Northern Oral Language and Writing Through Play

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Free Teacher Resources

Writing & Drawing Exemplars

In this book, we describe samples of the most frequently-occurring responses to our Drawing, Writing, and Talking Task (DWTT) Protocol for four-year olds in their first year of kindergarten, for five-year olds in their first and second years of kindergarten, and for six-year-olds in grade one. See how children expand their abilities as they practice letters and graphic symbols with teacher, assistant, and parent encouragement.


Creative Collaborative Curriculum Activities (CCCA)

Our CCCA Collection

The activities in these two collections were produced by teachers and partners in the NOW Play Project to promote playful learning for students in pre-kindergarten to grade 2. Check out the dozens of ideas to bring into your classroom or learning centre by clicking on each book cover!

Teachers and Early Childhood Educators have been creating and implementing CCCAs in their classrooms throughout the project. WATCH THE VIDEO below on how three participating teachers brought CCCAs into their kindergarten classrooms.


Classroom Assessment Tools

To learn about how teachers have used this assessment tool in their classrooms CLICK HERE.
Can be found in the 2021 issue of
Michigan Reading Journal


Articles for Teachers

Play & Literacies

Kim, J., Madsen, A., Peterson, S. (2021). Play, oral language, writing and cultural relevance in northern rural kindergarten classrooms: Teachers’ roles. Early Childhood Education, 47(1), 3-8.

Peterson, S.S. (2021). To help children learn how to read in the pandemic, encourage writing messages as part of play. The Conversation. https://theconversation.com/to-help-children-learn-how-to-read-in-the-pandemic-encourage-writing-messages-as-part-of-play-153171

Pan, C., & Peterson, S.S. (2019). Informal instruction and dramatic play to support kindergarten children’s language and writing developmentMaster of Teaching Research Journal, 2, 1-11.

Portier, C., Friedrich, N., & Peterson, S.S. (2019). Play(ful) pedagogical practices for creative collaborative literacyThe Reading Teacher, 73(1), 17-27.

Peterson, S.S., Rajendram, S., & Eisazadeh, N. (2019). Multimodal meaning-making during play in two Northern Canadian Indigenous kindergarten classrooms. Early Years, 39(4), 392-407.

Wajskop, G., & Peterson, S.S. (2015). Dramatic play as a meaning-making and story-making activityEarly Childhood Education, 43(1), 17-20.

Peterson, S.S. (2016). Research in Canada’s Norther Rural and Indigenous Communities: Supporting Young Children’s Oral Language and Writing. The Reading Teacher, 70(3), 383-387.

Writing

Eisazadeh, N., Altidor, A., Peterson, S. (2021). “That’s a home run!”: Assessing young children’s writing multimodally. California Reader, 54(2), 17-22.

Friedrich, N., & Portier, C. (2020). Let’s go to the movies: Children’s textual practices before and during a play-based classroom initiative. Texas Journal of Literacy Education, 8(1), 38-57.

Peterson, S.S., & Senior K. (2019). Looking for gold: Role play and writing in a northern rural Canadian kindergarten classroom. Illinois Reading Council Journal, 48(1), 9-17.

Friedrich, N., Wishart, K., & Peterson, S.S. (2018). Supporting emergent writers through guided play in a kindergarten classroomJournal of Childhood Studies, 3(2), 58-64.

Peterson, S.S., & Horton, L. (2019). Child-directed dramatic play as identity text in northern Canadian Indigenous kindergarten classroomsLiteracy, 53(4), 254-264.

Peterson, S.S., Huston, L., & Loon, R. (2019). Preparing Indigenous teachers from remote communities: Voices from Northern OntarioBrock Journal of Education, 48(2), 17-32.

Peterson, S.S., Friedrich, N., Portier, C. (2018). Developing a multimodal observation tool: Teachers and researchers working together. Alberta Voices, 14(1), 3-9

Peterson, S.S., & Grimes, A. (2018). Authentic writing in children’s lives outside school. Early Childhood Education, 45(1), 20-25.

Peterson, S.S., & Portier, C. (2016). Teaching vocabulary and writing in kindergarten through dramatic play centers. Colorado Reading Journal, 27, 25-32.

Peterson, S.S. (2015). Dramatic play supports children’s writing in kindergarten and grade oneMichigan Reading Journal, 48(1), 44-48.

Oral Language

Peterson, S. S., Eisazadeh, N., Liendo. A. (2021). Assessing young children’s language and nonverbal communication in oral personal narratives. Michigan Reading Journal, 53(2), 15-25.

Greenberg, J., Bowles, P., Peterson, S.S., & Altidor-Brooks, A. (2019). Supporting children’s vocabulary and thinking in a magic potion laboratory: A reflective conversation between educators, a speech-language pathologist and a linguist. Early Childhood Education, 46(1), 3-9.

Kim, M. & Peterson, S.S. (2018) Play-based intervention supporting kindergarten children’s language in a Northern Ontario First Nations community. Master of Teaching Research Journal, Inaugural Issue, 1-11.

Peterson, S.S., & Portier, C. (2017). Rural northern Canadian teachers’ discoveries about young children’s oral languageLanguage and Literacy, 19(2), 109-126.

Peterson, S.S., & Greenberg, J. (2017). Teacher intervention to support oral language and literacy in dramatic play contextsTexas Reading Association Journal, 5(1), 10-23.

Peterson, S.S. (2016). Supporting young children’s vocabulary through play [monograph]. What Works? Research into Practice, 62, 1-4.

Indigenous Culture and Identity

Sky, K., & Peterson, S.S. (2020). Fishing with Elders Builds These Oji-Cree Children’s Language, Cultural Knowledge and Writing. The Conversation. https://theconversation.com/fishing-with-elders-builds-these-childrens-oji-cree-language-cultural-knowledge-and-writing-138915

Peterson, S.S., & Robinson, R.B. (2019). Culturally Sustaining Practice in a Northern Canadian Indigenous Kindergarten Classroom: Story Drama and Writing. California Reader, 52(4), 17-24.

Peterson, S.S., Gardner, T., Ings, E., & Vecchio, K. (2018) Dramatic Play in Northern Aboriginal Head Start Classrooms – Supporting Indigenous Children’s Learning of their Culture and LanguageECE Link, 2(1), 35-44.