Interactive Writing : Making Decisions For Young Learners

1120 WordsApr 14, 20155 Pages
Interactive Writing Pinnell, G. S. (2001). Shared and interactive writing: Making decisions to support young learners. Ohio Journal of the English Language Arts, 41(2), 8-17. This article describes the main features of interactive writing as well as the instructional implications of this model. Pinnell (2001) tells how interactive writing lessons can incorporate instruction on a variety of skills (such as determining a purpose for writing, conventions, and phonics) with opportunities for students to actively participate (with scaffolding) in the writing process. Pinnell (2001) uses the term “components” to describe the recursive nature of the key features found in Interactive Writing (p. 10). The composing component helps children…show more content…
In order to keep the pace of the lesson engaging for students, the teacher should determine words that would be instructionally important, and invite students to write these words. These types of words selected for students to write will change as the skills of the class advance. Constructing the message also offers opportunities for teacher to provide explicit print convention instruction in the context of the message. While demonstrating conventions such as spacing, capitalization, and punctuation, the teacher can “think aloud” while modeling the convention. Eventually, students will be asked to show these conventions during interactive writing instruction as well as in their independent writing. Constructing the text also incorporates shared reading, as the message is read several times with the teacher or a student referencing the text as the class reads along. Phonics and spelling instruction should be embedded throughout interactive writing instruction. Writing the message provides practical purposes for applying letter-sound knowledge. After creating a text through the interactive writing process, Pinnell (2001) recommends displaying the text in the classroom. These displays affirm students’ views of themselves as writers, as they can see texts they helped to create and produce. The texts also remind students of the numerous purposes for writing. Additionally, students can reference the interactive
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