Lori ElliottSDE

EMERGENT WRITING: TOOLS & TECHNIQUES FOR SUCCESS

DEVELOPMENTAL STAGES OF WRITING

Scribbling

LETTER-LIKE SYMBOLS TO TRANSITION

STRINGS OF LETTERS TO CONVENTIONAL

WRITING BOX

MATERIALS Paper of All Kinds

Writing Utensils

Stapler

Stickers

Post It Notes

Notepads

WHAT IS JOURNAL WRITING?

The opportunity given to students to draw/write about what they know, think, and dream. The journal entries are kept together in order to see growth and progress.

WHAT DO STUDENTS GAIN?

Students are able to exercise their reading and writing skills.

They discover that writing serves a real-world purpose.

BEGINNING OF THE YEAR

Blank pages bound together or spiral cut in half.

Modeling by Teacher

Students draw and drite

Students choose their own topics.

MIDDLE OF THE YEAR

Model daily

Own topics

More letters and words

Students will write the words from around the room

No need to edit

END OF THE YEAR

Written with many words and pictures to illustrate

Teacher continues to model

Full sized sheets of paper

Word Wall Words or Popcorn words are expected to be spelled correctly

WHAT IS A PREDICTABLE CHART?

A Predictable Chart is a literacy strategy to help students participate in reading and develop an understanding of written communication. It involves all students and teaches them sentence structure and connects reading/learning to their own lives.

What Can You See At The Beach?I can see a starfish. (Mrs. Elliott)I can see a crab. (Joe)I can see a sand castle. (Payton)I can see an octopus. (Josiah)I can see a whale. Taylor)I can see a fish. (Colton)I can see a wave. (Jessica)I can see a shell. (Tatiana)I can see a turtle. (Sam)I can see a lobster. (Dallas)I can see a surfboard. (Zack)I can see a swimmer. (Cameron)I can see the sun. (Nate)I can see a shark. (Jacob)I can see the water. (Joshua)I can see the sand. (Tommy)I can see a beach towel. (Kennedy)I can see a lifeguard. (Kevin)

LET ME SEE …

Check out Jessica Meacham’s site for wonderful ideas.

http://www.jmeacham.com/

Fantastic!

My name is _______.

Book connection: Chrysanthemum by Kevin Henkes

(credit to J.Meacham)

In winter, I ___________.

(credit to J.Meacham)

LET’S GET STARTED! DAY ONE

Read the title of the chart and model your response. Write the full sentence and your name in parentheses.

What can you see at the beach?I can see a starfish. (Mrs. Elliott)

Begin the dictation by each student. Write their response in the patterned sentence. Write their name in parentheses by their sentence.

What can you see at the beach?I can see a starfish. (Mrs. Elliott)I can see a crab. (Joe)I can see a sand castle. (Payton)I can see an octopus. (Josiah)I can see a whale. ( Taylor)I can see a fish. (Colton)I can see a wave. (Jessica)I can see a shell. (Tatiana)I can see a turtle. (Sam)I can see a lobster. (Dallas)

AS YOU WRITE EACH SENTENCE TALK ALOUD. WHEN YOU ARE FINISHED FOR THE DAY, READ THE

CHART TOGETHER. MAKE SURE THAT EACH CHILD IS ABLE TO READ THEIR OWN RESPONSE. TRACK

PRINT WHILE READING WITH STUDENTS.

DAY TWO

Read the chart together. Use your pointer to track print.

Do SENTENCE BUILDERS.

can starfish.

a I

Isee

I can see

a starfish.

DAY THREE

Repeat the Chart Reading with pointer.

Today, extend the students’ learning by asking them to notice certain letters, words, or listen for specific sounds while reading the chart.

Repeat the process of Sentence Builders from yesterday. Choose a few new sentences to work with.

starfishsh

beachch

shellsh

whalewh

DAY FOUR

Read the chart together.

Have students work at putting their mixed up sentences together at their seats. Walk around and check on their progress. Coach if necessary.

I CAN SEE A STING RAY.

Have students return the sentences to their bag or envelope.

Use some of the words from the chart and then add a few new words in a bag. Have the students help make new sentence using the words they already know and adding some of the new words. Early in the year, it is helpful to have picture clues on the new words.

DAY FIVE: BOOK MAKING

Students unscramble their words to make sentences.

Glue them down and illustrate.

(credit to J.Meacham)

INTERACTIVE CHARTS

Interactive charts are a wonderful way to have students manipulate words. A pocket chart is used. The poem/rhyming chant selected for the week is written on sentence strips and word cards. Students move words around or select picture cards to fit the pattern.

BROWN BEAR, BROWN BEAR

Brown bear, brown bear

What do you see?

I see a _________ looking at me.

COOKIE JAR

Who took the cookies from the cookie jar?

_______ took the cookies from the cookie jar.

Who me?

Yes you.

Not me, couldn’t be. Then who took the cookie from the cookie jar.

RESOURCES

MORNING MESSAGE

Marvelous Monday

Tangled Tuesday

Wacky Wednesday Thinking

ThursdayFabulous

Friday

CAPTAIN CAPITALIZATION

PRINCESS PUNCTUATION

KING- ING

KEY CHARACTERISTICS

Students decide what they will write about.

A sustained block of time is provided everyday for writing.

Student Selected and Focused writing takes place.

Routines, traditions, and rituals are used to orchestrate the workshop.

STRUCTURE OF THE WORKSHOP

Minilesson/Modeling by the teacher

Students Write & Teacher

Conferences with Students

Author’s Chair: Share

Time