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Geoffrey Mills' states, "Teacher researchers studying their own practices also differ from traditional educational researchers (studying something other than their own practices" (Mills, 2014, pg. 5).

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Action researchers are "committed to taking action and effecting positive educational change in their own classrooms and schools based on their findings" (Mills, 2014, pg. 5).

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Richard Sagor states, "Action research is conducted by people who want to do something to improve their own situation" (Sagor, 1992, pg. 7).

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How does implementing interactive writing throughout the day increase students' writing abilities and engagement in the area of writing in first grade?

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These are some tips that help make interactive writing successful and purposeful in the classroom.

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Rationale

The kindergarten teacher begins interactive writing in her class by writing "Today is ..." on a piece of chart paper. She asks for a volunteer to take the pen and write the day, which she has written on a sentence strip and clipped to the top of the chart. Michael raises his hand and the teacher offers him the pen. He comes forward proudly to take it and carefully starts to write "M" for Monday.

The teacher shares the writing experience with young students on chart paper or a whiteboard that is large enough for the whole class to see. Students participate by giving the teacher ideas and also by "taking the pen" and writing words, phrases, or sentences with the teacher's guidance. Older students can participate in shared and collaborative writing as well (Button, Johnson, & Fergerson, 1996; McCarrier, Pinnell, & Fountas, 2000).

Reading literature is an excellent way to initiate interactive writing in the class, and the teacher can continue using literature as the class does interactive writing with any new book that is read throughout the year. The teacher can begin with what is happening that day in class, or a holiday, or a special event in the school. Topics could also be any idea of interest to the students or any interesting event that has occurred: a new class pet, a special activity, a guest speaker that visited the class, a field trip the class went on, a change in the weather (e.g., it rained, snowed, or it was sunny for a change), or something special happened to a child (e.g., they took a trip, have a family visitor, or participated in an after school activity).

This strategy could be modeled on the first day of school, and it could continue to be used throughout the school year daily or several times a day, with other books read aloud during the week or other topics of interest to the students. Mini-lessons can be used to teach writing conventions in the authentic writing context of interactive writing.

Strategy

Read literature that introduces a topic for discussion and interactive writing and do mini-lessons on the conventions of writing as the need for them occurs during interactive writing. For example, for kindergarten, model how to (1) capitalize the first letter or the first word in a sentence and (2) indent the first sentence of a paragraph using the title as the first sentence.
The first day of school is ...
Ask students for ideas to complete the sentence. Remind them of the ideas they shared in response to the reader response questions and prompts. When the class agrees on how to complete the sentence, ask for a volunteer to come to the chart and take the pen to complete the sentence. If a child volunteers and is not yet writing, take dictation for them and write the words as they speak them. If a child is not yet writing but knows the alphabet, spell the words letter-by-letter as they write or write the words in pencil and have the child trace over them with a marking pen. Continue writing the story this way. Ask the students for ideas and for volunteers to take the pen.

Other mini-lessons on the conventions of writing can be modeled during interactive writing as they occur in context.

Older students can practice interactive writing by sharing the pen and collaborating with each other on letters, memos, invitations, or any kind of narrative story, as well as on reports in the content areas.

Grade-level modifications

K-2nd Grade

Read aloud a book about school. Off to Kindergarten by Tony Johnson can be used for a kindergarten class. In this rhyming text, a little boy names all of the things he wants to bring to school on the first day of kindergarten, from a sandbox to a chair for his stuffed bear, until his mother assures him that his teacher will have everything he needs. For first or second grade students, use Hamsters, Shells, and Spelling Bees: School Poems in a collection edited by Lee Bennett Hopkins (2008) in his I Can Read poetry anthology series. Lead a discussion using aesthetic reader response questions and prompts: How do you feel about the first day of school? How do you feel about school? What do you wish will happen in school this year?

Tell students they will all share their ideas about school through interactive writing. Students can sit on the rug and form a semicircle facing an easel with a piece of paper on it. Ask students for title suggestions for the piece of interactive writing (e.g., "Today at School," "School," "The First Day of School," or another title that emerges from the discussion of the book). Discuss the title choice with the students and either write the title at the top of the chart paper or whitcboard or ask for a child to volunteer to take the pen (marking pen) and write the title. Provide scaffolding to support the student writer with spelling, capitalization, punctuation, or other writing conventions.

For days other than the first day of school, here arc some topics and sentence starters:

"Today is Monday" (or any other day of the week)

"Today is President's Day" (or any other holiday)

"It's a Rainy Day" (or any other weather)

"We're Going to the Zoo" (or any other field trip)

Plus Technology

Through the use of a Smart Board, take dictation and project students' interactive writing on a screen. Revisions can be made to the writing as students watch the changes made on the screen, and mini-lessons may be modeled as well. The interactive writing can also be in the form of an e-mail message that can be sent anywhere-to another teacher's classroom, other school personnel (e.g., the principal or the librarian), or to family members with e-mail access.

Recommended children's books

3rd Grade-5th Grade

Students can write interactively in response to a read aloud book such as Tales of a Fourth Grade Nothing (Blume, 1972). Letters can be written interactively by the whole class to someone who visited the class as a guest speaker, to the author of a book they enjoyed, to another class to join them for an activity, to the principal or other school staff in appreciation for something, to a student who is at home for medical reasons, or to the editor of a newspaper on an issue of concern to students. Students can also form groups and write stories, narratives, or short reports in the content areas interactively.

Students can form more than one group but agree to write on the same topic. For example, in response to a chapter book like Ramona the Pest (Cleary, 1968), more advanced primary students could plan to write their own memoir of school patterned after the book. They could identify a main character together but write separate chapters on different topics such as friends, recess, favorite school subjects, least favorite school subjects, or most embarrassing moments. The groups could meet periodically as a whole and discuss the continuity among the chapters and revise accordingly.

Writing conventions appropriate for Grades 3 through 5, or as needed, can be taught in mini-lessons during interactive writing.

Indenting paragraphs

Punctuation: Hyphens, colons, parentheses, or commas in a series of adjectives

Strong verbs, specific nouns, and colorful adjectives and adverbs

Complete and incomplete sentences

Contractions

Pluralization rules

Plural possessives

Quotation marks and underlining in published titles

Homonyms

Onomatopoeia

Recommended children's books

Differentiated instruction

English language learners

Interactive writing makes the writing process visual to the whole class, and English learners who are not yet writing can contribute by illustrating the interactive writing. Interactive writing is context-embedded instruction that taps the prior knowledge of students. It also involves social interaction and cooperation among students. If an English learner is not yet writing, they could "hold the space" between words as another student or the teacher writes the words.

English learners see writing modeled and can copy sentences into their own writing in journals or stories. Use the interactive writing strategy with small groups of English learners, using primary language support as well.

Needs-based groups can be formed and can write interactively in a variety of ways (e.g., responding to a book read aloud or any previously read text, or writing conventions specifically needed by the group).

