In Kindergarten, language and oral speech development go hand-in-hand with literacy development. Children must realize that anything we say can also be written and read. While oral language develops naturally, writing and reading must be taught and learned explicitly. Some students do seem to pick up reading and writing "naturally", but this is often due to memorization (I was that kid). All children must receive some explicit phonics instruction if they are to experience long-term success in reading, especially as they encounter unfamiliar words.
Children typically begin their writing development by creating scribbles, and then pictures to represent their ideas. In the early stage of writing development, they may also use letter-like symbols in substitution of traditional print letters. Slowly, they may begin using groups of actual random letters. All of this is to be celebrated - it demonstrates a growing understanding of how written language works! Many children then progress to writing environmental print and a few first sounds. Finally (hopefully by the end of Kindergarten), students begin using known words and phonetic spelling to write.
In Kindergarten:
Students may write letters/numbers backward. They may even occasionally write from right to left. This is a normal part of your child's development. At this age, it is not a symptom of dyslexia. In fact, it is difficult to diagnose dyslexia until children are older.
Students are expected to learn the names and sounds of each alphabet letter, and be able to blend them together to make 3 letter words that follow the CVC pattern (consonant, short vowel, consonant like 'hat, bed, rug, six, mop).
We practice phonemic awareness - hearing/manipulating sounds in language. Research indicates that this is one of the most important foundational literacy skills. We work on identifying rhymes, individual sounds at the beginning, middle, and ending sounds of words. Orally blending and segmenting sounds in words is extremely important (that's what reading is if you add letters)! We also add, delete, and substitute sounds in words. Keep in mind: if child is looking at letters, it is phonics ---> not phonemic awareness. If students need visual cues, I use cubes, sticky notes, and other objects so each sound/word piece has a visual representation, but not with a letter/letters.
In our writing activities/assignments, students may use a combination of drawing, dictating, and age appropriate writing to effectively communicate stories/ideas.
We use Kindergarten spelling (also known professionally as "invented spelling" or "phonetic spelling") - this means it does not matter if words are spelled correctly - I NEVER, NEVER spell for children. I encourage children to listen to the word they want to write and just write any letters they hear. This greatly strengthens their grasp and understanding of phonics! They often hear me say, "It does not matter if the word is spelled correctly. I want to see sounds on your page." However, high frequency words and other forms of environmental print (color, names of friends, etc.) may be copied from the wall.
Students should learn about 30 high frequency words.
What you can do:
Read, Read, READ - Research shows this is the #1 way parents can have a positive effect on their child's education. Visit the library for a nearly endless supply of new literature. You can talk about concepts of print (the direction of reading right to left, top to bottom) and identify known letters and high frequency words. Discuss the story when finished reading (check for understanding).
Teach your child to write his/her name.
Encourage children to read and notice environmental print. You will be surprised how many candy wrappers, cereal boxes, store and restaurant signs children can read.
Talk to your child about things - ask them questions when they tell you stories or things about their day. Encourage them to expound on what they are saying and provide details. Model turn-taking and good listening skills.
Encourage children to write - stories, ideas, lists, etc. Do not spell words for them - I always tell my students to use their Kindergarten spelling.
What I will do:
I provide daily whole group instruction/practice in phonemic awareness, phonics, and high frequency words.
We read 3 whole group curriculum texts and use them for comprehension. I also have a daily story time which is just for fun (motivation to learn to read).
Twice weekly, we chorally read a grade level text.
Your student will see me 2-3 times in a small reading group where they receive instruction that is tailored to them (and a few other students with similar needs). In this setting, we will read at least one other book that he/she is able to read.
Your student will also see at least one other adult 2-3 times per week in a small reading group similar to the one I conduct.
We do 1-2 writing activities per week (this is not nearly as much as I would like it to be, but I only have half a day).