EL317 Module TC will: Display developing awareness of the reading & writing process and their influence on the learning environment 1.Stages of Writing 2.Understanding the local, state and national standards in the area of literacy

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Emergent Literacy Writing Chapter 4

What is Emergent Writing? Emergent writing “means that children begin to understand that writing is a form of communication and their marks on paper convey a message” (Mayer, 2007, p. 35). 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 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 Drawing- the child’s drawing represents writing Scribbling- the child scribbles but intends for it to be writing DrawingScribbling

Progression of Writing Development Letter-like forms- the child’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 formsLetter strings

Progression of Writing Development Invented spelling- the child tries different ways of representing sounds in words Conventional spelling- the child’s writing uses correct spelling Invented spellingConventional spelling

Writing Tips Accept all levels of children’s writing Ask children to read their writing to you Ask children to tell you about their drawing Accept children’s writing errors as opportunities (Bennett-Armistead, Duke, & Moses, 2005)

Types of Writing in Pre-K Modeled Shared Dictation Independent

Modeled Writing Teacher models –All writing and thinking –Uses “think alouds” 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 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 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 Supports Writing by: Writing for authentic purposes Providing opportunities to use writing tools and materials to practice Creating an atmosphere to compose stories and other writings (Neuman & Roskos, 2007) Play-Based Writing: Children write on their own Provide writing materials in each center Link materials to the theme of each center

Writing Center ABC chart posted at children’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

Celebrate Writing in Pre-K Establish routines to celebrate writing Provide time after centers Hang writing in a special place Take pictures of writing

Developmentally Appropriate Practices for Young Children – from IRA & NAEYC joint position statement Preschool: Daily reading aloud to children Literacy play Songs, finger plays, poems Print-rich environments Experiences that expand vocabulary Opportunities to focus on the sounds in language Opportunities to talk about what is read

Developmentally Appropriate Practices for Young Children – from IRA & NAEYC joint position statement K-primary grades: Many of same practices as preschool years Daily reading aloud Daily independent reading of meaningful texts Daily supported writing of many types of texts Invented spellings Small group instruction and collaboration

Things to think about… Why are those activities developmentally appropriate? What activities were NOT mentioned? –Being taught phonics rules –Intensive phonics programs –Extrinsic rewards Why are they NOT mentioned? When do we stop learning to read and write?

Stages of Writing Development Drawing Scribble stage Letter Forms Pre-phonemic stage Copying Invented Spelling Conventional stage

Gallery Walk Take out a sheet of paper, pencil and something hard to place your paper on so you can write Each Teaching Partner will be assigned a starting point Determine the Stage that the writing represents then respond to each question that is list, make sure you label your answers with the matching sample’s number Continue to walk around the room until you have answered all questions. Go back to your seat and compare your answers to your teammates.

What does this child know about writing?

Why does this student represent the /w/ sound with the letter Y? Why does he represent the /sh/ sound with the letter H?

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What does this child know about writing?

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Stages of Writing Development: What the child knows Drawing Stage- Scribble stage – Writing means something Letter like Forms Stage- Pre-phonemic stage – Writing is made up of letters Copying- Invented Spelling Letters stand for certain sounds Conventional stage – Relies on visual memory rather than spelling how it sounds

Basic Guidelines for Emergent Writing Accept the form of writing the child can use Allow children to share their writing and respond to what other children have written Let children “write” their own names on their work to give them a sense of ownership Encourage children to use writing to communicate Provide a variety of writing materials Be a model Provide ample time for children to write Help children realize the importance of writing

Emergent Writing Purposeful Writing: –To communicate meaning Sending messages, shopping lists, make greeting cards –Get well cards, writing stories and letters, recording information –Journal writing (can gain insights into the child’s understanding) –Writing workshop –Story writing Experience charts

Emergent Writing

Using Environmental Print to Create Meaningful Reading Connections for Young Children

What is environmental print? the print we see all around us signs billboards labels logos functional print first print a child recognizes as literacy skills begin to emerge

Why environmental print? Reading environmental print is an activity children often engage in before reading print in books. –Aldridge and Rust, 1987; Clay, 1991; Hall, 1985

Why environmental print? Children develop advanced concepts about books, newspapers, and other print from earlier understandings of environmental print. –Aldridge, 2004; Clay, 1993

Why environmental print? “By linking the reading of words to the reading of worlds that children know best, we can spark their enthusiasm for literacy learning in school.” –Orellana and Hernandez, 2003

Why should I use environmental print in my classroom? Helps children form their earliest notions of letters and words Builds confidence - children see themselves as readers and writers Internalizes the meaning-making function of reading Transcends language, culture and economic barriers

Why should I use environmental print in my classroom? Contributes to phonemic and phonological awareness Inexpensive and available Sparks early interest for literacy learning

But is this really reading? Initial stage of reading When children are guided to attend to letters, signs, and labels, and are given opportunities to read, spell and print words, they learn some of the essential elements of reading before school (Mason, 1980)

Research Prior and Gerard, week study Use of EP (particularly with the assistance of an adult) brings about significant results with print awareness and phonological awareness. Use of EP was found to be particularly effective with children from lower socioeconomic backgrounds.

How do teachers get started with EP? Create a print rich environment Arrange print displays at eye level Use reading and writing to manage the classroom Create play centers with familiar and functional props Show and Tell Plan direct instruction Use systematic assessment

How does environmental print progress? Level 1: EP with real object Level 2: Color logo from same object Level 3: Black and white logo with no background cues Level 4: Manuscript form of logo

How do teachers get started with EP?

Children’s Books That Use EP Campbell’s Alphabet Soup Book by Deborah D’Andrea The Cheerios Counting Book by Barbara Barbieri McGrath I Read Symbols by Tana Hoban I Read Signs by Tana Hoban The Hershey’s Fractions Book by Jerry Pallotta The Hershey’s Kisses Addition Book by Jerry Pallotta The Hershey’s Multiplication Book by Jerry Pallotta The Hershey’s Weights and Measures by Jerry Pallotta The M & M’s Counting Book by Barbara Barbieri McGrath More M & M’s Math by Barbara Barbieri McGrath The Oreo Cookie Counting Book by Sarah Albee The Twizzlers Percentages Book by Jerry Pallotta

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

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

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),