Struggling students

Students participate by verbally sharing ideas for interactive writing. Take dictation for students, either by writing their ideas for them or by writing them in pencil first and having the student write over them with a marking pen.

Do interactive writing in a small group of three to five struggling readers and writers while other students write in journals or write stories. The same procedure would be used, but each child would have more opportunity to participate and there would be more time to assess and differentiate instruction for each one.

Assessment

Initialing Interactive Writing: Show each child how to initial their writing on the chart. This provides a record of their progress in writing and a means to identify strengths and needs of each child over time. In small groups or writing conferences, provide mini-lessons for each child's assessed needs.

Interactive Writing Record: Use a loose-leaf notebook to keep a record of each child's writing during interactive writing. Word process and print out a facsimile of the form that follows, 3-hole punch it, and include it in the notebook. Use alphabet tabs for last names, and put each child's record under the letter of their last name. Periodically, go through the interactive writing pieces and note the following for each child on their sheet of paper:

Resources

McCarrier, A., Pinnell, G. S., and Fountas, I. C. (2000). Interactive writing: How language and literacy come together. Portsmouth, NH: Heinemann

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The kindergarten teacher begins interactive writing in her class by writing "Today is ..." on a piece of chart paper. She asks for a volunteer to take the pen and write the day, which she has written on a sentence strip and clipped to the top of the chart.

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Teacher Modeling Series: Interactive Writing

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While reading has been getting a lot of attention lately, the corollary skill of writing in the early grades is often overlooked. People often assume that writing for young children means "handwriting." Or they may envision writing as "writing down words" and practicing spelling. But there's more to it than that. Young children need to practice writing as the act of composing, organizing thoughts into sentences and conveying new ideas. Is it possible to fit writing instruction into an already demanding school day? If so, will it work?

Kate Roth, a former elementary school teacher who recently graduated from the Harvard University Graduate School of Education, decided to investigate. In an article in a recent issue of Journal of Early Childhood Literacy, Roth and co-writer Kathleen Guinee of Northeastern University measured the impact of an instructional approach called Interactive Writing. In a small study at several urban schools, they found that using Interactive Writing for an average of 10.5 minutes a day led to improvements in children's writing skills in multiple areas, including their ability to generate ideas, organize their words, make smart choices of words, spell words correctly and use proper capitalization, punctuation and handwriting.

"We know that writing is a multi-faceted task so you need instruction that is multi-faceted and based on what kids need at a certain time," Roth said.

Interactive Writing usually starts with children on the rug or at their desks facing a writing pad propped up on an easel. The teacher, by talking out loud, prods children to think about how they might start a particular piece of writing that matches a topic they are exploring that day, whether it is a thank you letter to a volunteer or a joint picture book about the weather. The teacher calls children up to the easel and hands them the pen. They do the writing themselves, one or two words - and even one space - at a time. For example, a teacher might call on one child to be the "spacer" (because the teacher recognizes that the child needs to work on putting spaces between words), a different child to be the day's expert on capitalization, a third child to jump up and tackle the "the"s and "and"s, and so on. (Here's a YouTube video from BER Staff Development, a professional development organization unrelated to Roth's study, that demonstrates how this works.)

"It's the shared pen that is really the unique piece of interactive writing," Roth said.

In the study, Roth tracked the progress of 101 first-grade students in five public schools in Boston who were from predominantly low-income families. All students were assigned to teachers who used Writing Workshop, a method that has already gained currency in elementary schools as an effective way to help children learn to write independently.

About half of the students were in classes taught by teachers who also received training on Interactive Writing. Roth said she wanted to determine whether the combination of Writing Workshop and Interactive Writing might lead to better outcomes than just using Writing Workshop alone.

The researchers observed the teachers throughout the school year and assessed the students' writing in the fall and spring, using two different writing assignments each time. Although Interactive Writing group scored lower than their peers at the beginning of the study, they caught up and surpassed the achievement of their peers by the spring. The Interactive Writing group made greater gains than their peers on nine out of ten aspects of writing. (The ability to use proper spacing was the one skill that didn't show up as significantly different between the two groups.)

Note, however, that the study was conducted with a small sample size, and it included teachers who volunteered to learn how to teach using the Interactive Writing model instead of being randomly assigned. Schools that want to use this approach need to recognize the importance of training teachers to use it well, Roth said. "It's not a scripted approach," she added. "You have to know a lot about writing development and a lot about your students."

Those investments may become more important as states start to implement the Common Core Standards, which have been adopted by 45 states and commended for their focus on deeper learning, including more attention to writing about and reflecting on a wide range of texts. According to the standards, by the end of first grade, students should be able to produce several different kinds of writing. Perfection in spelling or grammar is not the goal, and "inventive" writing is expected, but to meet the standards, students may be asked to write a paragraph that, for example, states an opinion ("my favorite book is..."), supplies a reason for their opinion, and provides a conclusion of some kind.

Roth is optimistic that Interactive Writing could reap dividends for students without requiring more than 10 to 15 minutes integrated into the regular literacy block during the school. "Interactive writing is a not-expensive way to get a lot of high quality writing in a short time amount of time," she said.

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Study Shows Gains in Writing by 'Sharing the Pen' in First Grade

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While reading has been getting a lot of attention lately, the corollary skill of writing in the early grades is often overlooked. People often assume that writing for young children means "handwriting." Or they may envision writing as "writing down words" and practicing spelling. But there's more to it than that.

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Article #10 Title: Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

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Article #10 Title: Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

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Article #10 Title: Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners

Summary: Williams and Pilonieta bring to light the idea that young native speakers of English are writing at about the same level as the young English- Language Learners. There is work being studied to see how this can help bring students together through a shared experience of interactive writing in the classroom. Students can see patterns between words that are similar in English and in Spanish or another language. This helps students of both languages to understand that they can find ways to communicate and express themselves through writing. This is the engagement piece for the young ELL students in the classroom.

Just like native speaking English students, “young ELLs beneﬁt from these kinds of interactions that honor their current linguistic resources, promote their oral language development, and facilitate meaningful interactions with print” (Williams and Pilonieta, 2012, pg. 146). Sharing the pen also helps keep students engaged and interested by seeing themselves as stronger writers. The children have the opportunity to stand in front of their classmates and show them what they know. This helps bring students more self-confidence in the area of writing and keeps their attention focused on the lesson. A teacher writing on the board may not get the same attention that another child may get through sharing the pen.

