Even a very young child is fascinated by watching you write what they say — and will want to do it, too. Gently and gradually show them how, and they’ll easily develop the skills needed to write on their own. And writing skills readily transfer to reading! So, this page discusses how to modify for preschoolers, the Key Word process described on the page, Write/Read Naturally!
But a couple of reminders before we begin. First, here’s the thinking behind this natural approach —
Children are natural mimics!
They will easily absorb and copy what we do,
If they find it interesting.
It’s how they learn to speak, and they’ll also do it with Print!
We just need to be more intentional about modeling and guiding it.
So, we’re taking this natural approaching to literacy skills because it’s the way a young child is already programmed to learn — when they come to us. It’s how they learn not only to speak, but to do a multitude of other complex things.
Taking advantage of their desire and ability to copy us, it takes very little of our time each day, to support the child’s natural process. For the young child actually wants to learn to communicate in this different and more complex way — once they realize what print is for.
Please also recall that at other times, you would also be reading to the child — and playing with sounds, as described in the section on Phonics.
Given those reminders, we look now — first at some tips for introducing Key Words in the preschool classroom — and then, at home.
Introducing Key Words in a Preschool Classroom
You can’t be certain which children are ready to work with print. So, to find out, set a table aside for Key Words. Select a child who enjoys telling you what’s on their mind and is able to “draw” to their satisfaction. (Even just blobs and lines are considered drawing— if they mean something to the child.)
While the other children are doing something else, start that first child at Step 1, as described in Write/Read Naturally!
Later, help them show their finished work to the entire group. Then tell the group that anyone else can do it, too. They just need to ask.
A child’s interest usually signals their readiness, so continue to slowly grow participation in this gentle way.
If a child asks, but is not yet drawing, just write their Key Word and let them play with it — even if given time constraints in the classroom, that only means showing it to someone in the class and telling them about it. (See other examples in the following paragraph.) Then once they start to draw, give them a Writing Book and start with Step 1.
Introducing and Playing With Key Words at Home
If your child is already drawing, follow the directions for Step 1. (As above, blobs and lines are considered drawing— if they mean something to the child.)
But if they’re not yet drawing, and you want to experiment with Key Words, just have them play with their Key Words. They can be absorbing skills and concepts from this, and it will do no harm unless you push too hard by asking them to memorize anything about them. For that’s just putting them on the spot, to preform. And it’s not necessary, as they will just naturally be absorbing what they see you doing, as shown in Write/Read Naturally!
Here’s a simplified version of capturing and playing with a very young child’s Key Words — and you’ll find other ways to modify the process on the following page:
Have the child talk about something special they have on their mind. Help them decide which word they’ve been using best represents what they’re thinking. It can be one, two, or even sometimes even 3 words: cookie — Oreo cookie — chocolate chip cookie. (Whatever best describes what they’re thinking and talking about.)
Write that word on a recipe card and have the child do something with it. Say it’s cookie. Have them put it in the oven a few seconds, pretending to bake it, put it on a plate, pretend to eat it, etc.
Or, maybe the Key Word is their doll’s name. Have them tell their doll about the word and put the Word Card in the doll’s lap. Or if the word is ice cream, put the card a carton of ice cream in the freezer. And even better yet, use the activity in Note to Parents, and have them watch as you add the item they choose to your grocery shopping list. (See image opposite.)
Or perhaps use a child’s Key Words to label things around the house that are special to them.
Whatever you have them do, as soon as they tire of playing with it, put the card away. Then bring it out the next day. If child immediately recognizes that word on the Word Card the next day, they will probably remember it from then on.
Caution: Give no hints — don’t show them how to sound it out. The test is to see if the word made such a strong impression, they recognize it immediately the next day. They will be absorbing skills as you write. Then later, you’ll focus them on the skills — as they move through The Steps. For now, they’re just playing with words — beginning to build the foundation for success later. (You might think of this as the “babbling” stage an infant goes through, before they begin trying to speak.)
So at this point, even if they begin to gather a collection of Key Words they remember, they probably will not recognize them elsewhere. So, they’re remembering the entire experience — not yet “reading” in the traditional sense. So, resist the impulse to give hints — or show them how to sound out a word.
But if it’s made such a strong impression that they recognize it immediately, keep it on a Word Ring. If not, just set it aside. If they’ve enjoyed the process, you can be certain they got something out of it.
Caution: Above all, don’t give them hints or try to help them sound it out. That will come later. And if they’re not enjoying this activity, stop doing it!
Spend your time reading to them, playing with nursery rhymes, talking. And be sure to have paper and crayons available to them. Then once you notice them attempting to scribble “words” on their drawings, give them a Writing Book and start with Step 1. See all of The Steps here and both detailed and brief descriptions here.
Finally, I’ve played with Key Words with children even younger than 3 years old, who’ve enjoyed and learned from doing it. On the following page, you’ll see more about readiness. And how to personalize the process, making it easier for a younger child.