Lines and Curves in Pre-k

In the beginning, pre-k had the big line, the little line, the big curve, and the little curve, and it was good.

Isn’t this where writing begins--in pre-school, with the formation of letters, with the realization that the word is tangible? They held the big and little line and discovered one was half of the other. They traced the smooth sweep of the curve, and it was a boat or a smile. Then whether by accident or not, the little line and the big line slid into an “L” and then with the quick mixing of lines and curves turned into a “D” and then a “k”—or the sound at the beginning of Lily’s name, the middle of Aidala, and end of Uziek. These letters could form words, and the written word had a shelf life. These stuck around longer than the ones shouted or whispered. The pre-k could revisit their words, share them, or even change them.

Then there was a song about Mat Man, and as the music played, the pre-k outlined his form on the rug using the curves and lines. So on a day two weeks from now when a child in Mrs. Beazley’s class wonders how long she should make the lines in an “E,” she can think of Mat Man’s legs, the long line, and his feet, the short line.

Much of this fifteen minute lesson focused on creating comfort with letters--their curves and lines. Does this then transfer to comfort with words, sentences, paragraphs, and stories? Is this how we teach our students to write and write confidently?