1. Interactive Literacy How Language & Literacy Come Together, K-2
Andrea McCarrier, Gay Su Pinnell & Irene c. Fountas
Kelly Brooks, Rachel Fishbein, Dan Johnson,
Jane Levy, Nicole Lopez, Abby Rock
ERDG Fall 2009

2. Interactive writing is an instructional context in which a teacher shares a pen- literally and figuratively-with a group of children as they collaboratively compose and construct a written message.
McCarrier, Pinnell, Fountas 2000, p. 4

3. Purposes of Interactive Writing
Provides modeling that help young writers to grow in their own writing
Invites children to participate in the act of writing
Encourages young writers to notice the details of writing
Bridge between oral and written language; language and literacy come together

4. What is Interactive Writing?
Section 1: Chapter 1

5. Emergent Writers Experience Talking Composing Constructing Rereading
Summarizing
Revisiting
Extending

6. Values
All students are involved in meeting challenges with developing strategies
The process is supported by meaningful conversation (McCarrier, Pinnell, Fountas 2000)

7. Features Grouping Children Writing for Authentic Purposes
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 and Writing Processes
Recursion and Comprehension
Teaching Explicitly

8. Interactive Cookies!

9. Language and Literacy learning: The role of interactive writing
Section 1: Chapter 2

10. Helping Children Build a Reading Process
Interactive Read-Aloud
Shared Reading
Literature Discussion
Guided Reading
Buddy Reading
Independent Reading

11. Helping Children Build a Writing Process
Language Experience
Shared Writing
Interactive Writing
Independent Writing

12. Comparing the Processes
Purposes
Context
Roles
Text Readability
Art
Spelling and Other Conventions
Uses of the Finished Product

13. Organizing Space and Materials to support interactive writing
Section 1: Chapter 3

14. Organizing Space Space for Group Meeting Space for Display Name Chart
Alphabet Linking Chart
Poems or Stories for Shared Reading
Word Wall
Word Charts
Completed/In-Progress Work

15. Equipment, Tools, and Materials
Easel
Paper
Markers
Correction Tape
Magnetic Letters
Magna Doodle
Whiteboard
Pointers

16. References and Resources
Name Chart
Alphabet Linking Chart
Word Wall
Word Charts

17. Getting started with interactive writing
Section 1: Chapter 4

18. Getting Started Planning Time
Scheduling Time
Creating an Interactive Learning Community
Seating
Establishing the Classroom Routines
Step-by-Step Plans for Getting Started
Kindergarten
First Grade
Communicating with Administrators
Communicating with Parents
Letters and Newsletters
Assessing Your Own Teaching

19. Sharing the pen with young writers
Section 2: Chapters 5-8

20. Sharing the Pen with young writers

21. Advantages of using interactive writing in : Spontaneous ways
Interactive Writing is a tool that can be used at any time during the school day.
Advantages of using interactive writing in :
Spontaneous ways
Planned projects
Here I will give an example from Ida’s class. Peanut Butter and Jelly example. Figure 5-1

22. Essential Elements of Interactive Writing
Provide a base of active learning experiences.
I will talk briefly about each element and its importance. 2-3 mins
Insert figure 5-3 as an example.

23. Talking to Establish Purpose
Meaningful talk permeates every learning experience that goes on in the classroom.

24. Constructing a Text
Composition is a critical part of instruction in interactive writing.
Text construction includes writing the actual words, letter by letter; arranging words in space on the page; and using conventions such as space, capitalization and punctuation to make the text readable.
Example figure 7-5a how to make a funny face

25. Constructing a Text con’t
Reread, revise, and proofread the text.
Revisit the text to support word solving.
Summarize the learning
Extend the learning.

26. Interactive Writing in a 2nd Grade Classroom
Video

27. Young Writers engage in literacy
Section 3: Chapter 9-11

28. Introduce Children to a Variety of Genres
Children’s books
Children learn to manipulate the ideas they encounter in a text
Nursery Rhymes and Songs
Through songs and rhymes, children develop phonemic awareness
Expository Texts
The writing of expository text builds on interesting, enjoyable, common experiences that are surrounded by exciting talk.
Hearing a variety of literature teaches children that authors write for various purposes, and their style will vary depending on the genre they are writing.
Children will internalize the organizational features of different kinds of writing authors use and can use these features in their own writing
Children’s books:
Going back brings their attention to different aspects of the author’s writing (language, illustrations, layout, etc)
“trying on the language of the author”, using words or phrases that an author uses in their own text
Nursery Rhymes:
The primary goal of using rhymes, poems, and songs is to help children achieve control of enjoyable pieces of language. It will make them aware of the sounds of language and help them begin to connect letters and sounds
Expository Texts:
Importance of Expository Texts:
People use functional writing in their everyday lives. Writing is a tool that is deeply interwoven with life in our society and supports social conventions and communication.
People use informational writing as a tool for inquiry.

