Interactive Writing

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Interactive Writing

• Professional Development
• NJ Department of Education
• Office of Reading First

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• Interactive writing provides powerful
  demonstrations of writing that help young
  children make progress in their own writing.
  Using interactive writing, teachers not only show
  children how writing works but invite them to
  participate, with support, in the act of writing.

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Interactive Writing

• Can be used for many purposes (writing stories,
  writing directions, informational text, labels,
  etc.)
• Can be applied to any content area and used at
  any time during the school day
• Provides a context within which a teacher can
  provide direct and explicit instruction in
  composing text, scaffold students as they explore
  conventions of print, and help students
  understand how words work.

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Scaffolded Instruction
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• How are your ELL and special needs students
  supported by the interactive writing process?

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Elements of Interactive Writing

• Providing a base of active learning experiences
• Talking to establish a purpose
• Composing the text
• Constructing the text
• Rereading, revisiting and proofreading the text
• Revisiting the text to support word solving
• Summarizing the learning
• Extending the learning

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Features of Interactive Writing

• Grouping
• Sharing the writing task
• Supporting the process through conversation
• Creating a common text
• Using the conventions of written language
• Making letter-sound connections
• Connecting the reading-writing process
• Teaching explicitly

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• What are some of the important concepts about
  print that interactive writing addresses?

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• The symbols and conventions used to convey
  meaning through written language
• The function of punctuation
• Identifying letters their shape and formation
• Differentiating print from pictures
• Directionality
• Word concept
• Concept of first and last
• How print is organized the general layout of
  print

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Getting Started

• Scheduling
• Create an interactive learning community
• Establish classroom routines
• Communicate with administrators and other
  teachers
• Communicate with parents
• Assess your own teaching

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What do children do when they compose?

• Think of different ways to put words together to
  construct meaning
• Listen to the input of their classmates and
  evaluate to compose aloud
• Generate a number of ways to state a particular
  idea and then choose from the alternatives
• Think of more than one word that would work and
  choose among them
• Build on their own or someone elses ideas so
  that one thing leads to another
• Read what was written so far and discuss to
  determine what comes next
• Keep the audience in mind
• Rework and revise text as they write
• Limit what they write to the space and time
  available.
• Determine whether they are accomplishing what
  they set out to accomplish
• Use punctuation to make the text more readable
  and interesting

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What do children do when they compose?Continued

• Compose coherent sentences
• Use references, such as pronouns, to stand for an
  item in an earlier part of the text
• Use adjectives to make the message more
  interesting
• Select the right genre to accomplish the purpose
  for writing
• Separate words in the flow of speech so they can
  be identified and written.
• Use space to define words so that it is easier to
  read.
• Remember high-frequency words and write them
  quickly.
• Say words slowly and listen for the sounds that
  make up those words, in sequence.
• Connect new words to known words to help in
  writing them.
• Reread the message to help in remembering what
  was composed and possibly to revise it in the
  process.

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How do teachers help students negotiate the
composition of the text?

• By exposing students to many different kinds of
  writing
• By creating a text that will be useful to read
• By guiding children to understand how ideas can
  be turned into print that can be read
• By demonstrating how to organize ideas in a way
  that readers can understand
• By guiding students to compose text that is
  appropriate for the kind of writing they are
  doing
• By modeling the use of social conventions in
  their writing
• By showing students that there are different
  purposes for writing
• By always reminding students to keep their
  audience in mind while composing

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• Are the NJCCCS addressed by interactive writing?

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NJCCCS Kindergarten

• 3.2K.A1         Recognize that thoughts and talk
  can be written down in words.
• 3.2.KA2         Observe the teacher modeling
  writing.
• 3.2.KA3.         Generate and share ideas and
  experiences for a story.
• 3.2.KA4.         Attempt to put ideas into
  writing using pictures, developmental spelling or
  conventional text.
• 3.2.KA6.         Participate in group writing
  activities such as experience stories,
  interactive writing, and shared
  writing.
• 3.2.KA7.       Begin to sequence story events
  for writing using pictures, developmental
  spelling or conventional
• text.
• 3.2.KB1.         Show and talk about work samples
  containing pictures, developmental spelling, or
  conventional text.
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• 3.2.KC.1         Use letter/sound knowledge in
  attempting to write (print) some words.
• 3.2.KC3          Recognize and begin to use
  left-to-right and top-to-bottom directionality
  and spacing between words when
  writing.
• 3.2.KC4.         Gain increasing control of
  penmanship, including pencil grip, paper
  position, and beginning strokes.
• 3.2.KC5.         Write all uppercase and
  lowercase letters of the alphabet from teacher
  copy.
• 3.2.KD1         Communicate personal response to
  literature through drawing, telling, or writing.
• 3.2.KD2         Show and talk about favorite work
  samples (drawing or writing) with teacher and
  family.