Reference: Williams, Cheri and Pilonieta, Paola. (2012, Feb 18). Using Interactive Writing Instruction with Kindergarten and First-Grade English Language Learners. Retrieved from

https://www.researchgate.net/publication/257556927_Using_Interactive_Writing_Instruction_with_Kindergarten_and_First-Grade_English_Language_Learners

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Article #9 Title: “She Puts Clues in Our Head:” Interactive and Independent Writing Instruction in a First Grade Classroom  

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Article #9 Title: “She Puts Clues in Our Head:” Interactive and Independent Writing Instruction in a First Grade Classroom  

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Article #9 Title: “She Puts Clues in Our Head:” Interactive and Independent Writing Instruction in a First Grade Classroom

Summary: Author Tammy Sherry wrote this article to understand what a teacher can do to aid students in their understanding of writing. Sherry “indicated that the teacher’s strategic use of an apprenticeship model across two writing contexts allowed her to make explicit for her first graders the processes involved in spelling and writing from one context to another” (Sherry, 2013, pg. 22).  Students are able to gain knowledge in reading due to the explicit and strategic instruction. This gives students time to engage in the process of writing all while taking what they learned from the experience back to their seats to write on their own piece of writing.

With the teacher readily available, a student can take the task and see it in a smaller chunk than looking at the overwhelming work of the whole piece. This gives students the ability to take charge of their writing and gives them the confidence that they can do it with someone there to support, guide, and encourage them. A student becomes familiar with what they already know and what they are learning due to the support or apprenticeship from the teacher. This is a valuable tool for students to have.

Reference: Sherry, Tammy L (2013, Jan 1).“She Puts Clues in Our Head:” Interactive and Independent Writing Instruction in a First Grade Classroom. Mid-Western Educational Researcher. Vol. 25 (3). Retrieved from http://web.b.ebscohost.com.marygrove.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=1353cb4b-d9f4-4de2-aaa5-7e82b01d8dd7%40sessionmgr101

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Article #8 Title: Extending Interactive Writing Into Grades 2-5

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Article #8 Title: Extending Interactive Writing Into Grades 2-5

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Article #8 Title: Extending Interactive Writing Into Grades 2-5

Summary: Authors Roth and Dabrowski mention that even though interactive writing is typically done in kindergarten through second grade, it can be quite helpful for meeting the demands expected of today’s older writers as well. With the common core standards, students are needing more of the efficient and explicit teaching guidance. Efficient and explicit teaching guidance is at the heart of interactive writing, so educators are starting to look at going back to interactive writing for older students.

The article recommends following the sequence of writing as the experience, prewrite, composition, share the pen, review, and extension of the lesson. Students walk away with a quality written piece of writing, but they take away a great deal more based on the learning that they obtained from the lessons. This guided teaching style helps students to become stronger and more proficient writers. Having the knowledge they have obtained from using this in the primary grades will also help them to become more aware of the process and confident in creating their own pieces of writing.

Reference: Roth, Kate and Dabrowski, Joan (2014). Extending Interactive Writing Into Grades 2-5. Retrieved from http://www.readingrockets.org/article/extending-interactive-writing-grades-2-5

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Article #7 Title: Interactive Writing: A Powerful Teaching Strategy

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Article #7 Title: Interactive Writing: A Powerful Teaching Strategy

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Article #7 Title: Interactive Writing: A Powerful Teaching Strategy

Summary: Author Noella M. Mackenzie discusses what makes interactive writing such a powerful teaching strategy. The teacher and the student work to create the written piece together as a class, and the students will learn writing strategies that they can later implement in their own writing. This process involves working as a group by the teacher writing some of the words and sentences and the students writing by “sharing the pen.” Students are able to see how appropriate writing is modeled to form letters, spell words, add punctuation, and edit.

Mackenzie provides a five day layout of what interactive writing should look like in the classroom. She gives an example of students in a kindergarten classroom on the topic of koalas and how they could go about creating their interactive writing piece as a class. Day one is the most important day in the process as it sets the tone for the entire writing piece. Day one involves determining the topic, discussion and suggestions, composing, sharing the pen, and then they will go back to their own seats to do an independent piece based on things they learned during the interactive writing as a class. Days two through five involve adding on to the story until the piece is complete. Students are constantly editing and rereading to make it better.

Reference: Mackenzie, N. (2015). Interactive writing: A powerful teaching strategy. Practically Primary, 20(3), 36-38. Retrieved from http://web.b.ebscohost.com.marygrove.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=fa1460ce-406f-455f-9287-82076be9256a%40sessionmgr120

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Article #6 Title: Literacy Teaching Toolkit Interactive Writing

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Article #6 Title: Literacy Teaching Toolkit Interactive Writing

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Article #6 Title: Literacy Teaching Toolkit Interactive Writing

Summary: This article discusses the importance of properly implementing interactive writing in the classroom. The article stresses uses interactive writing in a small group setting to give more guidance to the needs of the students. This type of writing is said to help students with proper spelling through engaging them in phonological, visual, morphemic or etymological spelling strategies and other forms of knowledge.

The interactive writing that takes place in the classroom is beneficial for students in expressing their shared experiences and ideas with classmates. This helps keep students engaged in the class discussion because it is something that all can relate to all while learning important writing skills. There is also an importance in how the teacher goes about giving the students the skills that they need. In order for students to walk away with valuable writing strategies, it is the job of the teacher to model, reread, suggest revisions, and focus on writing concepts.

Reference: Literacy Teaching Toolkit Interactive Writing. (2018, Aug 29).  Education and Training. Retrieved from https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/writing/Pages/teachingpracinteractive.aspx

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Article #5 Title: Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students ' Alphabet Knowledge Skills 

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Article #5 Title: Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students ' Alphabet Knowledge Skills 

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Article #5 Title: Exploring Interactive Writing as an Effective Practice for Increasing Head Start Students ' Alphabet Knowledge Skills

Summary: Authors Hall, Toland, Grisham-Brown, and Graham suggest that Vygotsky’s Zone of Proximal Development is at work when children are taught through interactive writing. Students are the primary focus in this because they are given knowledge based on what they know and what they need to learn. The teacher is there to provide guidance for the students, so this is giving them the tools to improve their abilities with teacher support. This is a non-threatening environment for students to take learning into their own hands and to also learn from each other. This helps develop strong literacy skills with a solid foundation.

This study was conducted to see if students who have a strong foundation in alphabet knowledge at the head start level could develop into stronger readers and writers at the primary grades, such as first grade. “The interactive writing group identified almost two more lower case letters and one more upper case letter compared to the control group” (Hall, 2013, pg. 10). Schools are continuing to enhance their knowledge of alphabet letters as it is a predictor of stronger reading and writing as students get older.

