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Getting Started with Emergent Writing

Getting Started with Emergent Writing.

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Getting Started with Emergent Writing

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  1. Getting Started with Emergent Writing Developed by the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill with a grant from the Minnesota Department of Education using federal funding, Special Education – State Program Improvement Grants for Children with Disabilities, CFDA # 84.323A.

  2. Emergent Writing • What is it? • The marks, scribbles, lines, and randomly selected letters of beginning writers • During emergent writing students are learning: • how to use a pencil • experiment and construct understandings • that writing is communication • to represent their ideas Center for Literacy & Disability Studies, UNC-CH

  3. Getting Started with Emergent Writing • Easy & Engaging Activities • Teaching Strategies • Support Interaction • Modeling • Instructional Feedback Center for Literacy & Disability Studies, UNC-CH

  4. Support Students in Selecting a Topic • Verbal/Signed choices based on student • Pictures • Objects/Tactual Symbols • Personal Remnant Books • Classroom Remnant Lists/Charts Center for Literacy & Disability Studies, UNC-CH

  5. Offering Verbal ChoicesTammy Lanning’s Classroom, Progressive Education Program, Asheville NC

  6. Classroom ListNancy Nation, 2006, North Shelby School, Shelby NC

  7. Writer’s Topic Book Nancy Nation, North Shelby School, Shelby, NC Krista Wilson, Valley Springs Middle School, Asheville NC Center for Literacy & Disability Studies, UNC-CH

  8. Pictures • Magazines • Internet • Coupons & newspaper inserts • Personal pictures • Classroom pictures Center for Literacy & Disability Studies, UNC-CH

  9. Tapping Into What Students KnowUsing Meaningful Pictures Julie Brickhouse, Eastern Elementary, Greenville NC

  10. Offer Tactual Choices From Real ExperiencesKelly Lane, TC Roberson High School, Asheville, NC Using the Braille Flip Chart to write an “I Like” book Rereading the writing after it comes off of Braille Labeler Center for Literacy & Disability Studies, UNC-CH

  11. Use Remnant BooksElaine & Jake Palmer, Charlotte, NC Center for Literacy & Disability Studies, UNC-CH

  12. Group WritingFrom Tammy Lanning, Estes Elementary School, Asheville NC

  13. Pencils Are Pointless Without.... a Meaningful Purpose • Journaling • Emails, cards, notes, and letters • Picture/tactual captions • Signs & posters • Poetry • Write books • Activity related to current book Offer a VARIETY of activities-avoid burnout Center for Literacy & Disability Studies, UNC-CH

  14. JournalingJulie Brickhouse, Eastern Elementary, Greenville NC Center for Literacy & Disability Studies, UNC-CH

  15. Writing is Small GroupsToy Dills-Booth, North Shelby School, Shelby NC

  16. Sharing WritingToy Dills-Booth, North Shelby School, Shelby NC

  17. Home Journal Entry June, 2004Topic: Going to the Movies aaaaaaaaaaaaaaabbbbbbbc ceeeeeeefffffffffffffffggg ggiiijjkkmooqtxxxxxxxy

  18. Developed by the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill with a grant from the Minnesota Department of Education using federal funding, Special Education – State Program Improvement Grants for Children with Disabilities, CFDA # 84.323A.

  19. Home Journal Entry June, 2004Topic: Going to the Movies aaaaaaaaaaaaaaabbbbbbbc ceeeeeeefffffffffffffffg ggggiiijjkkmooqtxxxxxxxy

  20. Home Journal EntryAugust, 2005Topic: Going to Greensboro iszfijkm Center for Literacy & Disability Studies, UNC-CH

  21. Home Journal EntrySeptember, 2005Topic: Going to the Doctor’s jmwwwmosuz Center for Literacy & Disability Studies, UNC-CH

  22. Home Journal EntrySeptember, 2005Topic: Meeting Steffi bbddgghijkkkpqqssvwxz Center for Literacy & Disability Studies, UNC-CH

  23. Home Journal EntrySeptember, 2005Topic: Mom being gone for two weeks iijkkklmwwwwyzzjjjjjkmmmmuuuuvz Center for Literacy & Disability Studies, UNC-CH

  24. Home Journal EntrySeptember, 2005Topic: Mom being gone for two weeks iijkkklmwwwwyzzjjjjjkmmmmuuuuvz Center for Literacy & Disability Studies, UNC-CH

  25. Home Journal Entry December, 2005Topic: My New Remote Control Dinosaur ac dad jk kk m m r r rs u u uwz begh jj j m vv w Center for Literacy & Disability Studies, UNC-CH

  26. School Journal EntryJanuary, 2006Topic: Bingo Game (which Jake won!) gme fjw Center for Literacy & Disability Studies, UNC-CH

  27. This module was developed by the Center for Literacy and Disability Studies, University of North Carolina at Chapel Hill with a grant from the Minnesota Department of Education using federal funding, Special Education – State Program Improvement Grants for Children with Disabilities, CFDA # 84.323A.

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