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1. About Interactive
Writing
What single teaching method can be used to
support the development of phonological skills
and help children attach meaning to print? How
can teachers develop a lesson that allows whole
group instruction and individual attention at the
same time? How can the teacher practice skills
without losing the excitement and enthusiasm of
the class? How can we learn to read and write and
still have fun? The answer to these questions is
interactive writing.
Interactive writing is a cooperative event in which
teacher and children jointly compose and write text.
Not only do they share the decision about what they
are going to write, they also share the duties of
scribe. The teacher uses the interactive writing session to model reading and writing strategies
as he or she engages children in creating text.
Interactive writing can be used to demonstrate concepts about print, develop strategies, and
learn how words work. It provides children with opportunities to hear sounds in words and
connect those sounds with corresponding letters. Students are engaged in the encoding process
of writing and the decoding process of reading, all within the same piece of text. Interactive
writing is a unique opportunity to help children see
the relationship between reading and writing.
During the interactive writing process, students
and the teacher talk about what they are going to
write. The teacher serves as the facilitator of the
discussion—guiding, modeling, adding,
summarizing, confirming, combining, and
synthesizing the children’s ideas. As the actual
writing begins, many opportunities for specific
teaching are available. The goal is to get the
children’s thoughts on paper, discussing the topic
and the process of writing, dealing with the
INTERACTIVE WRITING & INTERACTIVE EDITING 1
INTERACTIVE WRITING IS:
Negotiating the composition
of texts
Collaborating in the
construction of text
Using the conventions of print
Reading and rereading texts
Searching, checking, and
confirming while reading
and writing
USES OF INTERACTIVE WRITING
Direct and explicit instruction in
phonology and word analysis
Teach children how written
text works
Teach children the connections
between what we write and read
conventions of print, and working
on grammar, spelling, punctuation,
letter formation, phonics, and
voice. As children become more
proficient writers, lessons can focus
on style and writing for different
purposes.
The finished writing is displayed in
a way that allows for continued use
as a text for shared reading or
independent reading. The work is
not as neat as teacher writing or
commercial posters, but children
are more likely to use it as a source
of information because of the
ownership that comes with their involvement in the
writing process. The goal of interactive writing is
that the skills learned will transfer to students’
independent writing and support the development
of reading skills as well.
There is no one right way to do interactive writing.
Interactive writing involves teacher choices based
on observation of student needs, and uses the
grade level curriculum and district and state
standards. Teachers can begin with basic
procedures and use interactive writing for more
advanced purposes as they become more familiar
with the procedures.
2 INTERACTIVE WRITING & INTERACTIVE EDITING
VALUES OF INTERACTIVE WRITING
Demonstrates concepts about
print, early strategies, and
how words work
Provides opportunities to hear
sounds in words and connect
sounds with letters
Helps children understand the
decoding and encoding
process in reading and writing
Increases spelling knowledge
Activities INTERACTIVE WRITING & INTERACTIVE EDITING 25
Goal Students will point to each word as it is read orally.
Areas of Study Language Arts, Social Studies
Interactive Writing Type Negotiation
Resources Variety of books about farms Enlarged picture of a farmer
Lessons
- Read aloud many books about farms.
- Ask the students to share what they know about farmers.
- Talk about how farmers look and how their clothes and tools are different than other community helpers.
- Using an enlarged shape of a farmer, negotiate labels for the farmer’s clothes. Make sure the labels include adjectives so that the text is composed of short phrases rather than single words.
- As each new label is negotiated, make sure to count each word so that the students are made of aware of word boundaries. - Reread the text with the students frequently, demonstrating how to point to each word as it is read. - Encourage the children to practice one-to-one matching by asking individuals to point and lead the class in reading.
Extensions
- Create a literacy center that allows students to practice one- to-one matching skills. Provide a variety of pointers that they can use to “Read the Room,” pointing to words as they read.
- Encourage the students to write additional text about farms and farmers.
Additional Resources Brown, M.W. Big Red Barn. HarperCollins Children’s Books,
- ISBN 0060207485 Ember, K., and Kleinberg, N. Old MacDonald Had A Farm. Western Publishing Company, Inc., 1997. ISBN 0307988066 Sloat, T. Farmer Brown Goes Round and Round. Darling Kindersley Publishing, Inc., 1999. ISBN 0789425122 Tafuri, N. This Is The Farmer. Greenwillow Books, 1994. ISBN 0688094686 Waddell, M. Farmer Duck. Candlewick Press, 1996. ISBN 1564025969
Activity 7
Concepts about Print
One-to-one Matching
Children often
return to their own
writing to read
while pointing
carefully to
each word.
Activities INTERACTIVE WRITING & INTERACTIVE EDITING 35
Goal Students will hear and identify rhyming words.
Areas of Study Language Arts, Nursery Rhymes
Interactive Writing Type Transcription
Resources Various nursery rhyme books Large shape of nursery rhyme character Magna Doodle
Lessons
- Read aloud many nursery rhymes. Encourage the students to join in, singing and chanting rhymes.
- Reread the same rhymes many times, until the students become familiar with the nursery rhymes. On subsequent readings, pause at the rhyming words to see if the students begin to supply missing words.
- As the students are able to recite each of the nursery rhymes, engage them in an interactive writing of the rhymes.
