observations. Write each childs name and the date on each mailing label. child.

1 Provide drawing paper and crayons for each 2 Provide hand-held mirrors for children to use
to look at their faces.

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

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

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

prompting
Verbalizes while drawing Describes picture when completed (Print their words on paper.) Have children make two self-portraitsone for the childs portfolio and one to take home.

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

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 childrens competence and confidence. Record childrens comments on their work. Help children learn to express their thoughts and feelings using art and written expression.
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I Can Draw Pre-Writing Program

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
the Vo Analyze the Story cabulary Words in Math
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the Bo Preview

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Science

and Socia opportunities to: function and Look for . Describe the text. al body parts alike Re-read le and anim ities are

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Read and

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s Fine Art

ities to: t, brush opportun ngerpain 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 nt. artwork. t authors e to beco urageme stories abou lop the desir adult enco Read work. Deve rials, and stories and g words, art mate usin or auth

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in the text es used Re-read ing shap

and size y rent fonts attach to 3 x 5 Technolog ry words using diffe s and ing label practice.

of fonts.

gure 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

vocabula words on mail reading to peel off Type ry ards for students vocabula to make ashc 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 childs 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. 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 n

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:
n n n n

Left or right hand dominance Correct grip, pressure, body positions Color recognition Positional conceptsfinding the top of the paper or box #1 Confidence to begin without following others

Turn the paper so it appears to be tall (vertical). Fold the bottom of the paper to match the top corners and press on the fold. Open the paper and see two partsa top part and a bottom part. 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.) 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 boxesfour boxes on each side of paper. 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 teachers model to draw objects.

Print each childs 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

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:
n

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 n n

Listening and following directions Persisting in a difficult task Using fine motor coordination with left and right hands working together Recognizing colors by using different colored squares of paper Recognizing shapes for squares, circles, and rectangles

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. 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.

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.

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I Can Draw Pre-Writing Program

Activity Six:
Using Glue Sticks with Torn Paper Activities
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. 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. 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:
n

Activity Seven:
Scribbling and Coloring in Confined Spaces
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 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 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. Attach the torn piece of paper to art paper (or inside a shape) Continue attaching torn paper to art paper until all pieces are used.
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. Encourage the children to make large circular movements overlapping the lines and creating spaces within the scribble design. Have children select crayons and color inside all of the spaces.

Using this activity, you can observe, assess, and chart comments about these skills:
n n n

Listening and following directions Using a glue stick Attaching pieces of paper inside or outside of a shape (optional) Completing the task using all torn pieces

Using this activity, you can immediately observe, assess, and chart comments about these skills:
n n n

Listening and following directions Using the whole paper for their work Approaching the task by choosing where to begin Completing the task by coloring inside all of the spaces Honoring their work and the work of others by making constructive comments about the designs

I Can Draw Pre-Writing Program

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Teaching the Pre-Writing Strokes

7
Five Pre-Writing Strokes Five Pre-Writing Strokes
SPANISH

d Stroke One: Up and aroun

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 how to form a horizont across from left to draw and al left straight 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: Strok X, and e stroke pattern, Slant down M, N, R, V, W, 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 children Stroke Five: Slant left pattern, Slant left and The fifth pre-writing stroke angles, and alphabet letters: and 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
In Box #1, lets draw the largest part of the bear. Lets 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 bears body at the bottom of Box #1, will we have room to draw the bears 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.

Box Two
Demonstrate the next step by saying, Draw the bears body again in Box #2. Observe and provide corrective feedback so that children draw the body in the middle of Box 2. Say, Now lets draw the next largest body part of the bear. Lets 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 bears head on top of the body. Draw up and around to make a circle for the bears head.

Pattern 3 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
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.

Box Four
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. 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

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.

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.

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 Math
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 nger 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 rst, 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.

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 childrens progress. Teachers may collect childrens 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.

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 rst, second, third, sequence). etc. (story

Preview the Book

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).

the Story

Re-read the text. Look

for opportunities

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. nger 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 rst, second beginning and end. , third, last; Discuss the main idea.

Read and re-rea d the text. Look

Literacy and Read ing

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

Re-read the text. Look

Science and Soci al

for

Studies

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 gure 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

Re-read the text. Look

Prewriting and Listening

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 sufxes (-ly, synonyms (same) or antonyms (opposi -ed, -es). tes).

List Vocabulary

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 Words for Emerg ent Reader

Re-read the text. Look

Alphabetic Know ledge

for

and Rhyming Wor ds

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

Re-read the text. Look

Health and Safe ty, Social and Pers Development onal

for opport

for opportunities

Comprehensio n
to:

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 ashcard 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

Technology

unities to: Use differen t art mediums to create shapes: paints, map pencils ngerpaint, 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.

Re-read the text. Look

Fine Arts

for opport

I Can Draw Pre-Writing Program

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.

DrawWriteNow, 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 Emberleys 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

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 childrens 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: I Can Draw Series published by Walter Foster Publishing, Inc., 23062 La Cadena Drive, Laguna Hills, CA, 92653, www.walterfoster.com.

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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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