Supporting Language and Early Literacy: at Home and in

1. Supporting Language and Early Literacy: at Home and in Early Childhood and Community Settings Session 4: Emergent Writing

3. Your … facilitators • (insert your name/title here) • Insert your co-presenter’s name/title here)

4. for this Session … Goals Participants will: • Become familiar with standards that apply to the development of writing • Describe how writing is interrelated with other early literacy content areas • Consider approaches to assessment • Describe strategies adults can use to support the development of writing in functional, meaningful ways

5. for today’s Session AGENDA

6. Check-in activity Discussion in pairs or small groups: • What do you hope to achieve by participating in this session? • What’s your expectation of the facilitator(s) in this session?

7. Guidance from the Wisconsin Department of Public Instruction: • deliver content-rich curriculum with challenging but achievable goals in ways that honor and respect the unique learning needs of young children • Use a play-based curriculum to develop self regulation, language, cognition, and social competence • Core or universal curriculum should include support for all developmental domains and content areas as described in the WMELS The Wisconsin Model for Response to Intervention: Applications in Early Childhood Settings. WI Dept. of Public instruction, June 2012 http://www.collaboratingpartners.com/curriculum-assessment-rtl-for-preschool.php

8. Dual Language Learners (DLLs) “Children, birth to 5, who are learning 2 or more languages at the same time, as well as those learning a second language (English) while continuing to develop their home or first language.” Reinl, R. Language in Play: Introduction to the Early English Language Development (E-ELD) Standards, Webinar 2013 www.wida.us/EarlyYears • Universal practices, the foundation for meeting the needs of all children, includes differentiated instruction • Adaptations and modifications to meet the needs of individual children essential – it’s Developmentally Appropriate Practice (DAP)!

9. Dual Language Learners (DLLs) For guidance and support for serving DLLs, refer to the following resources: • WIDA Early Yearswww.wida.us/EarlyYears • Wisconsin Early Childhood Collaborating Partners Serving Dual Language Learners Facts and Tips: http://www.collaboratingpartners.com/dual-language-learners-facts-and-tips.php • Office of Head StartEarly Childhood Learning and Knowledge Center https://eclkc.ohs.acf.hhs.gov/hslc/tta-system/cultural-linguistic

10. Exposure to print, books and read alouds are important, but not enough to prepare children to become readers and writers. • Intentional teaching - usingshared (dialogic) reading, shared writing, and multiple opportunities to interact with writing, letters, sounds, and spoken words - is necessary. • Children might also need some explicit developmentally appropriate instruction to learn vocabulary, phonological awareness, the alphabet, and print concepts.

11. WISCONSIN MODEL EARLY LEARNING STANDARDS Teaching Cycle Assessment Gathering information to determine what the child can do and what the child is ready to learn • Data Collection • Data Analysis Planning and Curriculum Goals Deciding what should be done to promote development and what we want children to learn • Needs Identification & Prioritization • Planning (Strategy/Indicators) Implementation Providing meaningful, experiential activities that support individual and group goals guided by supportive interaction and relationships

12. Research-based Early Literacy Content Areas • Oral Language (WMELSA. Listening & Understanding &B. Speaking & Communicating) • Vocabulary (WMELSA. Listening & Understanding &B. Speaking & Communicating) • Phonological Awareness (WMELS C. Early Literacy) • Alphabet Knowledge (WMELS C. Early Literacy) • Concepts about Print (WMELS C. Early Literacy) • Writing (WMELS C. Early Literacy) Primary Source: Roskos, K., Lenhart, L. & Noll, B. Early Literacy Materials Selector: A Tool for Review of Early Literacy Programs, Corwin/SAGE, Thousand Oaks, CA., 2012

13. Working Definition of Writing • Not focused on “handwriting”, or correct letter formation with correct spelling and punctuation • Is focused on understanding print conveys a message (I can think it, say it, write it, read it) • Is focused on expression and organization of ideas • Is focused on helping children see themselves as “writers” and “authors“

