interactive literacy how language & literacy come together, k-2 andrea mccarrier, gay su pinnell...

INTERACTIVE LITERACYHow Language & Literacy Come Together, K-2

Andrea McCarrier, Gay Su Pinnell & Irene c. Fountas

Kelly Brooks, Rachel Fishbein, Dan Johnson,Jane Levy, Nicole Lopez, Abby Rock

ERDG 615 Fall 2009

Purposes of Interactive Writing Provides modeling that help young

writers to grow in their own writing Invites children to participate in the act

of writing Encourages young writers to notice the

details of writing Bridge between oral and written

language; language and literacy come together

How Interactive Writing Works The teacher serves as both the guide and scribe The students is in the “apprentice role” Together they collaborate to compose the

message together, students “share the pen” Can be used throughout the instructional day, not

just in writing Primarily used for student just developing an

awareness of writing and reading prek-1 A tool for small group instruction for gr. 2-3 with

students who need additional support for writing skills

History of Interactive Writing 1991: Group of literacy teachers,

concerned about helping children who had limited experiences in literacy.

Examined Moira McKenzie’s work in shared writing

Continued the practice of language experience and shared writing while moving more towards “sharing the pen”

WHAT IS INTERACTIVE WRITING?

Chapter 1

Emergent Writers

Experience Talking Composing Constructing Rereading Summarizing Revisiting Extending

Interactive writing is an instructional context in which a

teacher shares a pen-literally and figuratively-with a group of

children as they collaboratively compose and construct a written

message.

McCarrier, Pinnell, Fountas 2000, p. 4

Values

All students are involved in meeting challenges with developing strategies

The process is supported by meaningful conversation (McCarrier, Pinnell, Fountas 2000)

Features

Grouping Children Writing for Authentic Purposes Sharing the Writing Task Supporting the Process through Conversation Creating a Common Text Using the Conventions of Written Language Making Letter-Sound Connections Connecting the Reading and Writing Processes

Recursion and Comprehension Teaching Explicitly

LANGUAGE AND LITERACY LEARNING: THE ROLE OF INTERACTIVE WRITING

Chapter 2

Helping Children Build a Reading Process

Interactive Read-Aloud Shared Reading Literature Discussion Guided Reading Buddy Reading Independent Reading

Helping Children Build a Writing Process

Language Experience Shared Writing Interactive Writing Independent Writing

Comparing the Processes

Purposes Context Roles Text Readability Art Spelling and Other Conventions Uses of the Finished Product

ORGANIZING SPACE AND MATERIALS TO SUPPORT INTERACTIVE WRITING

Chapter 3

Organizing Space

Space for Group Meeting Space for Display

Name Chart Alphabet Linking Chart Poems or Stories for Shared Reading Word Wall Word Charts Completed/In-Progress Work

Equipment, Tools, and Materials

Easel Paper Markers Correction Tape Magnetic Letters Magna Doodle Whiteboard Pointers

References and Resources

Name Chart Alphabet Linking Chart Word Wall Word Charts

GETTING STARTED WITH INTERACTIVE WRITING

Chapter 4

Getting Started

Planning Time Scheduling Time

Creating an Interactive Learning Community Seating

Establishing the Classroom Routines Step-by-Step Plans for Getting Started

Kindergarten First Grade

Communicating with Administrators Communicating with Parents

Letters and Newsletters Assessing Your Own Teaching

SHARING THE PEN WITH YOUNG WRITERS

Sharing the Pen with young writers

Interactive Writing is a Way of Thinking

The Writing Process: Children explore the relationship

between reading and writing They bring their background knowledge

to the process Children learn to put ideas into written

form Audience

Interactive Writing is a tool that can be used at any time during the school day.

Advantages of using interactive writing in :

• Spontaneous ways• Planned projects

PB & J

Essential Elements of Interactive Writing

o Provide a base of active learning experiences.

Talking to Establish Purpose

Meaningful talk permeates every learning experience that goes on in the classroom.

Composing the Text

Constructing a Text

Composition is a critical part of instruction in interactive writing.

Text construction includes writing the actual words, letter by letter; arranging words in space on the page; and using conventions such as space, capitalization and punctuation to make the text readable.

Example figure 7-5a how to make a funny face

Reread, revise, and proofread the text. Revisit the text to support word solving. Summarize the learning Extend the learning.

Continuous Learning Through Interactive Writing

EXPLORING AND EXTENDING THE MEANING OF LITERATURE

Introduce Children to a Variety of Genres Children’s books

Children learn to manipulate the ideas they encounter in a text

Nursery Rhymes and Songs Through songs and rhymes, children develop

phonemic awareness Expository Texts

The writing of expository text builds on interesting, enjoyable, common experiences that are surrounded by exciting talk.