Reference: Hall, A., Toland, M., Grisham-Brown, J., & Graham, S. (2013). Exploring Interactive Writing Practice for Increasing Head Start Students' Alphabet Knowledge Skills. Clemson University TigerPrints. Retrieved from https://tigerprints.clemson.edu/cgi/viewcontent.cgi?referer=https://www.bing.com/&httpsredir=1&article=1025&context=eugene_pubs

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Article #4 Title: Developmentally Appropriate Practice in Blended Classrooms

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Article #4 Title: Developmentally Appropriate Practice in Blended Classrooms

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Article #4 Title: Developmentally Appropriate Practice in Blended Classrooms

Summary: In Anna Hall’s article, she discusses the literacy skills that students will develop and enhance through interactive writing. This gets students understanding an “authentic purpose” of writing and reading. Some of the skills that students will develop are “identifying letters and letter sounds, understanding and using print concepts and conventions, developing phonological awareness, increasing oral language skills, and practicing early writing skills” (Hall, 2014, pg. 35). This article has a great deal of information about what teachers can expect from their students to learn through interactive writing. Not only are students learning about concepts of print, they are also learning to appreciate language and how to express themselves.

Another strength of interactive writing is that it allows teachers to see what the individual needs of their students are. When a student comes to the board to write in front of the class, a teacher can see if a child is struggling on sounding out words or forming letters, etc. This is a time for a teacher to work to enhance the skills that students might need extra time or practice on. The goal here is to develop independent readers and writers, and interactive writing is a helpful way to get there.

Reference: Hall, Anna H. Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms (2014, Jul 1). Young Children. Retrieved from http://web.b.ebscohost.com.marygrove.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=df179096-6ebb-49f1-a4c1-56b0f7b31c33%40sessionmgr101

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Article #3 Title: Study Shows Gains in Writing by "Sharing the Pen" in First Grade

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Article #3 Title: Study Shows Gains in Writing by "Sharing the Pen" in First Grade

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Article #3 Title: Study Shows Gains in Writing by "Sharing the Pen" in First Grade

Summary: The article by Lisa Guernsey discusses the findings of a study done by Kate Roth and Kathleen Guinee on the success of interactive writing in first grade. According to Guernsey, “In a small study at several urban schools, they found that using Interactive Writing for an average of 10.5 minutes a day led to improvements in children’s writing skills in multiple areas, including their ability to generate ideas, organize their words, make smart choices of words, spell words correctly and use proper capitalization, punctuation and handwriting” (Guernsey, 2012). In a study done on 101 first graders in five Boston public schools, the students made the most gains in nine of the ten writing categories by participating in interactive writing.

Guernsey mentions in the article that Kate Roth believes in interactive writing. Students who were taught in interactive writing and not just writer’s workshop ended up outscoring the students who only did writer’s workshop. This is something that only has to take 10 to 15 minutes of instruction time to complete, and the data shows that it is well worth the time and will not cost anything extra to implement.

Reference: Guernsey, Lisa. (2012, Feb 27). Study Shows Gains in Writing by "Sharing the Pen" in First Grade. Retrieved from https://www.newamerica.org/education-policy/early-elementary-education-policy/early-ed-watch/study-shows-gains-in-writing-by-sharing-the-pen-in-first-grade/

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Article #2 Title: A Guided Approach for Writing Instruction in Pre-K-5

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Article #2 Title: A Guided Approach for Writing Instruction in Pre-K-5

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Article #2 Title: A Guided Approach for Writing Instruction in Pre-K-5

Summary: Dabrowski and Roth discuss the importance of interactive writing in the classroom setting. They encourage interactive writing as it complements and supports other approaches. This is something that can incorporate meaningful and worldly purpose. There are benefits in the community and collaboration that happens through interactive writing. This is also a way for students to discuss writing without realizing that they are learning the writing process. Students are learning in an active and engaging way that teaches them what they need to know to be a success writer.

The article mentions that writing is not just for school. Writing is something that adults do even after they have graduated. Writing can take place in the form of letters, lists, etc. It is important that students can express themselves in a way that is beneficial to them as members of society. Dabrowski and Roth believe that following the experience, prewrite, compose, share the pen/keyboard, review, and extend steps will help them to get more out of the interactive writing process.

Reference: Dabrowski, Joan & Roth, Kate. (2016, Mar), A Guided Approach for Writing Instruction in Pre-K-5. Retrieved from http://web.b.ebscohost.com.marygrove.idm.oclc.org/ehost/pdfviewer/pdfviewer?vid=2&sid=7d6ddb8e-019a-4da3-8c4e-a195365beda5%40pdc-v-sessmgr02

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Extending Interactive Writing to older grades

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Extending Interactive Writing to older grades

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The Common Core State Standards (National Governors Association Center for Best Practices [NGA Center] and Council of Chief State School Officers [CCSSO], 2010) make clear the types of writing students should produce each year. This includes writing opinions and arguments with text-based evidence, informational pieces that consider complex ideas and topics, and narratives filled with details and well-structured sequences (p. 18). This clarity around the "what" of writing empowers practitioners to plan curricular units and daily lessons with confidence. What is not addressed in the Common Core standards, however, is the "how" of writing instruction. How should teachers approach writing instruction in order to meet the rigorous writing expectations embodied in the Common Core? What are the key teaching practices that will ultimately improve independent writing? Herein lies the opportunity. As schools make the transition toward full implementation of the Common Core standards, it will be increasingly important to develop clear, explicit, and powerful methods for supporting students' independent writing.

Interactive writing, an instructional practice widely considered effective and most appropriate for very young writers (Brotherton & Williams,2002; Button & Furgerson, 1996; McCarrier, Pinnell, & Fountas, 2000; Roth & Guinee, 2011), has recently received well-deserved attention as a successful strategy for supporting developing writers (Fisher & Frey, 2013; Patterson, Schaller, & Clemens, 2008; Wall, 2008; Williams, Sherry, Robinson, & Hungler, 2012). Specifically, it has been suggested that interactive writing can be "successfully adapted for use beyond the primary grades" (Wall, 2008, p. 152).

In a recent issue of The Reading Teacher, Fisher and Frey (2013) linked interactive writing with disciplinary learning, noting that it "facilitated students' thinking about content and built their composing skills" (p. 99).

In this article, we assert that interactive writing is indeed a powerful teaching approach worth revisiting and refining to support writers in grades 2 through 5. Moreover, we believe that the writing demands of the Common Core standards require explicit and efficient teaching guidance, which is at the heart of interactive writing. With this in mind, we begin with a definition of interactive writing followed by four specific ways teachers can adapt this practice when working with older children who are more developed writers. These changes allow the practice to respond to the unique needs and complexities of fluent writers. We then identify four universal principles of interactive writing across all grades. Finally, we suggest ways for launching interactive writing in upper elementary classrooms.

Interactive writing: quick definition

Interactive writing is a dynamic instructional method during which the teacher and students work together to construct a meaningful text while discussing the details of the writing process. In a short lesson each day, students gather as a class alongside their expert writer (the teacher) to craft and write text in a variety of genres. The "interactive" piece involves both group collaboration in composing the writing through guided conversation and a unique "sharing the pen" technique where students do the actual writing. During interactive writing, there are frequent opportunities to differentiate instruction in order to meet individual student needs. For example, the teacher selectively chooses how each student will participate in the lesson and negotiates the key teaching points based on the instructional value for her students at that given point in time.