- Discuss the idea that we can write and read things that we think and say.
- Talk about why the piece is called a rhyme, and point out the words that rhyme.
- When writing the rhyming words, elicit other rhyming words from the students.
- Write these additional rhyming words on the Magna Doodle, or have the students hear and recognize the rhyme at an aural level.
Extensions
- Reduce the actual interactive writing piece on a copy machine. Make copies that the students can keep in individual poetry books. Illustrate and read rhymes during independent reading time.
- Create literacy centers that focus on the nursery rhymes. Students can recite the rhymes while manipulating flannel board pieces, or they can create puppets to use for role- playing. - Create and paint nursery rhyme characters to add to the interactive writing display.
Additional Resources Opie, I. My Mother Goose Library. Candlewick Press, 2000. ISBN 076361178 Trapani, I. The Itsy Bitsy Spider. Charlesbridge Publishing, Inc.,
- ISBN 1879085771 Trelease, J., and Prelutsky, J. Read Aloud Rhymes For the Very Young. Alfred A. Knopf, 1986. ISBN 0394872185 Wright, B. F. The Real Mother Goose. Scholastic, Inc., 1994. ISBN 0590225170
Activity 17
Phonemic Awareness & Phonics
Rhyming
This nursery rhyme was sung, chanted, and read aloud many times before the actual interactive writing lesson took place.
56 INTERACTIVE WRITING & INTERACTIVE EDITING Activities
Goal Students will recognize and identify parts of speech.
Area of Study Language Arts
Interactive Writing Type Negotiation
Resources Shared readings, poems, and short stories in a variety of genre
Lessons
- Select a shared reading piece that has many examples of a particular part of speech.
- Focus the students’ attention on one part of speech at a time. Read the text together and help them identify the appropriate words.
- Provide many opportunities for the students to learn about each part of speech through the context of many texts.
- During subsequent rereadings, encourage the students to demonstrate understanding by using movement activities. They might act out verbs or clap nouns.
- Negotiate a class definition of a part of speech you have been learning about. Interactively write the class constructed definition and display this in the classroom as a reference.
- Go through this same process while the students learn other parts of speech.
Extensions
- Create a literacy center that allows students to practice identifying parts of speech. They can search through familiar shared readings or interactive writing to locate specified parts of speech. These can be recorded on sheets of paper.
- Challenge the students to read a passage of text from a content area textbook and list all the words of a particular part of speech.
- During independent writing, encourage the students to use what they have learned to make their writing more interesting.
Additional Resources Cleary, B. A Mink, a Fink, a Skating Rink: What is a Noun? Lerner Publishing Group, 2000. ISBN 1575054175
Heller, R. Up, Up, and Away: A Book about Adverbs. Putnam Publishing Group, 1998. ISBN 0698116631 Heller, R. Many Luscious Lollipops: A Book about Adjectives. Putnam Publishing Group, 1991. ISBN 0448031515 Katz, B. 25 Great Grammar Poems and Activities. Scholastic, Inc., 1999. ISBN 0590983652 Maizels, J., and Petty, K. The Amazing Pop-Up Grammar Book. Penguin, USA, 1996. ISBN 0525455809
Activity 38
Written Language Conventions
Parts of Speech
There is no doubt that this class of third graders knows the definition and usage of nouns, adverbs, and adjectives.
Activities INTERACTIVE WRITING & INTERACTIVE EDITING 71
Goal Students will learn to organize sentences into paragraphs.
Areas of Study Language Arts, Science
Interactive Writing Type Negotiation
Resources Nonfiction texts about the human body Variety of media about the human body Familiar shared reading pieces that are organized into paragraphs
Lessons
- During a unit of study about the human body, engage the students in numerous activities to build concept knowledge. Initiate discussions through the use of a variety of media, including read aloud books, films, posters, and slides.
- Using familiar shared reading pieces, focus the students’ attention on the construction of a paragraph. Examine several familiar shared readings to see how authors present a main idea and use additional facts to support a topic statement. Locate topic sentences and describe their role in the paragraph.
- Introduce the students to the idea of brainstorming as a way to organize thoughts before writing. Help them to interactively write brainstorming charts, using knowledge gained in the current unit of study. During brainstorming, identify the main idea and supporting details.
- Use brainstorming charts to structure the interactive writing of paragraphs about parts of the human body.
- Refer to brainstorming charts as a resource frequently throughout the writing of paragraphs, and encourage the students to do the same when they are writing independently.
Extensions
- Create a literacy center that allows the students to practice writing paragraphs. Provide copies of the interactively written brainstorming charts. The students will write paragraphs, using the brainstorming charts as a guide. - Encourage the students to research their own topics of interest and use the brainstorming strategy as a way to organize thoughts for writing paragraphs. - Have the students use the brainstorming lists to write their own pieces about the human body.
Additional Resources Arnold, T. Parts. Dial Books For Young Readers, 1997. ISBN 0803720408 Barnes, K., and Weston, S. How It Works: The Human Body. Barnes & Nobles Books, ISBN 0760704287 Cole, J., and Deger, B. The Magic School Bus Inside the Human Body. Scholastic, Inc., 1990. ISBN 0590414275
Activity 53
Writing Process
Paragraph Development
Students used brainstorming to construct multiple paragraphs about the human body.
