Teaching Writing Skills Alongside the Writing Process: Interactive Writing in the Prekindergarten Classroom
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| Title: | Teaching Writing Skills Alongside the Writing Process: Interactive Writing in the Prekindergarten Classroom |
|---|---|
| Language: | English |
| Authors: | Marilyn Nicol (ORCID |
| Source: | Reading Teacher. 2025 79(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 5 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Early Childhood Education Preschool Education |
| Descriptors: | Writing Instruction, Teaching Methods, Writing Skills, Skill Development, Writing Processes, Beginning Writing, Preschool Children, Preschool Teachers, Teacher Student Relationship, Collaborative Writing, Writing (Composition), Instructional Effectiveness |
| DOI: | 10.1002/trtr.70010 |
| ISSN: | 0034-0561 1936-2714 |
| Abstract: | Interactive writing is a powerful instructional strategy in which the teacher and children "share the pen" to construct a collaboratively composed text. Traditionally, articles have been written detailing how the procedure can be implemented in grades kindergarten through two. We contend that interactive writing can also be an effective tool when used in the prekindergarten classroom. In this article, we share the steps of an interactive writing lesson as well as an example of what each step looks like in Mrs. Esquivel's prekindergarten classroom. We then share how teachers of young children might use the strategy in their own settings. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1475331 |
| Database: | ERIC |
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| FullText | Links: – Type: pdflink Url: https://content.ebscohost.com/cds/retrieve?content=AQICAHj0k_4E0hTGH8RJwT4gCJyBsGNe_WN95AvKlDbXJGqwxwEXYIyTGnfdSDfmGtUD3EyMAAAA4zCB4AYJKoZIhvcNAQcGoIHSMIHPAgEAMIHJBgkqhkiG9w0BBwEwHgYJYIZIAWUDBAEuMBEEDNQUdvNOp_eATsxX6QIBEICBm_SFppake-J76q0lJlTLipDMrkAOKHvMPa8tOvnmjb55hCqQnds_ojSMvYqHt16OuyL2xREHqKkhOYGRTJAwt7U8JPnTNvTSr7nutUfPhmiG-NFU9FP7ETvdavcKIP2YMzfoOthAVG356kqHjHlfOepdS4mqtTVOk2x1v4kSr59gHZaEXLr3L9nXwNkCeDvy4UvwQSALV5sqKPDM Text: Availability: 1 Value: <anid>AN0186163255;ret01jul.25;2025Jun27.04:01;v2.2.500</anid> <title id="AN0186163255-1">Teaching Writing Skills Alongside the Writing Process: Interactive Writing in the Prekindergarten Classroom </title> <p>Interactive writing is a powerful instructional strategy in which the teacher and children "share the pen" to construct a collaboratively composed text. Traditionally, articles have been written detailing how the procedure can be implemented in grades kindergarten through two. We contend that interactive writing can also be an effective tool when used in the prekindergarten classroom. In this article, we share the steps of an interactive writing lesson as well as an example of what each step looks like in Mrs. Esquivel's prekindergarten classroom. We then share how teachers of young children might use the strategy in their own settings.</p> <p>Keywords: early literacy concepts; interactive writing; prekindergarten</p> <p>Preschoolers in Mrs. Esquivel's (pseudonym) class have just read the decodable book Pat's Cats with their teacher. On most days, she would gather the children in the meeting area and ask them to compose something for her to write. Today, however, is different. Today, Mrs. Esquivel will invite several children to the easel to construct the message on a piece of chart paper. The children eagerly wait as they are called up, one at a time, to write a portion of the message. Mrs. Esquivel emphasizes and stretches phonemes as the children match letters to sounds. Once the message is complete, the children reread the sentence aloud while tracking the words with a pointer. Mrs. Esquivel emphasizes left to right directionality when reading and writing as the teaching point of the day.</p> <p>The vignette above illustrates an interactive writing lesson in a prekindergarten class of four‐year‐olds. This engaging instructional technique encourages early childhood‐aged students to generate ideas for writing and collaboratively construct a message with their peers, using a shared pen technique. Young students in prekindergarten are ready to share their stories and experiences; however, typical writing activities for students in preschool focus on handwriting and letter formation (Allington and Gabriel [<reflink idref="bib1" id="ref1">1</reflink>]; Hall et al. [<reflink idref="bib11" id="ref2">11</reflink>]; Hall [<reflink idref="bib10" id="ref3">10</reflink>]). Indeed, Tortorelli et al. ([<reflink idref="bib22" id="ref4">22</reflink>]) and colleagues found that more Common Core State Standards address writing transcription than writing composition and writing concepts. Competency in handwriting and spelling ought to develop alongside composition skills for students to understand the connected nature of spoken and written language (Clay [<reflink idref="bib3" id="ref5">3</reflink>]; Schickendanz and Casbergue [<reflink idref="bib19" id="ref6">19</reflink>]). The teacher's scaffolding is imperative when teaching composition skills, alphabet knowledge, phonemic awareness, phonics, grammar, and concepts about print in prekindergarten classrooms (Hall et al. [<reflink idref="bib11" id="ref7">11</reflink>]; Hall [<reflink idref="bib10" id="ref8">10</reflink>]). The interactive writing method is an effective venue for teaching these concepts; however, it is not often observed in preschool classrooms (Hall [<reflink idref="bib10" id="ref9">10</reflink>]). In this article, we share what interactive writing is and how one teacher, Mrs. Esquivel, implemented it in her prekindergarten classroom.</p> <hd id="AN0186163255-2">What Is Interactive Writing and What Might It Look Like in Prekindergarten?</hd> <p></p> <hd id="AN0186163255-3">Ensuring Excitement: Building on a Shared Experience</hd> <p>Because interactive writing is usually implemented in a whole group setting, the teacher should focus the writing session on a shared experience (Roth and Dabrowski [<reflink idref="bib16" id="ref10">16</reflink>]). Having something common to talk about will excite students and help to ensure more student participation (Fisher and Frey [<reflink idref="bib7" id="ref11">7</reflink>]). Perhaps the class has observed their pollinator garden, experienced new additions to a learning center, or attended an assembly where they watched other children perform a play. The teacher finds a way to work such an experience into the conversation to begin the lesson and allows the excitement to build. Additionally, books can be a springboard for discussion prior to writing together. Maybe the class is especially interested in a recent read‐aloud, as evidenced by their requests to hear it again. The teacher can capitalize on this enthusiasm by soliciting responses to the book or inviting alternative ending ideas.</p> <p>To engage her students and prime them for interactive writing, Ms. Esquivel used a common text the class had read the day prior, "Pop Does the Bop" (Charlesworth 2009) as a conversation starter. She led the class in a discussion of the first sentence of the book, "Pop dances the bop." The words in this sentence are decodable and there are rhyming words; yet the words <emph>Pop</emph> and <emph>bop</emph> were unfamiliar to the children in her class. She defined these terms by connecting them to familiar concepts, and her students offered examples such as, "A pop is like a grandpa," and "I know what a bop is, that's a dance." Ms. Esquivel reported, "I actually wanted them to know what the <emph>bop</emph> was. We pulled up dances from the 50s and 60s. Just making that connection from the book to real life is so important." This class conversation became the context for deeper comprehension as well as the starting point for the composition piece of an interactive writing lesson.</p> <hd id="AN0186163255-4">Extending Language: Composing the Text</hd> <p>When the teacher feels that the time is right, they can guide students in the next step of the writing process. At this point, the teacher and children negotiate a text by orally composing it. The teacher might say, "You know, we could write down what we just talked about. We can write what we say, and someone can read what we have written." Depending upon the nature of the text they are going to write, the teacher can briefly discuss the purpose of the text and who their audience might be. It is important that the teacher possess knowledge of their students' oral language differences (Norbury et al. [<reflink idref="bib14" id="ref12">14</reflink>]; Spencer and Pierce [<reflink idref="bib20" id="ref13">20</reflink>]) and that they do not take liberties to alter the students' composition so that they are later able to read the text. There should be a cautious balance between maintaining the children's language so that it is familiar to them and scaffolding it to sound more like "book language" (Deshmukh et al. [<reflink idref="bib6" id="ref14">6</reflink>]; Mihai and Classen [<reflink idref="bib13" id="ref15">13</reflink>]). The teacher can facilitate this process by repeating the children's ideas and altering them ever so slightly to lift the level of their language. This could be subtle changes to the children's vocabulary word (label) for something or a shift in the syntax.