The essential parts of an interactive writing lesson

Interactive writing follows a predictable sequence which reflects the writing process (i.e., planning, drafting, revising, editing, and publishing). Although the lesson is organized and structured (McCarrier et al., 2000, p. 72), it holds both dynamic and organic aspects. Teachers adapt interactive writing to fit their style and the writing needs of their students. The recommended sequence is as follows:

Experience

The piece to be written is motivated and informed by a shared classroom experience. There are many experiences that meet this requirement, such as a book read together, the content studied in a science or social studies lesson, a math procedure the class is working on, or a class field trip or school assembly.

Prewrite

The teacher and the students consider the form and function of the writing. Together they think about who the audience is, the overall message they want to convey, and why it is important. For example, in response to a field trip they might decide to write a letter to thank the hosts, a retelling to share their experience, or a report to share what they learned.

Compose

The teacher and students discuss the specific content of the writing. Students share their ideas as the teacher helps the class negotiate the precise language of the text. During this phase, she provides instruction to support students' writing development by synthesizing the ideas she hears from students, proposing vocabulary or language that will advance the ideas, and, in some cases, ultimately suggesting the final sentence based on their discussion. The teacher might also use think-alouds to model for students why that sentence is most appropriate.

Share the Pen

The text is written on sentence strips or chart paper with an innovative technique unique to interactive writing in which the teacher and students take turns with the pen (or marker). The teacher writes some of the message and then chooses students to write at points of high instructional value. Students might contribute individual letters, letter clusters, whole words, or punctuation. Editing of conventions is done either at point of error or at the end, often by using correction tape to cover mistakes so that the final piece is in "publishable" form. As in the compose phase, the teacher may often use think-alouds to model specific points about the writing that are emerging in the lesson. This thinking might address letter formation, spelling, spacing, or other important aspects.

Review

After the message is complete, the teacher helps the students to revisit a few of the instructional points emphasized. The teacher asks students to continue interacting with the message to find examples of principles explicitly taught during the lesson. She might ask someone to come up and find a word that ends with the -ing sound or a word with a capital letter. The review often ends with the teacher briefly summarizing what is learned about the craft and conventions of writing; for example, "Today we used a question for our lead. It was a good choice because it will immediately get our audience interested in our writing. We also focused on adding -ed to words to show the story already happened." The teacher uses the opportunity of having a text in which all students have ownership to reinforce key writing principles that the students will use in their own writing.

Extend

The class continues to use the completed writing piece as an instructional tool. For example, the teacher might mount the writing to make a class book or mural that the students can reread regularly, or she might share the writing with families in a newsletter. Students may also write similar pieces on their own. Students often illustrate final pieces with collages, photographs, or other forms of art that match the style of writing.

Interactive writing: why and how it works

Interactive writing is an evidence-based approach to instruction that has been shown to increase the level of writing proficiency for participating students (Roth & Guinee, 2008) It is grounded in theories about language and literacy learning and teaching (e.g., Clay, 1991; Vygotsky, 1978). Interactive writing is unique in the way it offers a high level of support while simultaneously involving students throughout the entire process. However, it is not intended to be the sole form of writing instruction in an elementary-grade classroom, but rather is designed to be a valuable part of a comprehensive literacy framework that offers many opportunities for instruction and independent problem solving (Button et al., 1996). This method complements and strengthens other writing practices (e.g, writing workshop, shared writing, and journal writing) by explicitly guiding students through the constructive experience of writing. Every lesson is multifaceted and scaffolds student knowledge in multiple areas simultaneously (e.g., craft, organization, audience, conventions) as the piece of writing takes shape. The lesson is always linked back to the students' own writing. Thus, the guided whole-group interaction supports and propels independent writing. The approach is also beneficial because it brings together the overall literacy curriculum, including work around language, reading, and writing development. Moreover, an efficiently planned interactive writing lesson is time and cost effective; it can be implemented with very few materials and in a relatively short amount of time.

Interactive writing may be used for a range of authentic purposes, such as writing a letter, recording a science experiment, summarizing or extending a story read aloud, or labeling a diagram. Because the students actively participate in the writing of the text and read it many times in the process, they create text that not only is accessible and readable but also employs conventional spelling and punctuation. Many of the pieces of interactive writing become educational resources with ongoing instructional value, helping the children continue to learn more about reading or writing (McCarrier et al., 2000). However, while the writing products created during interactive writing are important, it is the process that is considered most valuable (McCarrier et al., 2000).

Interactive writing: beyond the primary grades

Interactive writing helps young children make progress in their own writing by inviting them to participate, with support, in the act of writing (McCarrier et al., 2000). Theoretically, this makes sense for older writers as well. Teachers continue to show older students how writing works, and students participate with support. However, the question remains: How do teachers adapt interactive writing for our older and more fluent writers? Specifically, what changes need to be made to make the method developmentally appropriate for children in grades 2-5?

Four key shifts in grades 2-5

While the essential components of an interactive writing lesson stay the same throughout all the grades, there are four key shifts to consider as writers become more fluent and mature: (1) The lesson sequence is more fluid and dynamic; (2) Elements of Share the Pen are modified; (3) Lessons decrease in frequency while increasing in length; (4) Teaching points expand and extend around genre.

Lesson Flow: Fluid and Dynamic

In the primary grades, the interactive writing lesson format is linear. Because of the age and skill of the readers and writers, the class usually writes one sentence each time. The actual writing is slower, and students benefit most from simple texts. They agree on one sentence during the Compose phase and then write it while sharing the pen. They edit their writing as they go and then move onto reviewing their work when the sentence is complete. While they often spend several days working to complete an entire piece, they typically complete a single sentence during each interactive writing lesson.

Once students become more fluent writers, there is more flow between the Compose and Share the Pen phases. Depending on the teacher's goals, the time frame, and the writers' skill, they might write several sentences or whole paragraphs in one interactive writing lesson. To do this, the class would move back and forth between the composing and constructing phases. They would negotiate the precise message sentence by sentence and then share the pen after each sentence is decided. Then they compose and then write again. For example, a second-grade class returned from a field trip and wrote an informational piece on the town they visited (see Figure 1). The text, which includes seven sentences, was written over two days.

Figure 1. Interactive Writing in Grade 2. Informational Text Written About an Ancient Town Visited on a Field Trip

Share the Pen: Modifications in Pace, Discussion, and Medium

In grades 2-5, the Share the Pen phase shifts in three key areas. The critical feature of including the students in putting the message on the paper is retained; however, the pace and discussion are modified and even the medium for writing may shift. In prekindergarten through first grade, the teacher and students share the pen and write the message on a word-by-word or even a letter-by-letter basis. They talk about each word as they go and reread the message after they finish each word. This helps them remember the next word to be written and to check that their writing continues to make sense.

