Structure Writing

Structure Writing is a very effective method of modeling, reinforcing, and providing practice in the use of the conventions of print. It provides an arena in which children can practice such things as basic grammatical and spelling conventions, helping them to internalize the most common structures of our language.

In Structure Writing, you provide a model for the children to copy directly onto paper. Modeling begins with very simple developmental tasks that increase in difficulty as the children achieve early fluency and fluency in their writing ability.

The progression includes practice in the following skills:

Single-letter formation and recognition
Full-word and sentence formation
Familiar text innovations and poetry structure work

At the emergent level, begin with supportive structures that allow children to have practice in early letter-recognition and letter-formation skills.

The Structure Writing activity illustrated below with Moccasins (kindergarten) features the /s/ sound. This would be suitable for the least-experienced writers.

Read the story.
Talk to the children about the sound and shape of the letter s.
Have the children brainstorm all the words they can think of in which they hear the /s/ sound.
Have the children practice writing the letter s and use invented spelling as they write their own list of s words.
Have the children illustrate three s words in their personal dictionaries.

Mystery Message

I Could Be A _____________.

Write the mystery message on the chalkboard or on chart paper. Point to each word as you read it aloud, pausing at the blank.

Ask the children to brainstorm words that would make sense in the sentence. Reread the sentence each time a suggestion is made and talk about whether or not it makes sense. Consider this sentence, for example: "I could be a giraffe." Does it make sense?

Guide the children to come up with words that help explain what they would like to be when they grow up. If necessary, open the book and read two or three sentences aloud. Once the children understand the task, ask each child to read the mystery message aloud and complete the sentence by inserting the word for the job that they hope to have.

Sentence and Word Formation

Structure Writing is one way to make use of consistent grammatical structures. Consistent sentence structures not only support reading but also support children's first writing efforts by providing vocabulary words often found in early writing. Examples are provided below.

This is the _____ box.

(The "Gotcha" Box)

See my _____.

(In the Mirror)

Can you pick up the _____ with a magnet?

(Magnets)

Can you count the _____?

(Rainy Day Counting)

Put some _____ on it.

(A Monster Sandwich)

Some study _____.

(What Do Scientists Do?)

I'm big enough to climb
the _______.

(Big Enough)

A scarf with _____.

(Magic!)

I put on my flying _____.

(Dan Gets Dressed)

My feet can _____.

(My Feet)

Some _____ beads.

(Moccasins)

My teacher helps me _____.

(My Teacher Helps Me)

A cat _____.

(A Cat's Day)

She _____ with me.

(My Friend at School)

Deserts have _____.

(Desert Day)

A _____ dog.

(What Kind of Dog Am I?)

You can find a _____.

(Under Water)

I use a _____ to measure
the _____.

(Measure It)

The train is in the _____.

(Mouse Train)

A _____.

(Chinese Kites)

_____ and _____make _____.

(Mix It Up)

Would you like to fly
in a _____?

(Would You Like to Fly?)

Up went the _____.

(The Tree House)

I see you, _____, hiding in the _____.

(I See You)