Draw and Write Together: “Our Three Little Pigs” #2

  • marker
  • “Our Three Little Pigs story

MA Standards:

English Language Arts/Foundational Skills/RF.PK.MA.1 With guidance and support, demonstrate understanding of the organization and basic features of printed and written text: books, words, letters, and the alphabet.
English Language Arts/Writing/W.PK.MA.3 Use a combination of dictating and drawing to tell a real or imagined story.

Head Start Outcomes:

Literacy Knowledge/Early Writing Recognizes that writing is a way of communicating for a variety of purposes, such as giving information, sharing stories, or giving an opinion.
Literacy Knowledge/Early Writing Uses scribbles, shapes, pictures, and letters to represent objects, stories, experiences, or ideas.

PreK Learning Guidelines:

English Language Arts/Composition 16 Use their own words or illustrations to describe their experiences, tell imaginative stories, or communicate information about a topic of interest.
English Language Arts/Composition 17 Add details or make changes to published or class-made stories.

Draw and Write Together: “Our Three Little Pigs” #2

© Commonwealth of Massachusetts, Department of Early Education and Care (Jennifer Waddell photographer). All rights reserved.

ELA Focus Skills: Concepts of Print, Sequencing, Storytelling

Display the story the group worked on yesterday, “Our Three Little Pigs” (or children’s individual versions). Reread the story they dictated. Track the words with children as you read. Point out the spaces between words and exaggerate the sweep down to the next line.

Tell children that today they are going to continue working on the story and/or continue to illustrate their story. Ask them to draw details they would like to add to the story. Give suggestions such as:

  • Things the pigs say
  • Things the wolf does or says

Write the words to go along with children’s drawings and dictations. Display it so all children can see the illustrations as you reread the story to the group.

Adaptation: If young children have trouble helping you track the words, hold their hands as you slowly and deliberately read each word and sweep to the next line.

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