As writers become more fluent, the pace with which they write increases. By grade 2, one student might come up and write several words or an entire phrase. Alternatively, the teacher can write a significant part of the piece if the pacing of the lesson requires this. For example, if there is a string of high-frequency words that are easy for students, the teacher quickly writes all of them or selects one student writer to do so. Conventions are discussed in the moment as the letters, words, or punctuation marks are written. However, not every single letter and word is addressed. The teaching points are always carefully chosen by the teacher.

In grades 3-5, the teacher can guide the students in talking about the conventions for the entire sentence before the pen is shared. This is especially true when one student will write an entire sentence. The teacher can address conventions as a student is writing, but most of this teaching is done before the actual writing as a quick reminder for these fluent writers. For example, after the sentence has been composed, the teacher might say, "Are there any tricky words to spell?" or "What do we need to think about for punctuating this sentence?" Fluent writers who are used to the Share the Pen process can transition from the Compose phase to Share the Pen with a simple, overarching question: "Is there anything we need to think extra carefully about when writing this sentence?" The teacher might use a small dry-erase board to highlight some points of instruction in front of the class; however, this can be done in advance of the sentence being written on the whole-class text or while one student is writing.

Another modification to Share the Pen is the incorporation of typing or keyboarding. As literacy and technology continue to merge and evolve, the opportunity to write using a keyboard or touch-screen technology can support faster scribing, efficient revisioning, and unique presentation options. While technology is not required for upper-grade implementation, it can be effective and engaging. For example, Figure 2 shows a third-grade classroom where the teacher shared the keyboard with his students for every lesson while the writing was displayed on an interactive whiteboard at the front of the class. This class had been studying the California Gold Rush in Social Studies. During a series of interactive writing lessons, the class wrote a narrative text to explore the genre of historical fiction. The final part of their story, featured in Figure 3, was written in one interactive writing session. The teacher typed and also chose students to type and edit just as one would choose students to share a pen or marker.

Figure 2. Interactive Writing in Grade 3. Students "share the keyboard" as they Compose a Narrative Text

Figure 3. Interactive Writing in Grade 3. The Resolution Section of a Historical Fiction Text

Lesson Frequency and Duration: Less and More

A third difference in implementing this instructional method with older students is the lesson frequency and duration. For students of any age, interactive writing lessons need to be fast-paced and demand a high level of engagement. As expected, lesson timing needs to be adjusted to fit the needs of maturing writers.

Interactive writing is recommended as a daily practice in the early grades (Roth & Guinee, 2011). Young students have much to learn about how print works, so frequent lessons are essential. Daily lessons are not necessary for older children. At the beginning of the year, when teachers launch their literacy block, they might start by using interactive writing three times per week. Then, as the writing curriculum moves forward, interactive writing can be used periodically to highlight key writing principles, particularly around features of different genres. Beginning in third grade, teachers might opt for this supportive level of guided practice for several consecutive days and then shift to other types of writing practices.

To simplify this difference, one can think about how a teacher initially prepares what to teach during interactive writing: Prekindergarten through first-grade teachers often begin planning by asking themselves, "What will we write about in interactive writing today?" Around the middle of second grade to the beginning of third grade, the question transitions as teachers ask themselves, "What do I need to teach my students about writing today, this week, or within this unit of study, and how will the method of interactive writing help support this writing principle?"

Furthermore, while the lessons might occur less frequently over the course of a year in upper elementary classrooms, each lesson may be longer in duration than in a classroom of emergent writers. While a lesson might average 10-15 minutes a day in a first-grade classroom (Roth & Guinee, 2011), in grades 2-5, lessons generally last between 20-30 minutes. As students grow and develop, their attention spans are greater, and they are able to absorb more in one lesson. They are also able to generate more text in one lesson because they are more fluent writers. The lessons become progressively more in-depth as the writers advance, and it therefore follows that interactive writing lessons would require more time.

Teaching Points: Expand and Extend Around Genre

A fourth and final critical shift for using interactive writing in the upper elementary grades is the expansion and extension of genre instruction. For students at any grade, the writing completed during an interactive writing lesson must hold an authentic purpose. It is created around a topic that is relevant and engaging for the entire class. Over the course of the school year, students in all grades can explore a variety of genres using interactive writing. Students always consider their ideas, organization, word choice, voice, and sentence structure as they work through the Compose phase of the lesson. They also consider the best way to convey their message to the intended audience. Genre therefore plays an important role at all levels. In grades 2-5, however, the focus on genre expands and becomes a central goal of the lesson.

Interactive writing works particularly well in classrooms where students work on writing through a genre-based unit. For example, it can be used early on in the unit as a method for teaching students about the genre itself. As the unit continues, interactive writing might be used again to highlight strategically a particular aspect of the genre that students need to practice in order to expand their understanding of it.

In the upper elementary grades, finished interactive writing pieces can serve as exemplars for students. For example, when a fourth-grade class finished their piece entitled How To Write a Rap, the teacher displayed it on the wall (see Figure 4). Then, in a contrasting color (red), she labeled the text as her class helped identify the important features of this genre. The exemplar noted that how-to texts should begin with a list of materials and use action words for each step. The teacher used interactive writing with this feature-identification approach to begin each genre study in her class. Over the course of the year, the walls in her classroom were filled with writing exemplars. Because students had co-constructed these pieces, they had deep understanding of the text. Therefore, these exemplars became powerful student resources that influenced and supported their independent writing.

Figure 4. Interactive Writing in Grade 4. Explanatory Text Which Highlights Key Features of the "How To" Genre

The Common Core State Standards define three broad writing genres. Specifically, students must be able to write (1) evidence-basedopinions; (2) explanatory pieces using facts, definitions, details, and precise language; and (3) well-sequenced narratives that include descriptive details. Table 1 shows how opinion writing, according to the Common Core standards, progresses in grades 2-5. In second grade, students are expected to state an opinion with reasons. In third grade, they are expected to organize these reasons. In fourth grade, students are expected to write with clarity, group their ideas according to their overall purpose, and have a concluding statement or section that links back to their opinion. Ultimately, in fifth grade, students strengthen opinion writing through "logically grouped ideas" and "logically ordered reasons that are supported by facts and details" (NGA Center & CCSSO, 2010, pp. 19-20).

Table 1. Expansion and Extension of Opinion Writing in Grades 2-5

COMMON CORE STATE STANDARDS: OPINION WRITING

Grade 2

Introduce the topic or book they are writing about

State an opinion

Grades 2 and 3

Supply reasons that support the opinion

Connect opinion and reasons using linking words

Provide a concluding statement

Grade 3

Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons

Grades 4 and 5

Provide a concluding statement or section related to the opinion presented

Interactive writing is an ideal method for addressing this expansive view of opinion writing because it can provide explicit instruction and guidance for students at each of these developmental shifts, and each new nuance of the genre can be presented with teacher support. For example, within a lesson, the teacher can highlight a key aspect of genre by asking something like, "How do we include facts and details to support our opinion?" Thus, students are able to understand specific genre features before they are expected to apply them in their own writing.