Types of Expository Texts

1. Description2. Temporal Sequence3. Explanation4. Compare/Contrast5. Definition6. Problem/Solution7. Social Convention

Creating a Readable Text

Expository texts created through interactive writing can serve as reading texts for children.

These texts are usually much more difficult than we would expect young children to read independently, but they become accessible to children

An important characteristic of interactive writing is that these texts emerge from children’s experiences and the texts are for reading again and again.

Integrating Writing Instruction and Content Area Study

Children use writing to: Take notes Draw and label Make predictions Describe Summarize Organize information in charts, maps, and

diagrams Compare and contrast Draw conclusion Report

Uses of Expository Writing in the Process of Inquiry

• Writing is a tool for thinking and guiding action. A scientist’s purpose for writing is not to practice or learn to write, although that might happen in the process.

• In expository writing, children are focused on finding out something, comparing something, or observing something interesting.

Ways Expository Text Can Be Used in Inquiry1. Labeling an Experiment 2. Illustrating Experiments 3. Reporting a Survey 4. Summarizing a Larger Study5. Documenting and Illustrating

Experiments6. Connecting Information Through the

Study of Symbols 7. Producing a Descriptive Text

Writing and Reading Expository Text

“We learn to write from the company we keep”

Participating in the construction of simple texts supports children’s internalization of the important characteristics of expository text that they will be required to know and use in schooling and throughout their lives.

SECTION FOUR

Young Writers Engage in the Literacy Journey

“Interactive writing involves dynamic decision making related to the strengths and needs of the children and kinds of texts selected for writing.” (pg. 167)

Knowing Your Learners:The Foundation for Effective Teaching

“As a teacher, you must recognize the strengths and needs of individuals, and draw out common patterns across small or whole-class groups to guide your lesson planning” pg. 169

Assessment Observations Writing Samples Dictation

All assessment should be used when creating and implementing lessons

It is also important to use assessment after using interactive writing

The goal of interactive writing is to get students to work independently after developing skills through interactive writing.

Making Decisions for Effective Teaching

Aspects of teacher decision making Content of text Length of text Pacing and message production Choice of language Teaching points during message construction Writing format Whole or small group

It is important to use prompts to help students word solve during an interactive writing session

Always review the text that was created during the interactive writing process This will “reinforce or extend learning”

Adjusting Interactive Writing as Writers Change Over Time

“Because children are continually developing, interactive writing lessons must continually be adjusted.” (pg. 203)

Categories of readers Emergent Early Transitional Self-extending

“The goal is to support them in using what they know to get to what they do not yet know” (pg. 204)

It is important to keep vary interactive writing workshops

THE FOUNDATIONS OF EFFECTIVE WRITING PRACTICE

Section Five, Interactive Writing

Children are Learning

Learning language in a new way Using literacy for inquiry and expression Understanding sounds, letters, words Learning to work with others Sustain interest over time

Using Interactive Writing as a tool for Learning

A Wall Story Map Using Shared Experiences Documenting an investigation

A Wall Story Map

Kindergarten Read Aloud

Rain, by Robert Kalan

Different Colors, Rainbow

Internal Consistency

Shared Experiences

Trip to see apples Saw different kinds of apples Discussed ways to prepare apples Made Applesauce

Many Facets…

Sequence of Events Role of the Car Colors giving meaning Relationships between visuals and print Construction of words with letter/sound

relationships

Interactive Writing with Shared Experiences

A graph of their favorite kind of apple A description of what they saw on their

walk A list of ingredients for applesauce

Documenting an Investigation Life Cycle of a Butterfly

Recorded observations each day Sequence of change Word Cards

Active, Social, Constructive Learning Learn By Doing Guided Participation Apprenticeship Learning

Adult Support in Learning

Direct through learning Guide the Child Talk, direct, demonstrate Construction of meaning Elevator…

Language Learning

Language Acquisition Turn Taking Construct Statements Brains programmed for language Mapping Meaning

Literacy Learning

Letter Learning Word Learning Spelling Strategies Language Hierarchy Connections between reading and

writing

Ongoing Work

The work of the research team has continued through the Literacy Collaborative

Books Guided Reading: Good First Teaching for All

Children Word Matters: Teaching Phonics and

Spelling in the Reading/Writing Classroom Voices on Word Matters: Learning About

Phonics and Spelling in the Literacy Classroom

Appendices

Children’s Literature: titles that are integral to Interactive Writing Concept Books The Rhythm of Language Folk Tales Theme Collections

Self-Assessment Rubric Analysis of Writing