writing wczesnoszkolna10

PROGRESSION

As children become morę confident and capable, the standards expected of their writing should rise accordingly. It may be that within one class of top infants, there will be some children writing at junior level, using complete sentences, interesting images and a rangę of connectors. At the same time others may still be at the one word stage. Writing is a very individual skill and the teacher should judge each child's work at his/her own level. Often one can use the same starter idea, but demand different outcomes according to individual capability.

As they become morę expert both in writing and in assembling books, the children should be encouraged to experiment with different ways of making them. Have a rangę of materials available: different colours and textures of papers, a choice of mark-makers, glue, binding tape, Staples, needle and cotton etc. Make a collection of books which show new ideas: miniaturę books, pop-ups, pocketed books, flap books, zig-zags. Discuss with the children how they could adapt these ideas for themselves.

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Pockets in books You need one sheet of paper the same size— as the book.

Fold and crease ajong _dQltedJines__1_

Cut off corners

You can stick smali flaps on the sheets of a book as if they are cupboard doors etc. Draw and colour what you can see behind them.

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Fold and glue tabs and place on appropriate page where you want a pocket.

A flap can conceal a hole which shows what is in the next page.

A hole in a page can be smali. You have to guess what it is that you are -    "i '

only seeing a smali part of.    _c. _ .    - . . .    ,

Flap and pocket books

BOOK COVERS

Encourage children to see the cover of their book as part of an integral design. Try out marbling, collage, felt, card, woven paper etc. Book-making is an art form in its own right.

(For instruction on marbling technigue. please turn to page 72.)

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