Universal elements of interactive writing: four principles that hold for all grades

In addition to the four distinct shifts, there are four universal principles that hold for interactive writing across all grades: (1) Value each step in the lesson; (2) Balance the planned and unplanned teaching opportunities; (3) Make intentional teaching decisions as students develop; and (4) Make explicit links between a whole-class lesson and students' own writing.

Value Each Step in the Lesson

Research suggests that good literacy teaching is instructionally dense so that a single lesson includes multiple goals (Wharton-McDonald, Pressley, & Hampston, 1998). Interactive writing exemplifies this principle as each lesson component (i.e., Experience, Prewrite, Compose, Share the Pen, Review, Extend) plays an essential role in offering myriad teaching opportunities. For example, in the composing phase of a lesson, the teacher and students work together to negotiate the message they will write. During this process, the teacher works to develop students' writing craft, including ideas, organization, sentence fluency, word choice, and voice. When the class works together to construct the message while they share the pen or keyboard and when they revisit their writing at the end of the lesson, the teacher focuses onconventions of writing, including spelling, punctuation, grammar, handwriting, and text layout.

Table 2, informed by the work of Pinnell and Fountas (2011), Spandel (2005), and the Common Core State Standards, provides an abbreviated menu of possible teaching points for writers in grades 2-5. The numerous opportunities for craft and convention instruction can only be met when each step of the lesson is carefully planned and implemented. Thus, teachers should avoid eliminating any of the steps in interactive writing, as that would eliminate valuable and unique learning opportunities.

Table 2. Possible Teaching Points for Interactive Writing in Grades 2-5

Organization

Organize a text in various ways for various purposes (sequences, categories, how-to, compare and contrast, problem and solution, etc.)

Use a variety of leads to hook and engage the reader (i.e., direct, engaging, purposeful)

Use a variety of closures (surprise, circular) to satisfy the reader

Use thoughtful titles, headings, and/or table of contents

Language

Use memorable language (i.e., vivid, striking, or unexpected)

Show through language instead of telling

Cite ideas or sentences from other writers/texts

Use both simple and complex sentences to enhance the flow of the piece

Word Choice

Vary the writing by choosing alternatives for overused words (e.g., happy, fun, like, said)

Use both simple and complex transitional words for time flow (e.g., then, after, because of this, the next day, finally)

Use strong verbs

Include sophisticated words well beyond grade-level spelling

Capitalization

Use capital letters for first word of sentence, days of week, months, cities, states, names of people and specific places, titles, headings, first word of greeting in a letter, etc.

Punctuation

Consider how punctuation helps a reader understand text

Use periods, exclamation points, and question marks as ending marks

Use quotation marks appropriately

Use commas to identify a series or to introduce clauses

Use ellipses to show pause or anticipation

Use dashes and ellipses for emphasis or to slow down the text for readers

Use periods after abbreviations

Use apostrophes in contractions and possessives

Spelling

Correctly spell grade-appropriate high-frequency words, consulting references as needed

Use correct spelling for possessives, contractions, compound words, studied words (spelling lists), or relevant vocabulary

Balance the Planned and Unplanned Teaching Opportunities

A well-planned interactive writing lesson considers where student writers are and what writing skill or strategy is most needed to propel them further. The lesson planning occurs before the interactive writing session and is informed by student data (both formal and informal writing samples) and by the teacher's unit- or grade-level plans. During the interactive lesson, however, there are always unplanned instructional opportunities. The most effective teachers seize these opportunities and use them to lift the instruction to a new or higher level. For example, a teacher has planned the instruction around a particular genre and has thought ahead about key principles to highlight. The conversations during Prewriting and Composing are carefully facilitated so that the key writing principles are included. Still, there will be spontaneous and organic aspects of this experience that will be unique and genuine to the interaction. One never knows in advance the exact wording students will choose for their text and, therefore, cannot always anticipate the conventions and specific aspects of craft that will be relevant to teach.

For example, a fourth-grade teacher planned a lesson for her students on how to write an explanatory text. Ahead of the lesson, she identified four important features of how-to texts that she wanted to teach students: begin the piece with a title, include a materials list, number the steps, and begin each step with an action word. She also had preplanned the specific topic that the class would write about (i.e., how to write a rap). The students had been working on this topic in their music class, so she knew everyone would be able to participate in the lesson. Additionally, she considered the word study concepts her students were learning, the conventions that were challenging for them, and how reading their writing aloud would help the editing process. She was prepared to address these concepts as needed. Finally, she planned to begin the lesson by asking the students to think about their audience, as this would impact the voice they used in their writing. Even with this thorough lesson planning, she could not anticipate the exact words the students would choose in their composition. So, as the class crafted the piece, she had to decide in the moment what to highlight (see Figure 4).

Finding the balance between thoughtful planning and organic teaching can be challenging. However, teachers can master this skill as they become more experienced with the method. As a result, they will maximize the potential learning opportunities for their students. The overarching goal of interactive writing is to teach students strategies about writing that they can use themselves. It is the skillful balancing of planning ahead and teaching in the moment that allows teachers to achieve this goal.

Make Intentional Teaching Decisions as Writers Develop

Although interactive writing offers a clear structure for a lesson, following this structure alone does not guarantee student learning. Moreover, thoughtful interactive writing instruction does not mean having the students write every letter of every word or attending to every learning opportunity that arises. The real power comes from instructional decision-making relating to the unique strengths and needs of students at a particular moment in time. The most effective teachers make strategic decisions about each child scribe and are very intentional about each teaching point in order to maximize student learning (Roth, 2008). The roots of these instructional decisions, which fuel an efficient and effective lesson, come from teacher analysis of formal and informal assessments of students' literacy skills. The teacher uses this data to select the most appropriate writing skills and strategies for students. Thus, the lessons are matched to the students' needs rather than a concept that may have already been mastered or one that is too hard.

Simultaneously, teachers thoughtfully adjust their interactive writing instruction over the course of the year and across the grades as students develop as readers and writers. They create a developmentally appropriate gradient of text for students in their class by starting more simply in the fall, making adjustments throughout the year based on data and, ultimately, becoming more sophisticated by the spring. After considering the unique needs of students, consulting a menu of possible teaching points is also helpful (see Tables 1 and 2). Moreover, a writing continuum such as the continua written by Pinnell and Fountas (2011) and Spandel (2005) in addition to the Common Core standards can guide long-range instructional planning.

Make Explicit Links to students' Own Work

The ultimate goal of interactive writing is to improve students' independent writing. Teachers who are most effective with this method are deliberate in their talk with students about how to apply what they are learning during whole-class interactive writing lessons to their independent writing (Roth, 2008). Some students will make these connections independently, while others need explicit direction. For example, a teacher might say, "The way we put commas between words in the list we wrote today is what you always need to do in your own writing," or "The way we deliberated about the best words to describe the fun we had on our field trip is the kind of thought you as writers should be putting into choosing your own words when you write." This explicit link to students' independent writing happens in every interactive writing lesson.

