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Supporting
Language and
Early Literacy:
at Home
and in
Early Childhood and
Community Settings
Session 4:
Emergent Writing
Our Mission:
To engage in a collaborative process to develop and disseminate cross-systems early literacy professional
development that is evidence-based and culturally responsive to address the needs of all children, birth through five
Early Literacy Advisory Group
Great Lakes Inter-Tribal Council
For more information, please contact: Gaye Tylka, Project Coordinator, [email protected]; 608.786.4844
Your
…
• (insert your name/title here)
• Insert your co-presenter’s name/title here)
for this Session …
Participants will:
• Become familiar with standards that apply to
the development of writing
• Describe how writing is interrelated with other
early literacy content areas
• Consider approaches to assessment
• Describe strategies adults can use to support
the development of writing in functional,
meaningful ways
for today’s Session
Check-in activity
Discussion in pairs or small groups:
• What do you hope to achieve by participating
in this session?
• What’s your expectation of the facilitator(s) in
this session?
Guidance from the Wisconsin Department
of Public Instruction:
• deliver content-rich curriculum with challenging
but achievable goals in ways that honor and
respect the unique learning needs of young
children
• Use a play-based curriculum to develop self
regulation, language, cognition, and social
competence
• Core or universal curriculum should include
support for all developmental domains and
content areas as described in the WMELS
The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction,
June 2012 http://www.collaboratingpartners.com/curriculum-assessment-rtl-for-preschool.php
Dual Language Learners (DLLs)
“Children, birth to 5, who are learning 2 or more
languages at the same time, as well as those learning a
second language (English) while continuing to develop
their home or first language.”
As cited in Language in Play: Introduction to the Early English Language Development (E-ELD) Standards,
Webinar 2013 www.wida.us/EarlyYears
• Universal practices, the foundation for meeting the
needs of all children, includes differentiated
instruction
• Adaptations and modifications to
meet
the needs of individual children
essential – it’s
Developmentally
Appropriate Practice
(DAP)!
Dual Language Learners (DLLs)
For guidance and support for serving DLLs, refer to the
following resources:
• WIDA Early Years
www.wida.us/EarlyYears
• Wisconsin Early Childhood Collaborating Partners
Serving Dual Language Learners Facts and Tips:
http://www.collaboratingpartners.com/dual-language-learnersfacts-and-tips.php
• Office of Head Start
Early Childhood Learning and Knowledge Center
https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic
Exposure to print, books and
read alouds are important, but
not enough to prepare children
to become readers and writers.
Intentional teaching - using shared (dialogic) reading,
shared writing, and multiple opportunities to interact
with writing, letters, sounds, and spoken words - is
necessary.
Children might also need some explicit
developmentally appropriate instruction to learn
vocabulary, phonological awareness, the alphabet,
and print concepts.
WISCONSIN MODEL EARLY LEARNING STANDARDS
Teaching Cycle
Assessment
Gathering information to determine what the child
can do and what the child is ready to learn
• Data Collection
• Data Analysis
Implementation
Providing meaningful,
experiential activities that
support individual and group
goals guided by supportive
interaction and relationships
Planning and Curriculum Goals
Deciding what should be done to
promote development and what we
want children to learn
• Needs Identification & Prioritization
• Planning (Strategy/Indicators)
Research-based Early Literacy Content Areas
• Oral Language
(WMELS A. Listening & Understanding & B. Speaking &
Communicating)
•
Vocabulary
(WMELS A. Listening & Understanding & B. Speaking &
Communicating)
• Phonological Awareness
(WMELS C. Early Literacy)
• Alphabet Knowledge
(WMELS C. Early Literacy)
• Concepts about Print
(WMELS C. Early Literacy)
•
Writing
(WMELS C. Early Literacy)
Primary Source: Roskos, K., Lenhart, L. & Noll, B. Early Literacy Materials Selector: A Tool for Review of Early
Literacy Programs, Corwin/SAGE, Thousand Oaks, CA., 2012
Working Definition of Writing
• Not focused on “handwriting”, or correct letter
formation with correct spelling and punctuation
• Is focused on understanding print conveys a message
(I can think it, say it, write it, read it)
• Is focused on expression and organization of ideas
• Is focused on helping children see themselves as
“writers” and “authors“
Emergent Writing
• Goal: build the foundation for becoming a writer
• Early understanding of writing as a form of
communication
• Can use speaking, drawing, and writing for expression
Early writing skills – moderately strong
predictor of later literacy development*
*National Institute for Literacy. Developing Early Literacy: Report of the National Early Literacy Panel, [email protected] , 2008
Wisconsin Learning Standards
Connections
Language Development & Communication
C. Early Literacy
EL. 5 Uses writing to represent thoughts or ideas
For more info:
http://www.collaboratingpartners.com/wmels-documents.php
Writing Standards, K-5
Use a combination of drawing, dictating, and writing to compose …
opinion pieces … informative/explanatory texts ... (and) narrate a single
event or several … events; recall information from experiences or gather
information … to answer a question
For more info:
http://standards.dpi.wi.gov/stn_ela-tchingandlrng
Why is a developmental continuum
important?
