Mark Making with Purpose
To develop understanding that marks carry meaning through purposeful mark-making.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS 3-4
Objectives
- Makes marks for purposes
- Gives meaning to marks
- Attempts to write own name
- Shows awareness of writing conventions
Materials
- Writing resources in all areas
- Notepads and clipboards
- Post-it notes and labels
- Role play writing materials
Instructions
Embed writing materials throughout the setting, not just in a 'writing area'. Put notepads in the home corner, clipboards in the outdoor area, sticky notes near the construction blocks. When mark-making is everywhere, children see it as a natural part of life.
Create genuine reasons to write. 'We need to remember what we need for our cooking tomorrow. Can you help me make a list?' 'The plants need labels so we know what we planted. Will you write some?' Purpose makes writing meaningful.
Model your own writing in front of children. 'I'm writing a note to remind myself to phone the plumber. P-L-U-M-B-E-R. There!' Talk through your thinking: 'I need a capital letter at the start... now a full stop at the end.'
Value all marks. When children present their 'writing', respond with interest: 'Tell me about what you've written.' Accept emergent writing—lines, shapes, letter-like forms—as valid communication. 'You've written a shopping list! What shall we buy?'
Write children's dictated words. 'You want to write KEEP OUT on your den? Let me show you. K-E-E-P O-U-T.' Say the letters as you write. Children may copy, or may make their own version—both are wonderful.
Celebrate writing around the setting. 'Look at Maya's sign for the café! It says OPEN. And here's Rafi's list of who can come to his party.' Display children's writing where they can see it valued.
Encourage letter formation for those who are ready, but don't push it. 'You're trying to write the letter m! Start at the top, go down, bounce back up, down again, bounce up, down. Brilliant!' Make formation feel achievable.
Connect to reading: 'You wrote a list! Now you can read it back to me.' Show children their writing has power—it preserves their ideas for later.