14. Emergent Writing • Goal: build the foundation for becoming a writer • Early understanding of writing as a form of communication • Can use speaking, drawing, and writing for expression Early writing skills – moderately strong predictor of later literacy development* *National Institute for Literacy. Developing Early Literacy:Report of the National Early Literacy Panel, edpubs@inet.ed.gov , 2008

15. Wisconsin Learning Standards Connections Language Development & Communication C. Early Literacy EL. 5 Uses writing to represent thoughts or ideas For more info: http://www.collaboratingpartners.com/wmels-documents.php Writing Standards, K-5 Use a combination of drawing, dictating, and writing to compose … opinion pieces … informative/explanatory texts ... (and) narrate a single event or several … events; recall information from experiences or gather information … to answer a question For more info: http://standards.dpi.wi.gov/stn_ela-tchingandlrng

16. Why is a developmental continuum important? • Helps teachers understand the typical developmental progression for writing • Guides teachers in planning for “next steps” for young writers (i.e. – scaffolding) • Allows teachers to intentionally integrate writing experiences into play-based activities

17. Emergent Writing Continuum • Toddlers begin to experiment with writing & drawing tools - “random scribbling” stage • Between 2 1/2 and 3 years – begin to distinguish between drawing and writing • “Controlled scribbling” – lines, patterns, circles • Learning that adults make marks with meaning

18. Emergent Writing Continuum • 3 years through 5 years – generally considered “emergent writing” stage • Limited awareness of orientation; writing & drawing can appear in random places on page • Scribbles and states, “it’s a dog!” • Scribbles and asks, “what does this say?” • Begins to generate wavy lines, left to right • Mock letters and letter approximations, usually first letter in own name

19. Emergent Writing Continuum • Writes own name, then words starting with “my letters” • Mixes letters and numerals when “writing” • Generates mock words – real letters/letter approximations but no evidence of letter-sound correspondence • Then understands Alphabetic Principle: letters represent sounds heard in spoken words

20. Emergent Writing Continuum • Phonemic (phonetic) spelling emerges – mostly prominent consonant sounds (i.e. – BK for book; LV for love) • Other concepts about print evidence emerging – left to right orientation, spacing between words • Letter reversals common; letter formation still imperfect and predominately upper case

21. New Awareness Emerges! I can … Think it Say it Write it Read it

22. Activity Time At your table, examine writing and drawing samples provided by participants. Discuss features observable in samples, and suggest where on the emergent writing continuum each example falls.

23. Emergent Writing Support • Free access to writing materials in all areas of the classroom/environment • A variety of writing tools and mediums • Variety of writing surfaces: chalk board, easel, clipboard, slanted surfaces (3-ring binder secured to table top) • Environmental print models • Emphasize adults modeling writing (scaffolding) • Interactive process – writing with peers - greeting cards, shopping lists, email

24. Provide writing opportunities throughout your environment. Remember to display children’s creations at their eye level!

25. Emergent Writing Support • Provide ABCs and print visible at child’s eye level • Place print labels on writing surfaces in multiple areas for copying • Create purposeful writing opportunities • Allow children to write about topics that interest them • teacher language &feedback should foster child’s identity as a writer

27. Emergent Writing Support CHILDREN NEED WRITING INSTRUCTION in addition toprint-rich environments, meaningful conversations, and free access to writing materials for spontaneous writing! Remember:

28. Emergent Writing Support • Dedicate times for writing experiences in your daily schedule • Create a balance between independent writing and shared or interactive writing opportunities • Emphasize functional writing that reflects the child’s interests and/or experiences

29. Reading-Writing Connection • strong connection between ‘read alouds’ and writing supports • prompt children to think about who the author is and what choices he/she made while writing • Encourage children as they imitate styles & illustrations observed in ‘read alouds’

30. Shared and Interactive Writing • Purposeful: adult and child compose and/or write text together • InteractiveWriting: creating text together; adult invites child(ren) to do some of the writing – a letter, word, punctuation, etc. • SharedWriting: creating text together; adult does all of the writing View the 5:14 minute clip: Emergent Writing Strategies