• Helps teachers understand the typical
developmental progression for writing
• Guides teachers in planning for “next steps”
for young writers (i.e. – scaffolding)
• Allows teachers to intentionally integrate
writing experiences into play-based activities
Emergent Writing Continuum
• Toddlers begin to experiment with writing &
drawing tools - “random scribbling” stage
• Between 2 1/2 and 3 years –
begin to distinguish between
drawing and writing
• “Controlled scribbling” –
lines, patterns, circles
• Learning that adults make marks with meaning
Emergent Writing Continuum
• 3 years through 5 years – generally considered
“emergent writing” stage
• Limited awareness of orientation; writing &
drawing can appear in random places on page
• Scribbles and states, “it’s a dog!”
• Scribbles and asks, “what does this say?”
• Begins to generate wavy lines, left to right
• Mock letters and letter approximations, usually
first letter in own name
Emergent Writing Continuum
• Writes own name, then words starting with
“my letters”
• Mixes letters and numerals when “writing”
• Generates mock words – real letters/letter
approximations but no evidence of lettersound correspondence
• Then understands Alphabetic Principle:
letters represent sounds heard in
spoken words
Emergent Writing Continuum
• Phonemic (phonetic) spelling emerges –
mostly prominent consonant sounds (i.e. – BK
for book; LV for love)
• Other concepts about print evidence emerging
– left to right orientation, spacing between
words
• Letter reversals common; letter formation still
imperfect and predominately upper case
New Awareness Emerges!
I can …
Think it
Say it
Write it
Read it
Activity Time
At your table, examine writing and drawing
samples provided by participants. Discuss
features observable in samples, and suggest
where on the emergent writing continuum
each example falls.
Emergent Writing Support
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•
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Free access to writing materials in all
areas of the classroom/environment
A variety of writing tools and mediums
Variety of writing surfaces: chalk board, easel,
clipboard, slanted surfaces (3-ring binder secured to
table top)
Environmental print models
Emphasize adults modeling writing (scaffolding)
Interactive process – writing with peers - greeting
cards, shopping lists, email
Provide writing opportunities
throughout your environment.
Remember to display children’s
creations at their eye level!
Emergent Writing Support
• Provide ABCs and print visible at child’s eye
level
• Place print labels on writing surfaces in
multiple areas for copying
• Create purposeful writing opportunities
• Allow children to write about topics that
interest them
• teacher language & feedback should foster
child’s identity as a writer
Emergent Writing Support
Remember:
CHILDREN NEED WRITING
INSTRUCTION in addition to
print-rich environments,
meaningful conversations, and
free access to writing
materials for spontaneous
writing!
Emergent Writing Support
1.
Dedicate times for writing experiences in
your daily schedule
2. Create a balance
between independent
writing and shared or interactive writing
opportunities
3. Emphasize functional writing that
reflects the child’s interests and/or
experiences
Reading-Writing
Connection
• strong connection between ‘read alouds’ and
writing supports
• prompt children to think about who the author
is and what choices he/she made while writing
• Encourage children as they imitate styles &
illustrations observed in ‘read alouds’
Shared and Interactive Writing
• Purposeful: adult and child compose and/or
write text together
• Interactive Writing: creating text together; adult
invites child(ren) to do some of the writing – a
letter, word, punctuation, etc.
