“HOW-TO” TEACH WRITING USING INTERVENTIONS AND DIFFERENTIAL INSTRUCTION, PreK-3
This “How-To” Teach Pre-K Through Grade 3 WRITING Using Interventions and Differential
Instruction is the main book to purchase. It’s a teacher’s manual. The second book to purchase
is Rap and Write Phonics Verses and Directions. It’s the children’s book that teaches “how-to”
form letters and to learn letter sounds. The two books go hand-in-hand.
These two Language Craft books specialize in teaching PreK-3 WRITING. Children use the letter
formation they are learning to write stories. Intervention tactics provide predictable,
patterned story starters. These story starters allow the children to add an ACTION WORD that
catapults the child to relate an experience. For example: I can… leads to I can play (THE
ACTION WORD) soccer. The teacher uses writing steps and letter formation lessons to guide
and scaffold children “to-place-words-on-lined paper” so others can read their stories. It begins
in Pre-Kindergarten because letter formation lessons involve a Rapping Ladybug using a ladybug
“language.” Children love the rapping verses. It doesn’t take long to scaffold each child to the
next level because the classroom becomes ALIVE with STORY WRITING and Ladybug verses.
The idea is to provide friendly assistance so that the child can effortlessly place-words-on-linedpaper.
Once that goal is reached, the child uses his or her individual story starter. The soccer
child begins the story with One Saturday morning… or Last Saturday I… All children in the
classroom are immersed in exciting pre-writing activities. All children are interacting but are
progressing at their own levels using writing steps and letter formation interventions. All
children are surrounded by word charts, brainstorming ideas and graphing activities. Children
progress to an individual dictionary for their own specialized vocabulary words. Travis, the
soccer boy, will have soccer-related words that he can share. Children use spelling words. The
spelling lessons are commonly spelled writing words. As a result children write delightful DAILY
stories in a sophisticated manner that others can read and enjoy. The DAILY repetition of
commonly spelled writing words and concrete adventures gives each child power to become an
expert in his or her interests. The classroom BUZZES and EXPLODES with story sharing
This book shows how the teacher’s role changes. The teacher introduces science, history, famous
authors and other new information but guides the children to write about an experience or adventure
related to the child. The teacher is a salesman selling “interesting” things to say and allowing the
children in these young years to write about their own concrete experiences. The teacher is a partner
and editor. Each day the story is completed and the children prepare for tomorrow’s story using
graphing and interesting themes. High self-esteem and delightful DAILY stories are the end products to
be shared and displayed. With this WRITING format, the children are ready for higher-level, analytical
thinking reports and essays expected in the upper grades. A strong foundation has been built using
these WRITING strategies that are different from allowing children to write in isolation.
LANGUAGE CRAFT INTERVENTION MATERIALS ARE LISTED IN MY PREVIEW SECTION.