Session 5: Language, Connection and Expression

Writing Before Reading? Yes.

Early Writing Builds Reading Skills

Writing strengthens phonemic awareness by encouraging sound-letter connections. Invented spelling is active decoding practice. The goal is focusing on ideas, not perfect spelling. When kids write what they hear, they build essential reading muscles.

The Bridge

Talk First, Then Write

Children can say far more than they can write. Oral storytelling builds the vocabulary and structure they need before pen ever meets paper. If they can say it, they are on their way to writing it.

Ways to Build the Bridge

Pictures and prompts to inspire ideas Repeat sentences together before writing Oral storytelling before drafting

Visual Storytelling

Drawing and Labeling Boost Confidence

Drawing helps children express and organize thoughts. Labeling connects pictures to sounds. Early writing can be one word, a sound, or a name, so give every attempt room to count. Provide paper with space for both drawing and writing.

Small Steps Toward Sentences

Sentence Starters Reduce Overwhelm

Shared writing builds confidence, and rereading supports fluency. Celebrate clarity and effort, not just accuracy.

I like ________.

The dog is ________.

We can ________.

Reframe

Invented Spelling Is Real Learning

Invented spelling shows phonemic awareness in action and reflects decoding at work. Celebrate the effort before you correct it. Word walls and sound charts should support, never shame. Writing gives every child a voice, even before they master spelling.

A Predictable Journey

The Nine Stages of Early Writing

Children move from scribbles to sentences in a predictable order, though not on a fixed timeline. Meet each child where they are, not where the grade level says they should be. Tap a stage to see how to support it.

1

Scribbling & Drawing

Stage 1 of 9

The child makes marks or pictures with no intentional letters yet.

How to Support It

Check Your Knowledge

Apply What You've Learned

The Scenario

Your students are just beginning to read, but many resist writing or produce only single letters or strings of letters. Some tell rich stories out loud but hesitate to write them down.

What do these behaviors suggest about their stage in the writing progression?

How can you honor oral storytelling while encouraging writing, even if spelling is inaccurate?

What helps students move from labeling to full sentences?

How can writing deepen comprehension and connection to reading, even for beginners?

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