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 ** Writing Instruction Methods for Emergent Writers **

This term describes children’s language development from the time they begin to experiences the uses of print to the point where they can read and write independently.
 * What is emergent literacy? **


 * Unfortunately, despite the lengthy research that has been conducted on emergent literacy, even some Kindergarten teachers don’t believe in it and/or don’t use it (Muzevich, 1999). However,[[image:webkit-fake-url://EDC94857-0B99-402D-A906-5D07CB49BFC1/application.pdf align="right"]] research and practice have demonstrated great benefits! I have actually seen an extreme growth in my own Pre-Kindergarten students motivation to write through the use of multiple approaches discussed below.
 * Students should be engaged in daily writing activ  ities for a variety of purposes- letters, notes, lists, poems, journals, class books, stories, etc (Muzevich, 1999).

1. ** Authors chair ** : a place where students can share their work with the whole class (Chapman, 1996).
 * What does a classroom that supports literacy for emergent writers look like? **

2. ** Well-Stocked Writing Center ** (Nixon & Topping, 2001) a. Paper b. Writing Tools c. Portfolios d. Folders e. Etc.

3. ** Literate Play Areas ** (discussed below)

4. ** Evidence of a Print-rich Environment at children’s eye level **  (Muzevich, 1999) a. Labels b. Alphabet charts c. Names on cubbies, charts, desks, etc. d. Books e. Word wall f. Etc.

** How can teachers support emergent writers in the classroom? ** 1. ** Provide the type of environment discussed above **.

2. Immerse the students in **daily letter formation** using play dough, shaving cream, sand, etc.

3. ** Have a sign in sheet **  to have the students reinforce and develop writing their own names every morning.

4. ** Model Composing and Spelling through daily experiences **. For example, doing a morning news activity where students share their thoughts and ideas orally. The teacher can then record their ideas while sounding out the words and saying/identifying the letters. Therefore, familiarizing students with basic spelling and writing concepts (Chapman, 1996).

5. ** Interactive Writing ** (Hall, 2000) Definition: writing that involves two or more correspondents who exchange meaningful and purposeful texts across an extended period of time. o Teachers need to treat their students like equals for this to work! They are now going to become “writing partners” with their students.  o For this writing activity, teachers should not make corrections. We are just trying to get the students excited and eager to write, not make them feel like they are being criticized. Benefits: o It encourages the students to write. They are no longer just writing letters or words, but their thoughts and ideas are being valued- they are being valued as writers! o It provides opportunities to practice authorship- students have to develop their ideas and continue to think about what they want to write. o  It introduces the understanding of the needs of a reader and the things necessary to develop text. o It provides rich, varied, and meaningful reading experiences. o It provides excellent opportunities for students to learn about the world through reading what people write about. o It provides an opportunity for students to value one another and develop more personal relations inside the classroom. Morning Message Sheet: The teacher writes a //comment// and when the students come in in the morning they have the opportunity to respond to it.  o A comment, over a question, often leads to more elaborate, thoughtful responses from the students. However, a question can also be used. Written Conversation: The teacher and the student can write back and forth to each other in a log, book, or journal. Letter from a Make Believe Character: Each student can write a letter to the same make believe character. Then the teacher can “send” the letters to the character. Eventually, the teacher can develop a response letter to the whole class. At this point, the teacher can read the letter to the students and they can develop a letter back to the character as a class. Definition: Shared writing is a cooperative instructional activity during which the teacher serves as the scribe. Students contribute their ideas and the teacher works to develop the ideas and then writes them down.  o Shared writing is used in large or small group settings. o It occurs at a quick pace for about 10 to 15 minutes. Benefits: o It is a time when the teacher can “think aloud” or “think together” with the students so that the writing process is demonstrated. o It results in readable, familiar text that allows for continued use. It should be error free, unlike interactive writing. o It helps students become aware of the structures and patterns of written language. o It demonstrates the strategies that good writers use. o It demonstrates the conventions of written language.
 * 6. ** ** Shared Writing **

7. ** Literate Play Areas ** : By adding a few “writing materials” to the play areas in a classroom or by developing new centers, students can explore writing in ways that many never imagined. Here are some examples… o Post Office: post box, letters, telephone, message pad, postal forms, greeting cards, stamps, etc. o Café: menus, order pads, till, telephone, reservation book, signs, special of the week, etc. o House Keeping/Dramatic Play: paper, pencils, recipe books/cards, coupons, phone books, stationary, envelopes, small books, grocery lists, phone messages, checks, postable note paper, etc. o Block Area: signs, colored construction paper, maps, masking tape, scissors, etc. <span style="color: green; font-family: Georgia,serif;">8. ** Structured Peer Interaction ** (Nixon & Topping, 2001) o Paired Writing: Older writers help emergent writers to produce a story or written piece. o Social interaction with more competent peers has shown to provide both context and motivation for writing. o Emergent writers can work with older peers on a lower writing level to develop a written project. It can and has been done using the writing process to complete a final project. This not only aides the emergent writer, but also gives the older student who is struggling with writing a sense of pride and accomplishment in being able to teach someone else.

9. ** Word Plays ** (Chapman, 1996) o <span style="color: green; font-family: Georgia,serif;">Students list letters or words that they know in the beginning. As the process develops, the students can begin to manipulate elements of language such as rhythm, rhyme, and alliteration. It’s really a way for them to “show off” and share what they know. This clearly provides the students with motivation and excitement!

<span style="font-family: Georgia,serif;">REFERENCES:
<span style="font-family: Georgia,serif;"> Chapman, M.L. (1996). More than spelling: Widening the lens on emergent writing. // Reading Horizons, 36, // 317-339. Hall, N. (2000). Interactive writing with young children. //Childhood Education, 76,// 358-364. Muzevich, K. (1999). Emergent writing in the kindergarten classroom. //Reading// // Today, 17, // 9. Nixon, J.G., & Topping, K.J. (2001). Emergent writing: The impact of structured peer interaction. //Educational Psychology, 21,// 41-58.