Shannon's 530 Final Project: Writing

Written Language/Spelling

Instruction that segments beginning reading and writing does not facilitate comprehension that there is a link between the two. Producing print through writing and comprehending its message through reading must be the main goal of the writing program. A young child learns to read and write using knowledge gained from spoken language (Clay, 2000).

The starting point of curiosity about written language is a child's interest in scribbling and drawing, copying objects and letters of the alphabet. Emergent writers tend to be strategic in emergent forms of writing. Emergent writing continuum is typified by initial attempts at scribbling. Early efforts in this “non conventional” writing demonstrate early applications of concepts of writing (Harste and Woodward, 1994). Emergent writing progresses from simplistic, near approximation, accurate representations of the relationship between letters and the sounds for which they stand. (Dyson, 1988;Teale,1978).

In a classroom filled with print, children learn a great deal about features of written language (National Parent Information Network, 1996). They learn to differentiate writing from pictures. They learn to think about written language and all that it may encompass. As a result of the discovery that print is composed of unique letters, children gradually become aware of the space between words. These discoveries take place over time through exposure to authentic print and writing activities (Hiebert et al., 1998).

Providing manipulative plastic letters or alphabet tiles inspires students to begin to make words as their understanding of sound/symbol develops. Scribbling, drawing, copying, and invented spelling are all important steps on the continuum toward early literacy acquisition.

Richgels (1986), conducted a study with Kindergarten students to determine whether some alphabet knowledge is related to invented spelling ability and whether an extreme degree of “meta-phonological awareness” is a prerequisite to invented spelling. Results of the study indicated that alphabetic knowledge was found to relate to “invented spelling” ability; metalinguistic awareness of letter-sound correspondence was not. Oftentimes teachers assume that students must have a strong letter-sound correspondence prior to encouraging (or at times allowing) students undertake the “magic” that invented spelling encompasses.

Similar to oral language, spelling proceeds from simple to more complex activities. A reshaping of cognitive structures occurs at each level. Teachers must be aware of the developmental nature of spelling to be able to identify at which stage each of their students are currently functioning, thus enabling them to make diagnostic judgments and provide appropriate informal instruction and strategies (Gentry, 1981). Regardless of the stage at which the young learner is currently functioning, it is important that they be immerged in a language environment where language experiences, as well as creative and independent writing are promoted and encouraged.

Language experience stories involve the teacher writing down what a child dictates as the children watch, the student then illustrates their entry. There are differing viewpoint as to whether the teacher should write down the exact wording and phrasing, or transcribe it using “proper English and grammar”. Another very effective routine that serves the purpose of encouraging experimenting with writing is to engage each child in daily journal writing experiences – a variety of stages of writing would be evident which would serve as a means of ongoing authentic assessment.

Integrating the Language experience Approach (LEA) and invented spelling is a practical approach to teaching writing and reading in Kindergarten. Several stages of spelling can be found in most Kindergarten classes. Students who are functioning in early phonetic, phonetic and transitional spelling stages can be called inventive spellers. Inventive spellers have some of the skills needed to decode words they have written (Coate and Castle, 1989; Cunningham and Cunningham, 1992).

The benefits of integrating LEA and invented spelling are multifaceted. Conventions of print – words and sentences are read and written left to right, letter/sound knowledge, concept of “wordness” groups of letters form words, sentences are comprised of words with spaces between them, all are reinforced in this authentic literacy approach (Coate and Castle, 1989).

“Making Words”(Cunningham and Cunningham, 1992) is a group guided invented spelling instructional strategy. “Making Words” is a very effective means of phonemic awareness training and encourages discovery of how the alphabetic system words. The strategy incorporates letter patterns, rhyming words, plurals, etc. Classrooms in which “Making Words” and writing with invented spelling are being used side by side are having encouraging results on the decoding abilities of the student without traditional phonics.

Word Sorting think –alouds (Fresch 2000/2001), have been used to collect systematic observations about higher-level processes and to improve children's metacognitive abilities. Student's think-alouds are used to provide a window on the process of sorting. Data is gathered while students are engaged in word sorting strategies. The information gathered from these think-alouds is used to tailor instruction to meet individual students' needs. This hands-on activity focuses on active, thoughtful problem solving that help students compare and contrast various aspects of language. Word sorting activities can be used at the emergent and early reading stages, as they are an enjoyable means of facilitating phonemic awareness as well as emergent spelling.