31. Interactive Writing Example • Select topic of high interest - field trip experience, book read aloud, etc. • Generate discussion about it • Write and read one word at a time • Invite child to add letter, etc. • Re-read final text together multiple times as you point to each word • Allow child to add drawings/cut-outs after completion

32. Interactive Drawing Example • Select a photo of something of interest to the children • Generate discussion about it • Adult begins to re-create the image by drawing • Have children add images to the drawing the adult has left out, or extend it by adding new images

33. Shared Writing Example Effective strategy to demonstrate the relationship between speaking, writing, and reading. • Adult writes a few sentences spoken by the child • Name letters, words as they are written down • Point out capital letters, punctuation • Read sentences to child/group of children • Re-read tomorrow

34. Scaffolded Bookmaking • Demonstrate using interactive or shared writing • Provide rich topics/experiences to write about • Assist children in planning & completing their book • Display ABCs, name chart, word wall, etc. • Provide a variety of mediums

35. Emergent Writing Support“Gradual Release of Responsibility” Teach Prompt Reinforce Teach: Point to the upper left-hand corner of the paper and say, “start here”. Prompt: “Where do you start writing on the paper?” Reinforce: “You started writing on the left at the top of your paper!”

36. Emergent Writing SupportScaffolding • I do it • WE do it • YOU do it Strickland, D.S. & Schickedanz, J.A. Learning About Print in Preschool, International Reading Association, Newark, DE., 2009

37. General Assessment Guidance • Teacher-made checklists based on learning targets • Anecdotal notes • Work samples • Photos • Stress writing intent/purpose over formation • Writing reflects child’s developmental levels of phonological awareness and alphabetic knowledge

38. Final Thoughts … Emergent Writing Stage • Journals - acceptable for preschool and above • Function over Form – stress the intent/purpose of writing over how to form the letters • Follow the child’s lead: Provide explicit demonstration/instruction for writing letters when the child requests it • Be consistent with font initially, then show variety later

39. Final Thoughts … Emergent Writing Stage Should I correct letter-writing “errors” or not? • View “errors” as opportunities to practice • Correction might stifle motivation • Follow child’s cue; adult can demonstrate/model correct formation • Reinforce child’s efforts • During teaching, model correct formation, punctuation, spacing, etc.

40. Double Focus! Highly effective teachers and caregivers… provide daily, intentional language and early literacy learning opportunities for the children they serve, and … engage families in providing daily, intentional language and early literacy learning opportunities for their own children! Winton, P.J., McCollum, J.A., & Catlett, C. Practical Approaches to Early Childhood Professional Development: Evidence, Strategies, & Resources. Zero to Three, Washington, DC., 2008

41. Wrap-up • Share a new concept or specific strategy you learned that you will use. • What questions do you still have about teaching writing/early literacy?

42. References • Bennett-Armistead, VS., Duke, N.K., & Moses, A.M. Literacy and the Youngest Learner: Best Practices for Educators of Children from Birth to 5, Scholastic, New York, NY, 2005 • Enz, B.J., & Morrow, L.M. Assessing Preschool Literacy Development, International Reading Association, Newark, DE, 2009 • Mayer, K. Research in Review: Emerging Knowledge about Emergent Writing ,Young Children, National Association for the Education of Young Children., Washington, DC., Vol. 62, January 2007 • National Institute for Literacy. Developing Early Literacy:Report of the National Early Literacy Panel, edpubs@inet.ed.gov , 2008 • Pinnell, G.S. & Fountas, I.C. The Continuum of Literacy Learning, PreK-2, Heinemann, Portsmouth, NH, 2011 • Pinnell, G.S. & Fountas, I.C. Literacy Beginnings: A Prekindergarten Handbook, Heinemann, Portsmouth, NH, 2011 • Schickedanz, J.A., & Casbergue, R.M. Writing in Preschool: Learning to Orchestrate Meaning and Marks, 2nd Ed., International Reading Association, Newark, DE., 2009 • Strickland, D.S. & Schickedanz, J.A. Learning About Print in Preschool, International Reading Association, Newark, DE., 2009 • www.readingrockets.org