29. Types of Expository Texts
Description
Temporal Sequence
Explanation
Compare/Contrast
Definition
Problem/Solution
Social Convention
Description
Used to describe places, objects, people, and events
In interactive writing, children are asked to think about how something looks or how they felt at a certain time, to add details, and organize the text so it makes sense to others
2. Temporal Sequence
Describe a sequence of events over time.
The process of interactive writing is facilitated if the children have really experienced what they are writing about (making a peanut butter and jelly sandwich)
Explanation
To predict cause and effect or to explain the reasons for an event
4. Compare/Contrast 
To compare and contrast characters, events, and texts
Through experiences and talk, children are encouraged to notice similarities and differences
Definition
Offer definitions and explanations to clarify concepts and ideas
6. Problem/Solution
To identify and analyze problems, pose solutions, and document results
Children can identify problems, document them through interactive writing, identify possible solutions, test the solutions, and come to conclusions
7. Social Convention
Writing accompanies almost every human activity – we write lists, write messages, label things, make maps, etc.
Interactive writing can be used for just about any kind of functional writing that would appear in a classroom – writing rules and procedures, labeling things, writing letters, making lists, etc

30. Creating a Readable Text
Expository texts created through interactive writing can serve as reading texts for children.
Makes difficult text become accessible to children
Texts emerge from children’s experiences and the texts are for reading again and again.
Topics are familiar and well explored
The written language has been supported by talk
Children participated in composing and constructing the piece
Children have read the piece many times in shared reading
The primary goal is to get them to become familiar with the structure and purpose of informational texts.

31. Uses of Expository Writing in the Process of Inquiry
Writing is a tool for thinking and guiding action.
In expository writing, children are focused on finding out something, comparing something, or observing something interesting.
Writing helps them record and remember their thoughts as well as to communicate their findings.
Reporting results involves thinking, planning, and organizing

32. Writing and Reading Expository Text
“We learn to write from the company we keep”
Participating in the construction of simple texts supports children’s internalization of the important characteristics of expository text that they will be required to know and use in schooling and throughout their lives.
We borrow structures and techniques from the writers that we experience.
Children connect writing and reading as they engage in learning experiences involving inquiry and information gathering and then write a record of their thinking.

33. Young Writers Engage in the literacy Journey
“Interactive writing involves dynamic decision making related to the strengths and needs of the children and kinds of texts selected for writing.” (pg. 167)
Section 4: Chapters 12-14

34. Knowing Your Learners: The Foundation for Effective Teaching
“As a teacher, you must recognize the strengths and needs of individuals, and draw out common patterns across small or whole-class groups to guide your lesson planning” pg. 169
Assessment
Observations
Writing Samples
Dictation
All assessment should be used when creating and implementing lessons
It is also important to use assessment after using interactive writing
The goal of interactive writing is to get students to work independently after developing skills through interactive writing.
Assessment: assessment can be done through observation it is important as a teacher to take notes when observing a child you can use these notes to decide what needs to be discussed in an interactive writing session
Writing samples- it is okay to assign a topic for students to write about and use the responses as an assessment tool, whatever the topic is though it should be simple and relatable to write about, something from their own experiences
Dictation- “simply dictate one or two sentences to the children as a group. Ask them to write for themselves without conferring with others. Instruct them to attempt words they do not know and to use everything they know about writing. Collect the papers for later examination.” (pg. 171)