Word Walls (Cunningham, 1995; Wagstaff, 1998), are utilized in various ways. One very effective way is culling sight words and high interest words from the context of daily shared reading and shared writing activities that are then gradually added to an ABC Wall, which becomes a permanent resource for the students.

Inventive spelling, also referred to as inventive writing evolves along with a child's desire to read and write using knowledge gained from spoken language (Clay, 1996). Pro's and cons of invented spelling are widespread among educators. It's important to encourage students at each stage of the continuum while working towards conventional print. Let them know that their unconventional writing is a great beginning, model authentic writing throughout the day. Many young children compare their own writing to text they are reading and begin to discover conventions print on their own.

Students require many experiences with print in order to facilitate an understanding of how speech and print are related and how print itself is arranged (Bousa, Thompson and Farlow, 1997). Present various opportunities for young learners to write, draw pictures, and if developmentally ready label them in some way. Emergent writing needs to be encouraged and praised each step of the way. Free-writing where the students choose a topic would be developmentally appropriate at this time.

Morning Message (Routman, 1991), is designed to integrate reading, writing, listening, and speaking. The teacher writes a message to the students – typically informative in nature. After the children read the message they are encouraged to contribute additional ideas. Using shared writing, sentences are added to the message. Executing “morning message” (Bousa, Thompson and Farlow, 1997) is a time that involves teacher – written and child-dictated writing. This activity will be modeled overtime, carefully scaffolding before and often during individual children taking turns during the informal “activity” which most children anxiously look forward to. At this time phonemic awareness, early reading and writing conventions are “taught” embedded within the activity.

Provide numerous opportunities, both directed and non-directed that allows the child to discover that writing is multifunctional. Oftentimes connecting activities to personally relevant material is highly motivational. Prepare activities that involve writing for a purpose - communications with family or friends via greeting cards, notes, pictures with invented spelling. Literacy props in writing centers should be judged for appropriateness, authenticity and utility. Activity centers with themes, such as those that provide for contextualized writing opportunities (Richgels, 1987) such as receipts at restaurant play centers, prescriptions at doctors or veterinarian centers, etc.

At the writing center students find themselves surrounded by numerous types of writing materials. A well-stocked writing center would include various writing implements, writing materials paper, construction paper, cards, recipe cards and greeting cards, stationary for letters. The center could have a theme, such as one that complements the current curriculum.

“Unlike other centers” the writing center offers activities that necessitate initial support and guidance from adults in various degrees - monitoring, encouraging, reinforcing connections between oral and written language. A savvy teacher knows when to begin to “wean themselves away”. Informal interactions reinforce student's ideas about the concepts of print while motivating them to continue to integrate the processes of language that are involved. As a “play partner” a teacher takes advantage of opportunities to “turn hypothetical writing talk into real writing talk (Richgels, 1987).

Writing instruction that is authentic and meaningful motivates children to want to learn to write. Students are taught to form letters and write words in sentences. Different types of writing such as stories and informational text are modeled. Spelling and grammar are “taught” simultaneously. Introduce collaborative stories, make use of think-alouds, provide numerous authentic writing events, both directed and non-directed that permit the student to discover that writing is multifunctional.

Kindergarten students love the opportunity to have “author's chair” time. Modeling positive responses to the authors work before implementing “authors chair” is extremely important. Use of the “author's chair” is a fabulous means for the emergent writer to feel that their efforts are important, their ideas have merit, as their classmates listen appreciatively and sharing ensues; all students learn from this natural, authentic experience.

Publishing students written pieces in a class book that is placed in a prominent yet accessible place sends students the message that their efforts are worthy and that their writings will be read and understood by others. School-wide programs that offer young writers the opportunity to showcase their work in the school building for a “Writing Gala” evening would truly be a rewarding and exciting time for the young authors and guests. Use of writing home/school incentives such as “Traveling Tales” (Reutzel and Fawson, 1990) is just one of many effective approaches for involving parents with their child's writing development.