Primary Writing

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Primary Writing

• Presented by Cherry Carl

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Alphabet Stew

• Words can be stuffy, as sticky as glue,
• but words can be tutored to tickle you too,
• to rumble and tumble and tingle and sing,
• to buzz like a bumblebee, coil like a spring.
• jiggle their letters and jumble their sounds,
• swirl them in circles and stack them in mounds,
• twist them and tease them and turn them about,
• teach them to dance upside down, inside out.

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• Make mighty words whisper and tiny words roar
• in ways no one ever had thought of before
• cook an improbably alphabet stew,
• and words will reveal little secrets to you.
• Jack Prelutsky
• a b c d e f g h i j k l m
• n o p q r s t u v w x y z

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Shared Writing

• Teacher and children work together to compose
  messages and stories teacher supports process as
  scribe.
• Values

• Demonstrates how writing works
• Provides opportunities to draw attention to
  letters, words, and sounds.
• Enables childrens ideas to be recorded
• Creates written language resources for the
  classroom
• Source The Ohio State University Early Literacy
  Learning Initiative
• from Guided Reading by Fountas and Pinnell

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Interactive Writing

• As in shared writing, teacher and children
  compose messages and stories that are written
  using a shared pen technique that involves
  children in the writing.
• Values

• Demonstrates concepts of print, early strategies,
  and how words work
• Provides opportunities to hear sounds in words
  and connect with letters
• Helps children understand building up and
  breaking down processes in reading and writing
• Source The Ohio State University Early Literacy
  Learning Initiative
• from Guided Reading by Fountas and Pinnell

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More Interactive Writing Values

• Provides opportunities to plan and construct
  texts
• Increases spelling knowledge
• Provides texts that children can read
  independently
• Provides written language resources in the
  classroom

Source The Ohio State University Early Literacy
Learning Initiative from Guided Reading by
Fountas and Pinnell
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Steps In an Interactive Writing Lesson

• Negotiate a sentence.
• Count the words on fingers.
• Recall the word to be written and stretch the
  word.
• Share the pen.
• Point and read.
• Recall the entire sentence to be written, then go
  back to step 3.
• Source Boroski, Linda. Sharing the Pen
  Interactive Writing with Young Children

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Guided Writing

• Children engage in writing a variety of texts.
  Teacher guides the process and provides
  instruction through mini-lessons and conferences.
• Values

• Helps writers develop voice
• Provide opportunities for children to learn to be
  writers
• Provides chance to use writing for different
  purposes
• Increases writers abilities to use different
  forms
• Builds ability to write words and use punctuation
• Fosters creativity and the ability to compose
• Source The Ohio State University Early Literacy
  Learning Initiative
• from Guided Reading by Fountas and Pinnell

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Independent Writing

• Children write their own messages and stories,
  sometimes helping each other.
• Values

• Provides opportunity for the independent
  production of written text
• Provides chance to use writing for different
  purposes across the curriculum
• Increases writers abilities to use different
  forms
• Builds ability to write words and use punctuation
• Fosters creativity and the ability to compose
• Source The Ohio State University Early Literacy
  Learning Initiative
• from Guided Reading by Fountas and Pinnell

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Stages of Writing Development

• Emergent Writer
• Early Writer
• Fluent Writer

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Emergent Writer

• Understands that writing is talk written down
• Writes about things that are important
• Used pictures, scribbles, or symbols to write
• Takes risk in writing
• Begins using spelling approximations
• Shares own writing with others
• Begins to use left to right progression

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Early Writer

• Writes a message meaningful to readers and the
  writer
• Understands message written is exact and
  unchanging
• Writes for own purposes
• Begins to write for an audience
• Rereads writing for sense and meaning
• Incorporates and innovates on language patterns
• Increasingly observes conventions periods,
  capitals at beginning of sentences and for proper
  nouns
• Uses classroom resources to assist with writing
  and spelling takes risks in spelling
• Spells some words conventionally

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Fluent Writer

• Sees self as an author
• Works independently through the writing process
• Knows when and how to seek help
• Self-selects topics
• Writers for several reasons, purpose and audience
• Writes with fully developed beginning, middle and
  end
• Uses prewriting strategies
• Participates in revising activities
• Self-initiates editing

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Fluent Writer (cont.)

