Dabrowski, Joan & Roth, Kate. (2016, Mar), A Guided Approach for Writing Instruction in Pre-K-5. Retrieved from

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/ 

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

(2014, Jul 1). Young Children. Retrieved from

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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.cgireferer=https://www.bing.com/&httpsredir=1&article=1025&context=eugene_pubs 

Literacy Teaching Toolkit Interactive Writing. Education and Training. (2018, Aug 29).  Retrieve from 

https://www.education.vic.gov.au/school/teachers/teachingresources/discipline/english/literacy/writing/Pages/teachingpracinteractive.aspx

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-928782076be9256a%40sessionmgr120

Mills, Geoffrey E. (2014). Action Research: A Guide for the Teacher Researcher. Upper Saddle River: Pearson. 

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

Sagor, RIchard. (1992). How to Conduct Collaborative Action Research. Alexandria: ASCD.

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

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 

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

 

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

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/

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

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 

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

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

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

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

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