Emergent Writing

THE NEFEC REACH PROJECT

was funded by a grant through Early Reading First 2007-2011. The information in this PowerPoint is provided by the NEFEC REACH Workshop Series Website. The information is a consolidation of professional learning presentations, current research and teacher contributions.

The ERF REACH Lead Team

is providing this early literacy information for early learning professionals and leaders. We have provided the most current research as well as practical application ideas and suggestions for early educators to use in their classrooms. Please preview and adjust the information as needed for the purposes of your audience.

What is Emergent Writing?

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Emergent writing

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means that children begin to understand that writing is a form of communication and their marks on paper convey a message

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(Mayer, 2007, p. 35).

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Emergent writing progresses along a developmental continuum. The stages a young child moves through begins with random marks and ends with conventional spelling.

Importance of Emergent Writing

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Reading and writing develop simultaneously and are interrelated. The relationship between reading and writing is bidirectional (Mayer, 2007).

Research suggests that letter-writing instruction and letter-writing activities may improve emerging literacy skills (Puranik, Lonigan, & Kim, 2011).

Progression of Writing Development

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Drawing- the child

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s drawing represents writing Scribbling- the child scribbles but intends for it to be writing Drawing Scribbling

Progression of Writing Development

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Letter-like forms- the child

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s letters may not be the standard letters, but may look like letters Letter strings- the child writes strings of letters, but they do not create real words Letter-like forms Letter strings

Progression of Writing Development

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Invented spelling- the child tries different ways of representing sounds in words Conventional spelling- the child

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s writing uses correct spelling Invented spelling Conventional spelling

Writing Tips

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Accept all levels of children

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s writing Ask children to read their writing to you Ask children to tell you about their drawing Accept children

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s writing errors as opportunities (Bennett-Armistead, Duke, & Moses, 2005)

Types of Writing in Pre-K

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Modeled Shared Dictation Independent

Modeled Writing

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Teacher models

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All writing and thinking Uses

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think alouds

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Write on a large surface Use with large and small groups Children learn writing skills by watching others construct text in meaningful writing activities (Fox & Saracho, 1990) .

Shared Writing

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Teacher and children compose a message together while the teacher writes on a large surface Demonstrate the various ways we use printed texts Provide opportunities to learn about concepts of print Use with large and small groups

Dictation

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Usually working with a child one-to-one Write exactly what the child says Use prompting and questioning techniques Child observes teacher writing

Independent (Play-Based Writing)

Play-Based Writing:

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Children write on their own

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Provide writing materials in each center

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Link materials to the theme of each center Play Supports Writing by:

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Writing for authentic purposes

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Providing opportunities to use writing tools and materials to practice Creating an atmosphere to compose stories and other writings (Neuman & Roskos, 2007)

Writing Center

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ABC chart posted at children

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s eye level Names of children on a ring Picture dictionary Variety of blank paper Envelopes (variety of sizes) Date stamp Variety of writing tools Blank books Clipboards Chalk and chalk boards Dry erase boards and markers Post-it notes

Construction/Blocks

Dramatic Play

Writing During Recess

Print Rich Environment

Print Rich Environment

Celebrate Writing in Pre-K

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Establish routines to celebrate writing Provide time after centers Hang writing in a special place Take pictures of writing

References

Adams, M. J. (1990). Beginning to read: Thinking and learning about print. Cambridge, MA: MIT Press.

Bennett-Armistead, V. S., Duke, N. K., Moses, A. M. (2005). Literacy and the youngest learner: Best practices for educators of children from birth to 5. New York, NY: Scholastic.

Bloodgood, J. W. (1999). What's in a name? Children's name writing and literacy acquisition. Reading Research Quarterly, 34(3), 342–367.

Espinosa, L, & Burns, M S. (2002). Early literary for young children and second language learners. In teaching and learning in the classroom for four- to eight- year- old children , ed. C. L. Howes, 47 69. Baltimore: Brookes.

Fox, B, & Saracho, O. (1990). Emergent writing: Young children solving the written language puzzle. Early Childhood Development & Care, 56 , 81-90.

References

Mayer, K. (2007). Research in Review: Emerging Knowledge about Emergent Writing. Young Children, 62(1), 34-40.

McGee, L. (2007). Transforming Literacy Practices in Preschool: Research Based Practices That Give All Children the Opportunity to Reach Their Potential as Learners. NY: Scholastic.

Neuman, S. B., Copple, C., & Bredekamp, S. (2000). Learning to read and write: Developmentally appropriate practice for young children. Washington, DC: National Association for Education of Young Children.

Neuman, S. B., & Roskos, K. (2007). Nurturing knowledge: Building a foundation for school success by linking early literacy to math, science, art, and social studies. New York, NY: Scholastic.

Puranick, C. S., Lonigan, C. J., Kim, Y. (2011). Contributions of emergent literacy skills to name writing, letter writing, and spelling in preschool. Early Childhood Research Quarterly, 26(4), 465-474.

References

Schickedanz, J., & Casbergue, M. (2004). Writing in preschool: Learning to orchestrate meaning and marks. Newark, DE: International Reading Association.

Whitehurst , G., & Lonigan, C. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872.