• Shared Writing: creating text together; adult
does all of the writing
View the 5:14 minute clip:
Emergent Writing Strategies
Interactive Writing Example
• Select topic of high interest - field trip
experience, book read aloud, etc.
• Generate discussion about it
• Write and read one word at a time
• Invite child to add letter, etc.
• Re-read final text together multiple times as
you point to each word
• Allow child to add drawings/cut-outs after
completion
Interactive Drawing Example
• Select a photo of something of
interest to the children
• Generate discussion about it
• Adult begins to re-create the image
by drawing
• Have children add images to the
drawing the adult has left out, or
extend it by adding new images
Shared Writing Example
Effective strategy to demonstrate the relationship
between speaking, writing, and reading.
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Adult writes a few sentences spoken by the child
Name letters, words as they are written down
Point out capital letters, punctuation
Read sentences to child/group of children
Re-read tomorrow
Scaffolded Bookmaking
• Demonstrate using interactive or shared
writing
• Provide rich topics/experiences to write about
• Assist children in planning & completing their
book
• Display ABCs, name chart, word wall, etc.
• Provide a variety of mediums
Emergent Writing Support
“Gradual Release of Responsibility”
Teach
Prompt
Reinforce
Teach: Point to the upper left-hand corner of
the paper and say, “start here”.
Prompt: “Where do you start writing on the
paper?”
Reinforce: “You started writing on the left at the
top of your paper!”
Emergent Writing Support
Scaffolding
• I do it
• WE do it
• YOU do it
Strickland, D.S. & Schickedanz, J.A. Learning About Print in Preschool, International Reading Association,
Newark, DE., 2009
General Assessment Guidance
• Teacher-made checklists based on learning
targets
• Anecdotal notes
• Work samples
• Photos
• Stress writing intent/purpose over formation
• Writing reflects child’s developmental levels of
phonological awareness and alphabetic
knowledge
Final Thoughts …
Emergent Writing Stage
• Journals - acceptable for preschool and above
• Function over Form – stress the intent/purpose of
writing over how to form the letters
• Follow the child’s lead: Provide explicit
demonstration/instruction for writing letters
when the child requests it
• Be consistent with font initially, then show variety
later
Final Thoughts …
Emergent Writing Stage
Should I correct letter-writing “errors” or not?
• View “errors” as opportunities to practice
• Correction might stifle motivation
• Follow child’s cue; adult can
demonstrate/model correct formation
• Reinforce child’s efforts
• During teaching, model correct formation,
punctuation, spacing, etc.
Double Focus!
Highly effective teachers and caregivers…
provide daily, intentional language and early literacy
learning opportunities for the children they serve, and …
engage families in providing daily, intentional
language and early literacy learning opportunities for their
own children!
Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, &
Resources. Zero to Three, Washington, DC., 2008
Wrap-up
• Share a new concept or specific strategy you
learned that you will use.
• What questions do you still have about
teaching writing/early literacy?
References
• Bennett-Armistead, VS., Duke, N.K., & Moses, A.M. Literacy and the Youngest
Learner: Best Practices for Educators of Children from Birth to 5, Scholastic, New
York, NY, 2005
• Enz, B.J., & Morrow, L.M. Assessing Preschool Literacy Development, International
Reading Association, Newark, DE, 2009
• Mayer, K. Research in Review: Emerging Knowledge about Emergent Writing , Young
Children, National Association for the Education of Young Children., Washington,
DC., Vol. 62, January 2007
• National Institute for Literacy. Developing Early Literacy: Report of the National Early
Literacy Panel, [email protected] , 2008
• Pinnell, G.S. & Fountas, I.C. The Continuum of Literacy Learning, PreK-2, Heinemann,
Portsmouth, NH, 2011
• Pinnell, G.S. & Fountas, I.C. Literacy Beginnings: A Prekindergarten Handbook,
Heinemann, Portsmouth, NH, 2011
• Schickedanz, J.A., & Casbergue, R.M. Writing in Preschool: Learning to Orchestrate
Meaning and Marks, 2nd Ed., International Reading Association, Newark, DE., 2009
• Strickland, D.S. & Schickedanz, J.A. Learning About Print in Preschool, International
Reading Association, Newark, DE., 2009
• www.readingrockets.org