Educators selectively identify individual words to teach directly. They draw words from texts or
subject matter and provide child-friendly definitions. Children act out words, render drawings that
capture word meanings, generate charts of multiple meaning words (L.K.4) or antonyms (L.K.5b), or
develop semantic maps of related words. Target words are used repeatedly, and children discover and
learn about their applicability in numerous contexts.
Another component of a multi-faceted vocabulary program is teaching word learning strategies,
such as using word parts to determine the meaning of words. For example, kindergarteners learn
about the meaning of the prefix un- (L.K.4b). This understanding helps them determine the meaning
of other words with the same prefix. Teachers deliberately model the use of words with un- (e.g.,
unable, unwilling, unhappy) in the classroom context to reinforce meaning. They also select books
that include words with the prefix, such as Something from Nothing by Phoebe Gilman (1992) in which
an unsightly blanket is described, and they discuss the meaning of the word. They write several words
with the prefix on a chart, soliciting contributions from children, and discuss their meanings. They help
children understand that the prefix adds meaning; in this case it means not. They later draw attention,
as appropriate in the moment, to words with the prefix when they are used in texts and discussions,
and they prompt children’s use of words containing the prefix. Instruction occurs in contexts in which
meaningful communication is the focus, but instruction also includes additional explorations of words.
Effective Expression
Adults experience more success in college, careers, and
civic participation when they can express their opinions and
knowledge clearly and coherently. Kindergarten programs
contribute to the stair-step development of effective expression
by ensuring that students are provided excellent instruction in
writing, discussing, and presenting, as well as in using language
conventions.
Writing
Children’s emerging writing abilities are exciting to observe.
These abilities develop within a writing-rich environment with
instruction that carefully guides and supports children as they
learn to write. Children learn to write as their teachers share
excellent examples of writing, model writing themselves, provide
numerous opportunities for children to respond in writing to texts and learning experiences across
content areas, and provide explicit instruction.
A great deal of writing in kindergarten occurs when children—as an entire class, in small groups,
or as individuals—dictate their ideas to an adult who records them. Children also express themselves
in writing independently, beginning with marks and scribbles that soon become strings of letters.
Eventually, as they learn about the sound structure of language (that is, they become phonemically
aware) and about the symbols that represent sounds (that is, the letters of the alphabet), children
begin to use that knowledge in their writing. Words are phonetically spelled at this stage of learning.
This is an important milestone representing children’s growing understanding of the alphabetic
principle—crucial for independence in both writing and reading. Children who are deaf and hard of
hearing whose primary language is American Sign Language (ASL) follow a different path. Skills in
ASL, fingerspelling, reading, and writing are interwoven, and the merging of these skills enables
the development of the alphabetic principle for students who are deaf (Visual Language and Visual
Learning Science of Learning Center 2010).
In kindergarten, teachers do the following to support children’s writing development:Kindergarten Chapter 3 | 207