By Carol Hegarty
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Additional resources for Analogies Teacher's Notes + Answer Key (Analogies)
There is no reason why traditional handwriting skill should not be acquired alongside learning how to type. Indeed, being freed from the labour of handwriting helps children concentrate on what they wish to communicate. At the same time, the interest that children often take in presenting their work in a variety of fonts and colours and in using the bold, italic, underline and tab functions may well, as Crompton and Mann (1996:270) suggest, transfer to their handwritten efforts. The four year olds Penelope was working with were helped to become familiar with the QWERTY keyboard by writing their names and then experimenting with some more adventurous graphic name displays.
The influence of the book was also evident in the new vocabulary being used—passenger, engine, track, refreshments, safety and junction. Writing to develop role play The children seemed increasingly eager to consult the display table and particularly the book on arrival at the nursery. Jasmine had already organized the making of tickets. In later sessions the children’s attention was drawn to signs found in stations and on trains. The pictures in the book were studied and discussed and the children asked the nursery nurse to help them put up ‘STASHUN’, ‘so that people would know where to catch the train’ and signs for the platform and ticket office.
Very young children can have views about issues if they have commitment to their work, for example four and five year olds became concerned about the slaughter of whales and their possible extinction (Doyle and Mallett, 1994). A Year 5 class greatly enjoyed some book-based detective work on whether the grey squirrel really was responsible for the falling number of reds. Different books gave different information (Mallett, 1992). Integrating reading and writing with other activities Outside visits, video-film, talks from experts, drama and art and craft all enrich informational reading and writing.