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This article helps define the characteristics of the emergent writing stage and provides practical tips for teachers on how to support emergent writers in their classrooms.

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After reading, respond to the following: 

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After reading, respond to the following: 

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1. What did you think about as you read this article?

2. What are you still wondering about emergent writers?

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1.
As an early childhood educator, this was an eye-opening article as it emphasized the importance of writing, especially in our youngest learners. In the beginning of the article, it states that emergent writing skills are important predictors of children’s future reading and writing skills.

I enjoyed reading about and looking at the stages of emergent writing as I never thought about writing in different stages, especially as most of my kids are in the drawing, scribbling, and mock handwriting stage. I think the stages of emergent writing chart will be a useful resource to use in my classroom to determine where my students are at and what the next stage is/how to get them to the next stage.

At this time, students practice writing skills at sign-in with different activities, during art, and during free play. In the text, it also had a chart on how to incorporate writing materials and literacy props into different centers such as blocks, discovery, and outdoor play. When reflecting on my own practice, I realized how I can incorporate more writing skills in the areas stated above. For example, during gross motor, students can walk around and write down what they see (letters, words, or numbers).

2.
I really enjoyed reading about the stages of emergent writing, especially because it had a visual example of what it may look like. As most of my students are in the drawing, scribbling, and creating wavy scribbles/mock handwriting stage, I am wondering if there are any specific activities that could support them in moving towards the stage of creating letter-like forms or mock letters. Currently, we sign-in during arrival everyday. During sign-in, the activities are different each day (Monday-practicing horizontal and vertical lines with the letters of their name, Tuesday- tracing the letters in their name Wednesday- Using clothespins to match the letters of their name, Thursday- Letter of the week book practicing cutting and coloring, Friday – Combination of skills). When reflecting on the stages, I was wondering if there were any specific activities I can add to our classroom to help support my students in the next stage.

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1. This is my first year working with kinders during their writing block. It is very interesting to see how each student comes in at very different levels for writing. Some students have difficulty holding a pencil while others are able to write full sentences. It can be hard to juggle all of these different learners at once. The guided groups have been so helpful at this time. Some students are with me, others with the homeroom teacher and others at different centers around the room. I really like how this article gave examples of how you can put writing in their creative play time as well. For example, taking orders, making a menu, making constructions signs and so forth. I am excited to bring this knowledge to the teacher I work with. I really liked how this article touched on the home and school connection. Things that students are practicing at school should also be practiced at home. Last, I really liked the examples shown for practicing name writing. What an easy way to see who is present in class, but also giving them opportunities to practice writing. I love the morning message and then the students have to vote for the one they like most by writing their name underneath it. What a great idea!

2. I am wondering how to work with two specific students in this class. They do not have the confidence to try to make letters on their own. I have to my dots for them to connect in order for them to form the letters on their own. How do we go about releasing this scaffold for these students to practice making letters independently?

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1. While reading about this article, I was thinking about the differences of my classroom when I taught in the blended EC classroom and now when I am in an ASD classroom. In my blended classroom, I used a lot of the strategies and ideas listed in the article, where the students used sign-in to answer a question, had writing supplies at every center (ie: to make grocery lists, menu items, label science materials, draw their building in blocks, etc) and modeled writing frequently for the students through group activities. In my current classroom, all of the students are at the drawing or scribbling stages of writing. We do a daily sign-in where they focus on making lines and circles focused around their name. I also encourage the students to write their name on all of their artwork. While they write their name, I am verbally stating the letters so they can begin to associate their writing has meaning. I also always have writing materials for the students to use during play, but they are not always drawn to them.
2. I am wondering how I can continue to add additional writing opportunities for our students that is both purposeful and enjoyable for them.

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1. As I read this article, I really thought about my class this year and how the students vary at so many different levels. I have students who are attempting to write words, and students that still cannot write his/her name. Our writing block is cut short due to our pack up time which can be challenging. I really like how the article explained writing at an early age. Sometimes, when they are "scribbling" you do not think they are writing, but are beginning the writing process. I really like how the article gave so many different ideas on how to include writing throughout the day, but also in play centers. I want to be able to let students have access to these materials, so that they are becoming more confident in themselves and being exposed to writing no matter where they are.
2. I am wondering what ideas any of you have regarding incorporating writing into our guided discovery time. I am a Kindergarten teacher, so the students have 15 minutes of play each day. I have plenty of puzzles and games for them to play. I am wondering if you all had any other ideas regarding how I can incorporate writing stations or opportunities for my students in these areas. Thank you for any suggestions!

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1. I found this article to be very interesting. Similar to the article that I read last week, it highlights how important a child's name is, and how they can begin there when learning to read or write. I also really like how this article encouraged teachers to make real-world connections with students while they are writing. The author showed many different ways to incorporate writing into something that they are interested in and know about. I also like the exampes that show how we can embed writing into our daily routine.
2. I love that the author showed real examples of ways to connect writing to books in the classroom. I am wondering how we can help our students who are emerging writers when they are working independently. Many of my first graders are currently at this stage, and I find it difficult to have them completely work on their own when they are struggling. I am using sentence starters, personal word walls, and modeling. However, a few of my students are still struggling when they are encouraged to begin on their own.

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It is important to have teacher model writing as frequently as possible in the classroom. Classroom environment should be print rich environment.  I.e. display students’ writings and drawings with teacher dictation.

Nataliekim

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It is important to have teacher model writing as frequently as possible in the classroom. Classroom environment should be print rich environment.  I.e. display students’ writings and drawings with teacher dictation.

Nataliekim