I learned the most when I had the chance to talk about my writing with teachers and classmates. Whether it was getting feedback, listening to different perspectives, or working together to improve a story, these interactions helped me grow. Vygotsky’s Zone of Proximal Development makes so much sense to me because I know firsthand that I became a stronger writer with the guidance of others before I could do it on my own.

Now, as an educator, I create the same kind of authentic writing experiences for my students. Instead of just giving them writing exercises, I encourage them to share their thoughts, tell stories, and learn from each other. Writing becomes more meaningful when they see it as a way to connect with the world, not just as an assignment. By making writing a social and interactive process, I hope to help my students build confidence and find their voices, just like I did.

Another key part of our literacy routine is the sign-in notebook. At first, my Pre-K students practice writing letters tracing, recognizing, and repeating them. Over time, they begin writing their names, which helps them develop a personal connection to literacy. Eventually, they move on to writing what they learn or observe, making deeper connections between spoken and written language.

I’ve noticed that these activities help bilingual learners bridge their two languages by seeing words in print, use them in conversations, and build confidence in expressing themselves. By combining reading, writing, and personal choice, I create an environment where they feel supported and develop literacy in a meaningful way.

I also encourage them to ask questions and talk about the story. We look at the pictures, make predictions, and discuss what is happening. This helps them think deeper and connect the story to their own experiences, making comprehension stronger.