Writing is always stressful for young children when they cannot read or write independently yet. Instead, it is important to get them thinking about what they would like to say and write about a particular topic rather than giving them a blank page with lines expecting them to write on their own. In the beginning stages of writing, drawing should also be a main component to give them ideas. We should not underestimate the power of drawing.
Here is an example of this process in action. I used the topic of "apples". Always give the children a topic or ask them to think of their own. You would have to guide them to choose something they are familiar with such as familiar settings (school, home or playground), people (family, friends or teachers) or things (fruits, toys or favourite things).
Step 1: BRAINSTORM
After the topic has been established, the child can draw, write or say whatever comes to mind about the topic. In this example, I used pictures to represent apple, like/love, red, delicious, happy and apple tree.
Step 2: DRAW
Next, they are to put some of their brainstormed ideas together to draw a simple picture. In this picture, there is a boy holding an apple.
Step 3: DESCRIBE
Then, the child needs to describe what they have drawn. They can label what's in the picture lightly with a pencil so that they can erase the labels later if desired. After they label the drawing, they can think about what it represents. What can we say about a boy who is holding an apple and smiling?
Step 4: WRITE
Perhaps, we can conclude that "The boy likes apples." Using the labels to prompt them, they can form a simple sentence such as this example. Children at this stage will most likely need an adult to help sound out what they want to write. However, if they misspelled words but they can articulate what they are writing, that is good enough for now! At least they are practicing this skill. We can only ask for so much! Through time and practice, they will progress in their writing skills.
Step 5: PUBLISH
This is the fun part! After they finish writing, they can erase the labels. Then, they can use their imagination to tell a story by adding more details. The teacher can prompt them to generate more ideas to add to their simple drawing to add details.
Teacher: Where do you think they apple came from?
Student: Apple tree (draws one)
Teacher: Where was this apple tree?
Student: Outside (draws grass)
Teacher: What was the weather like outside?
Student: Sunny! (draws a sun)
These blank templates are included for the children to complete this writing process on.
You can teach with these examples or post them up in the classroom for reference. For more resources including this package, please visit my TpT store.