• Uses editing conventions
• Marks spelling approximations to check later
• Uses multiple resources to check spelling
• Spells a large collection of words correctly

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Stages of Writing Childrens Targets

• Childrens targets have a Process Focus and a
  Product Focus. At the Emergent and Early stages
  of written language, it is important that
  children understand the actual process of
  writing. Once this process is understood, then
  the product can be given greater consideration.

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Emergent Level Process Focus

• To have correct directional movement
• To leave spaces between words
• To use approximations
• To use approximations according to the sound
  heard at the beginning of words.
• To begin to use some high frequency words.

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Emergent Level Product Focus

• To be able to choose a topic to write on
• To use own experiences for writing
• To begin to talk about some features of writing
• To be able to present a piece of writing for
  others to share

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Early Level Process Focus

• To use beginning and ending sounds of words
• To use vowels
• To spell many high frequency words correctly
• To use more correctly spelled words than
  approximations
• To begin using editing skills to place periods
  and capital letters, to locate approximations by
  circling them, and to being to correct
  approximations by using word sources

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Early Level Product Focus

• To understand that words carry many kind of
  information
• To know that writing must make sense
• To be able to select from a wider range of topics
  and genre
• To be able to choose an appropriate title
• To being to make some corrections to meaning
• To begin to realize that writing can involve a
  number of stages
• To being to record and present information in
  different ways

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Fluency Level Process Focus

• To use editing skills
• Thinking about the message of the writing
• Using most punctuation marks correctly
• Dividing written work into paragraphs
• Recording and presenting information in different
  ways
• Using dictionary and a thesaurus

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Fluency Level Product Focus

• To variety in sentence beginnings
• To sequence ideas
• To use an increasingly wide vocabulary
• To write spontaneously to record personal
  experiences (expressive writing)
• To write instructions and recount events in
  authentic contents (transactional writing).
• To begin to explore choices made by writers and
  apply this knowledge to own writing.

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How Adults Facilitate Writing Acquisition

• By calling childrens attention to print in the
  environment and reading it to and with them.
• By modeling what it means to be a writer letting
  children see what you write.
• By encouraging childrens experimentations with
  writing and responding positively to their
  efforts and products.

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How Adults Facilitate Writing Acquisition

• By providing an emotionally safe environment for
  risk-taking.
• By supporting childrens engagement in the
  writing process.
• By expecting children to eventually learn to
  write like an adult.
• Source Creating Support for Effective Literacy
  Education by C. Weaver, et al (1996) May be
  copied for transparency/slide use only.

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The Five Developmental Stages of Spelling

• Pre-Communicative (like babbling) no letter/sound
  correspondence
• Semi-Phonetic (some spelling by ear) some
  letter/sound correspondence
• Phonetic (spelling by ear) all sounds are spelled
• Transitional (spelling by eye) as words look
• Conventional (over time) the way its spelled
• Source Dr. J. Richard Gentry

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The Writing Process

• Topic search
• Pre writing
• Drafts
• Revisions
• Proof-reading/editing
• Publishing

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Writers Workshop

• Read Aloud (10 minutes)
• Mini-Lesson/Modeled Writing (10 minutes)
• Independent/Journal Writing (20 minutes)
• Editing
• Publishing

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Teacher/student Conferencing

• Keep a conference record sheet for each student.
• Include the title of the writing piece and the
  date.
• List skills used correctly in the writing.
• Record skills taught during the conference (no
  more than 2)

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Revision Checklist
Yes No I fixed it.
Did I start each sentence with a capital letter?
Did I end each sentence with a period, an exclamation point, or a question mark?
Did I use my writing tools to check my spelling?
Does my writing make sense?
Do I have enough details?
Does my title match the story?
Remember If you answered no to any of the
questions, try your best to fix your mistakes.
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Classroom Assessment List

• Grade 1 Journal Selections for Portfolio Entry
• Did I use capitals at the beginning of my
  sentences?
• Did I use periods at the end of my sentences?
• Did I put spaces between my words
• Is my work neat?

Terrific OK Needs Work
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2 STARS and a WISH
2 STARS (what you liked) ? Im good at math.
? Im good at writing bigger. 1 WISH (a way to
improve) I wish I was a better speller.