![]() ![]() Ideally, you can set up a carpeted space in front of the chart, as meeting on the carpet sets a tone for the activity and contributes to a sense of community. Rethinking where IW takes place in the classroom may help often, the flow of traffic to and from the IW text needs streamlining. This may sound trivial, but if it takes a child 15 minutes to come up and add a letter or a word to the text we are creating, chances are I will have some time management issues on hand. At the beginning of the year, I have children practice how to come up to and participate on the IW chart. The plan begins with clearly established routines and procedures. “The apparent spontaneity of responsive teaching is actually built on a plan.” Model Routines: Tackling Traffic Yes, the apparent spontaneity of responsive teaching is actually built on a plan. Yet here’s the thing I want you to know-my brain can’t go at lightning speed unless it is “freed up” to focus on instruction. There are many opportunities to differentiate instruction for individuals, and making the best in-the-moment teaching decisions keeps my brain going at lightning speed. So, planning for this literacy activity is paramount to its success. ![]() In fact, I often feel like I have run a marathon after an IW session. For now, let’s focus on the 3Ms of managing it successfully. If you are interested in learning how to implement IW, much more advice can be found in my book Interactive Writing: Developing Readers Through Writing (Benchmark Education, 2020). Whatever the selected genre and form, the ensuing conversation with students provides rich opportunities to support language development including, background knowledge and vocabulary. The message you write can be a daily classroom recap at the end of the day (one of my favorites because when children are questioned about what happened at school instead of saying nothing, the day’s highlights are fresh in their minds) the results of a science experiment a letter to a favorite author, or any topic that is meaningful to children. IW is an amazing back-to-school routine, helping to develop a sense of classroom community. Furthermore, every type of co-created IW text becomes a source of reading material that children can go back and revisit and reread independently. Making these connections provides students with new alternatives when they are problem-solving while reading. The teacher also demonstrates how the students can take this same action when reading. During the writing, the teacher purposefully uses examples that show students how to hear and record larger, more efficient units of information. After the students are finished with the text, the teacher asks them a question about the main character, and together they engage in IW to generate a statement in response to the reading.Īs the teacher and students record the statement, the teacher keeps in mind the unproductive word-solving she saw. Noticing this, the teacher quickly records these observations. Perhaps they are trying to sound out words letter by letter which, given the irregular nature of the English language, is not always productive. For example, imagine students in a small reading group are having difficulty solving unknown words. What makes it so powerful as a writing and reading practice is all teachers can do to steer the experience based on the observed strengths and needs during reading instruction. Interactive writing highlights the writing process for children and the importance of writing to communicate a message. As simple as it looks, the conversation that leads to the negotiated text advance students’ understanding of complex language concepts. The experience is designed to model how language and print work in tandem. Interactive writing is immediate, personal, and relatable. Interactive writing capitalizes on the children’s ideas and creates readable texts. Many of us know the most popular kind of interactive writing (IW)-morning message. In addition-and perhaps even more importantly-I am going to reveal what expert teachers do to make the practice effective. Below, I’m sharing strategies for using IW to teach foundational skills such as concepts about print, phonemic awareness, and phonics. Interactive writing (IW) has decades of research behind it, yet many teachers may not recognize the power it has to develop children’s writing and reading skills. ![]()
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