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NJCCCS Grade 1

• 3.2.1A1         Begin to generate ideas for
  writing through talking, sharing, and drawing.
• 3.2.1A2         Observe the modeling of writing.
• 3.2.1A3         Begin to use a basic writing
  process to develop writing.
• 3.2.1A4        Use simple sentences to convey
  ideas.
• 3.2.1A5         Increase fluency (ability to
  write ideas easily) to improve writing.
• 3.2.1A6         Continue to use pictures,
  developmental spelling or conventional text to
  create writing drafts.
• 3.2.1A7         Revisit pictures and writings to
  add detail.
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• 3.2.1B 1      Produce finished writings to
  share with class and/or for publication.
• 3.2.1B 2     Produce stories from personal
  experiences
• 3.2.1C1         Write all upper and lowercase
  letters of the alphabet from memory.
• 3.2.1C2         Begin to use basic punctuation
  and capitalization.  
• 3.2.1C3         Apply sound/symbol relationships
  to writing words.
• 3.2.1C4         Use developmental spelling or
  phonics-based knowledge to spell independently,
  when necessary.
• 3.2.1C5         Develop awareness of conventional
  spelling.
• 3.2.1C6         Use left-to-right and
  top-to-bottom directionality and use appropriate
  spacing between words.
•  

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NJCCCS Grade 2

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• 3.2.2A1   Generate ideas for writing
  hearing stories, recalling experiences,
  brainstorming, and drawing.
• 3.2.2A 2       Observe the modeling of writing.
• 3.2.2A 4       Use sentences to convey ideas in
  writing.
• 3.2.2A 5       Maintain the use of a basic
  writing process to develop writing.
• 3.2.2A 7       Compose readable first drafts.
• 3.2.2A 8       Use everyday words in appropriate
  written context.
• 3.2.2A 9       Reread drafts for meaning, to add
  details, and to improve correctness.
• 3.2.2A 10     Focus on elaboration as a strategy
  for improving writing.
• 3.2.2A 11     Participate with peers to comment
  on and react to each others writing.
• 3.2.2B1      Produce finished writings to share
  with classmates and/or for publication.
• 3.2.2B2       Produce stories from personal
  experiences.
• 3.2.2B3        Produce a narrative with a
  beginning, middle, and end.
• 3.2.2B4     Write non-fiction pieces such as
  letters, procedures, biographies and reports.
• 3.2.2C1        Use correct end point punctuation.
• 3.2.2C2        Apply basic rules of
  capitalization.
• 3.2.2C3       Use correct spelling of some high
  frequency words.
• 3.2.2C4        Apply sound/symbol relationships
  to writing words.

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NJCCCS Grade 3

• 3.2.3A5      Revise a draft by rereading for
  meaning, narrowing the focus, sequencing,
  elaborating with detail, improving
  openings, closings, and word choice to show
  voice.
• 3.2.3A6      Participate with peers to comment on
  and react to each others writing.
• 3.2.3A10   Edit work for basic spelling and
  mechanics.
• 3.2.3A13   Reflect on own writing, noting
  strengths and areas needing improvement.
• 3.2.3B1     Write a descriptive piece such as a
  description of a person, place or object.
• 3.2.3B2      Write a narrative piece based on
  personal experiences.
• 3.2.3B3      Write a non-fiction piece and/or
  simple informational report across the
  curriculum.
• 3.2.3B4      Present and discuss writing with
  other students.
• 3.2.3C1      Use Standard English conventions
  that are developmentally appropriate to the grade
  level sentences, punctuation,
  capitalization, and spelling.
• 3.2.3C2      Use grade-appropriate knowledge of
  English grammar and usage to craft writing, such
  as singular and plural nouns, subject/verb
  agreement, and appropriate parts of speech.
• 3.2.3C4      Develop knowledge of English
  spelling through the use of patterns, structural
  analysis, and high frequency words.
• 3.2.3D1      Write for a variety of purposes
  (e.g., to inform, entertain, persuade) and
  audiences (e.g., self, peers, community).
• 3.2.3D3      Generate ideas for writing in a
  variety of situations and across the curriculum.
• 3.2.3D4      Write to express thoughts and ideas,
  to share experiences, and to communicate
  socially.
• 3.2.3D6      Produce writing that demonstrates
  the use of a variety of sentence types, such as
  declarative, interrogative, exclamatory,
  and imperative.
• 3.2.3D7      Respond to literature through
  writing to demonstrate an understanding of a
  text.
• 3.2.3D8      Write narrative text (e.g.,
  realistic, humorous, etc.).
• 3.2.3D9      Write non-fiction text such as
  reports, procedures and letters.

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Using the Work Space

• Folded paper with room for working out the
  writing before the final write
• Resources around the room- alphabet charts, word
  walls, etc.
• Name chart
• Previously completed interactive writing samples

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Extending the Learning

• Always follow up with an independent writing
  period so that students can practice the skills
  they are learning
• Review a word feature that you have discussed
  during your lesson and encourage students to
  apply it during independent writing period
• Reread during shared reading period
• Post and use as part of read around the room
  activity
• Using a completed piece, create a mural and add
  text on sentence strips

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Lets try it.

• Choose a content area book or a selection from
  your comprehensive reading program and re-read it
  several times.
• Develop a purpose for writing. Start with a
  simple plan that you can complete in a few days.
• Decide on what kind of art work your students
  will complete, if any, to enhance the piece.
• Create the rules and procedures you will expect
  your students to follow during interactive
  writing.

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Panel Review

• What are the important components of interactive
  writing?
• What role does interactive writing play in
  demonstrating to students how reading and writing
  are connected?
• How can we integrate interactive writing into our
  classrooms on a daily basis?

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References and Resources

• McCarrier, A., Fountas, I. Pinell, G.S. (2000).
  Interactive writing How language and literacy
  come together, K-2. Portsmouth, NH Heinemann.
• Peregoy, S. Boyle, O. (2005). Reading, writing
  and learning in ESL. New York, NY Pearson
  Learning.

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Video Observation

• Student Engagement
• Teacher Behavior
• Classroom Environment