Getting started with interactive writing (grades 2-5): seven points for preparation

Hours of coaching and observing teachers in grades 2-5 effectively implement interactive writing has yielded both specific and general guidelines for helping others get started. The more general suggestions articulated are particularly salient for the interactive writing approach because it is a complex method of instruction that requires teachers to be thoughtful about engaging an entire class of students at varying levels. However, there are some specific strategies for interactive writing that can assist teachers in executing many of the principles of quality literacy teaching by providing a framework for instruction that encourages them to consider teaching higher-level skills and strategies.

Teach Routines First

Take time in the first lessons to break down procedures to the smallest detail, such as how students need to move up to the easel quickly when it is their turn and stand off to the side when using a pointer to lead the class in rereading. At this time, it is also important to consider how to organize materials efficiently (e.g., white tape, markers, pointers, technology). For example, using hook and loop tape to attach a marker to the easel ensures that a marker will always be available. Familiarity with routine procedures will free the teacher and students from other distractions and encourage them to focus on the important activities of teaching and learning.

Consider Carefully the Time of Day to Deliver the Lesson

Be thoughtful about what time of day to do interactive writing. Interactive writing demands a high level of focus from students and, therefore, it is essential that the students come to each lesson able to be attentive. First thing in the morning, after recess or lunch, or after an activity that involves movement are a few good choices.

Create a Comfortable Space Near Writing Resources

Interactive writing is a community experience with teachers and students working together as a group to produce a written text. Proximity to each other and the place of writing matters. The physical environment is important for bringing everyone together in supporting the shared nature of the task.

Use Highly Visible Materials

Teachers have found that some types of materials (e.g., paper, writing implements) can distract from the potential learning opportunities of an interactive writing lesson (Roth, 2008). For example, chart paper without lines is problematic because students have difficulty focusing on handwriting without clear lines to guide them. In addition, multicolored messages are hard to read, and marker choice can become a distraction. Young students do best with sentence strips with handwriting lines (Roth, 2008). Teach upper elementary-grade students to use two lines for print, with the middle line indicating the midway point for "tall" vs. "short" letters. This uniformity helps in the readability of the message. In addition to the ruled paper, a sharp black marker is the clearest writing tool because the color is bold and uniform. For a more colorful presentation, encourage students to illustrate the writing after it is complete using a variety of techniques, such as collage, painting, or drawing.

Prepare to Make Thoughtful Teaching Decisions

As stated earlier, the most effective interactive writing lessons are those that are well planned. This means reading and analyzing students' writing to determine what they are doing well and where they need support. At the same time, teachers must keep in mind the overarching writing expectations required by the Common Core standards, district or school curriculum, and any specific writing genre unit they may be implementing. Interactive writing is a teaching approach that can simultaneously advance both the individualized needs of writers and any grade-level goals. With thoughtful advance planning, teaching decisions will be strategic and most effective.

Keep All Students Engaged

Interactive writing lessons must be fast-paced and relatively brief. It is critical to maintain student engagement, which means not only engaging the student who is at the easel or typing but also the students who are sitting and watching. Some activities for the seated students include writing in the air or spelling words aloud. Additionally, while one student writes, the class might practice a specific convention or craft on individual dry-erase boards. This could be spelling a challenging word, using a new form of punctuation, or brainstorming synonyms for overused words (e.g., said or fun). Students might also engage in a quick "turn and talk" with a classmate to quietly discuss the message, an aspect of craft or conventions, or a rereading of the message. The sentence-writing should also go quickly at this level and students are constantly rereading the message as a group to check on sentence fluency, to edit their work, and to hold onto the meaning as they add to text they are writing.

Be Patient With Yourself!

It typically takes a class several weeks to find a natural rhythm in interactive writing. Planning, pacing, and management are often adjusted as teachers become more comfortable. As classroom routines become more secure, teachers are able to home in on their instruction, refining it to better meet the needs of their students.

Conclusion

The Common Core State Standards provide clear guidance on the types of writing to teach. Further, they require students to engage in the writing process and to write routinely. The standards have also increased expectations by requiring students to write concisely, deeply and, therefore, with more authority. It is now up to thoughtful practitioners to revisit and refine the best teaching practices to answer the question of how to teach writing in the age of the Common Core. More voices are urging the utilization of interactive writing, a powerful and instructionally rich teaching practice linked to stronger independent writers (i.e., Fisher & Frey, 2013; Mermelstein, 2013; Wall, 2008; Williams et al., 2012). The thoughtful and intentional shifts articulated above extend the successful implementation of interactive writing far beyond first grade. The explicitness and efficiency of interactive writing make it a particularly effective teaching practice that can support both emergent and fluent writers.

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Extending Interactive Writing Into Grades 2-5

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Interactive writing is a dynamic instructional method where teacher and students work together to construct a meaningful text while discussing the details of the writing process. The writing demands of the Common Core standards require explicit and efficient teaching guidance, which is at the heart of interactive writing.

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Article #1 Title: Interactive Writing

Summary: Carole Cox writes that interactive writing is something that can be used throughout the school day. It helps keeps students writing about shared experiences that they have with their classmates. This process allows them to write about things that they know and literature they are learning about in the classroom. Interactive writing gives them opportunities to learn how to write using different ways to communicate, such as email, letters, or on a smartboard.

Interactive writing has been known to help with English-Language Learners and struggling students by getting everyone engaged and involved in the writing process. This allows ELL students to learn the mechanics of writing in English, and it allows them to find ways to take part in the writing process by drawing pictures or even simply helping add finger spaces between words. The struggling students can verbally share ideas and get assistance from other classmates or the teacher in how to get their ideas onto the paper.

Reference: Cox, Carole. (2012). Interactive Writing. Retrieved from http://www.readingrockets.org/article/interactive-writing

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"She Puts Clues in Our Head:" Interactive and Independent Writing Instruction

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"She Puts Clues in Our Head:" Interactive and Independent Writing Instruction

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Interactive Writing: Developmentally Appropriate Practice in Blended Classroom

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Interactive Writing: Developmentally Appropriate Practice in Blended Classroom

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Interactive Writing Empowers the Youngest Writers to Express Ideas

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I am excited to pin my research onto Padlet. This is a fun way to organize and collect research.

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 Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms 

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 Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms 

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Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms

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Cox, Carole. (2012). Interactive Writing. Retrieved from http://www.readingrockets.org/article/interactive-writing

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https://www.newamerica.org/education-policy/early-elementary-education-policy/early-ed-watch/study-shows-gains-in-writing-by-sharing-the-pen-in-first-grade/

Hall, Anna H. Interactive Writing: Developmentally Appropriate Practice in Blended Classrooms

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