35. Making Decisions for Effective Teaching
Aspects of teacher decision making
Content of text
Length of text
Pacing and message production
Choice of language
Teaching points during message construction
Writing format
Whole or small group
It is important to use prompts to help students word solve during an interactive writing session
Always review the text that was created during the interactive writing process
This will “reinforce or extend learning”
Content of text- The content of the text that you will create in an interactive writing group should be based on the students experiences and interests
Length of text- “Length of text refers to the amount to be written in a single lesson as well as to the length of sentences with which beginners must deal.” pg 189
Pacing and Message Production- this deals with the time given to the created text and what you will be writing, it is important to keep the pace going to keep students interested in the lesson
Choice of language- “Interactive writing can be used to expand language and model different ways of using language, but it is not intended to be a “grammar lesson” (pg 189) it is important to allow the students to write the piece with you as the teacher guiding them and not correcting every little thing, allowing the story to be in the children’s words will help them feel ownership of the piece that was created.
Teaching points during message construction- it is important to chose specific things that will help the whole group to focus on during an interactive writing session rather than something that will help one individual
Writing Format- It is important to put a lot of planning into an interactive writing lesson, going along with planning a teacher needs to make sure the materials fit with the lesson. The Interactive Writing book gives an example of getting paper that is too narrow and students can only fit two to three words on a line
Whole or Small Group- As I said before it is important to teach things the class as a whole may need help with rather than one individual person, however a teacher can use interactive writing in a small group for those students that may need further clarifying. Also when in a group it is important to remember things from your own observations of the student. For example if Greg is just learning to form the letter g a teacher may call him up to start the word going as stated in the text this not only helps Greg but it helps the rest of the group connect the letter g with Greg’s name and the sound it creates.

36. Adjusting Interactive Writing as Writers Change Over Time
“Because children are continually developing, interactive writing lessons must continually be adjusted.” (pg. 203)
Categories of readers
Emergent
Early
Transitional
Self-extending
“The goal is to support them in using what they know to get to what they do not yet know” (pg. 204)
It is important to keep vary interactive writing workshops
Emergent readers and writers: when students start pre-school or kindergarten they do not know much about writing but that knowledge will grow; they have experienced print in many different ways weather it be a sign or a book read to them at night. Some characteristics of emergent readers and writers that the text gave were they “rely on language and meaning as they read simple texts, or texts having only one or two lines of print. They are just beginning to control early behaviors such as matching spoken words one by one with written words, knowledge of how print is arranged on pages, and moving left to right in reading. Emergent writers are learning that what they say and think can be expressed in written language, they are also beginning to realize that writing letters and words is essential for producing a message that someone else can read, and they may learn to represent their names (or parts of names) and a few high-frequency words.” When working with emergent writers in interactive writing the “main goal is to make them aware of the process of writing and its purposes” “Another goal is to help them make beginning connections between their own oral language and the graphic symbols that represent language.” (pg. 207)
Early readers and writers: some characteristics of early readers and writers that the text gave were that they achieved control of early behaviors such as directionality and word by word matching. They have developed systems for learning words in reading and can use letter sound relationships in coordination with their own sense of language. When working with these type of writers “can handle more complicated and longer texts produced in interactive writing than they could in their independent writing.”
Transitional readers and writers: some characteristics of transitional readers and writers discussed in the text were that they produce longer pieces of writing; they have a large body of words that they know and can write quickly and they are able to use many strategies to spell words they are unfamiliar with. When working with transitional writers interactive writing can be used to show different kind of writing and ways to prepare to start writing, such as an outline.
Self-extending readers and writers: These are the most high functioning types of readers and writers, as said in the text they have systems for learning more words and learning more about words. It seems that at this stage interactive writing would no longer be useful however it can be used to work on more difficult texts. “Through interactive writing, children can learn how to summarize events, state conclusions, make comparisons, and provide supporting details for arguments” (pg 216)

37. The Foundations of Effective Writing Practice
Section 5: Chapter 15

38. Using Interactive Writing as a tool for Learning
A Wall Story Map
Using Shared Experiences
Documenting an investigation

39. A Wall Story Map Kindergarten Read Aloud Rain, by Robert Kalan
Different Colors, Rainbow
Internal Consistency

40. Shared Experiences Trip to see apples Saw different kinds of apples
Discussed ways to prepare apples
Made Applesauce

41. Interactive Writing with Shared Experiences
A graph of their favorite kind of apple
A description of what they saw on their walk
A list of ingredients for applesauce

42. Documenting an Investigation
Life Cycle of a Butterfly
Recorded observations each day
Sequence of change
Word Cards

43. Active, Social, Constructive Learning
Learn By Doing
Guided Participation
Apprenticeship Learning

44. Buy This Book!
Text is a balance between the “why” and the “how to” of Interactive Literacy
Interactive Literacy is an approach that can help bridge the great divide between “authentic writing” and “direct phonics skill instruction”
Wealth of resources, ideas for lessons, and suggestions for your own professional development