</p> <p>Ms. Esquivel mentioned the benefits of teaching literacy skills to her preschoolers in the context of sentence construction. She cited specific learning gains when she introduced a new concept of print to her preschoolers. "They are learning the parts of the sentence. It's a perfect context for teaching when to use capital and lowercase letters. I have also been able to introduce different punctuation marks in the context of our interactive writing lessons." In one lesson, Ms. Esquivel introduced the question mark to her class. The students were accustomed to the use of a period, so when asked, "what is missing at the end of the sentence?" they shouted, "a period!" Ms. Esquivel explained the difference between asking and telling. "Is this student asking or telling us something?" The class responded, "It's asking us something!" She showed the class how to write a question mark. Having several emergent bilingual students in her class, Ms. Esquivel pointed out the benefits of using interactive writing as a form of language support. She stated, "It is helpful to see the connection between written and spoken language."</p> <hd id="AN0186163255-5">Teaching the Writing Process and Skills: Constructing the Text</hd> <p>After the children have rehearsed what they will write several times, perhaps even envisioning together how the writing will be placed on the page, it is time to construct the text. This process requires a shared pen technique, where the teacher and students share the same writing utensil (usually a thick marker if using chart paper). The teacher calls upon children to write a letter, word, punctuation mark, or even to serve as the "spacer" while another child writes the next word. Choices of whom to call on next are made with intention—the teacher quickly considers her knowledge of each child as a writer and selects them to contribute something to the writing that is on the "cutting edge" of their learning (Clay [<reflink idref="bib4" id="ref16">4</reflink>]). This also means that, as the child is engaging in the task, the teacher is scaffolding their work by teaching into a partially known concept (Roth and Guinee [<reflink idref="bib17" id="ref17">17</reflink>]). The teacher fills in any difficult pieces of the writing that the children are not yet ready for or that will take too much time away from the focus of the lesson.</p> <p>Ms. Esquivel used equity sticks to randomly select students one at a time to approach the easel and write a letter to construct the sentence "Does Pop dance with a mop?" For the first letter she emphasized the phoneme<emph>/d/</emph>and asked the students which letter made this sound. She also modeled writing each letter when needed. She followed this sequence for each word in the sentence, calling upon a different child to record each letter. She led the class in sounding out the phonemes to read it. Then, using the equity sticks, Ms. Esquivel called upon students, one at a time, to identify a space between words, count the words, and count the total number of spaces. Then, she said, "What's missing at the end of our sentence?" The class replied, "A question mark!" She then selected a student to approach the easel and write the question mark. The writing product resulting from this lesson can be seen in Figure 1.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jul25/trtr70010-fig-0001.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr70010-fig-0001.jpg" title="1 Interactive Writing Example: Does Pop dance the bop?" /> </p> <p></p> <hd id="AN0186163255-7">Emphasizing the Reading and Writing Connection: Rereading the Text</hd> <p>Reading and writing are reciprocal actions (Fullerton and DeFord [<reflink idref="bib8" id="ref18">8</reflink>]; Graham [<reflink idref="bib9" id="ref19">9</reflink>]; Rowe et al. [<reflink idref="bib18" id="ref20">18</reflink>]; Wyse and Hacking [<reflink idref="bib23" id="ref21">23</reflink>]). Rereading during interactive writing sessions must occur for several reasons. First, children need to understand that writers go back and read what they have written to make sure what they have written makes sense and that others will be able to read it. Second, writers, especially emergent and early writers, need to hold a thought in their head as they are writing. Rereading a text as it is written (i.e., rereading the entire sentence after each word is recorded) helps to accomplish this. Third, rereading helps build children's oral language because they are hearing and repeating common syntax structures. Finally, rereading a written message at a later time (e.g., in a literacy work station) helps bolster children's knowledge of concepts of print, letters and their corresponding sounds, high frequency words, and spelling patterns.</p> <p>Throughout various stages in the composition process, Ms. Esquivel called upon students to approach the easel and read the sentence while using a pointer to track from left to right. Once the message was completed, she called the remaining students who had not yet had a turn to approach the easel and read the sentence while tracking the words with the pointer. The lesson proceeded in an ebb and flow, back and forth between writing and then reading what was written. According to Tolchinsky and Jisa ([<reflink idref="bib21" id="ref22">21</reflink>]) interpreting one's own writing stimulates a process of phonetization (assignment of sounds to specific symbols/letters) of written language. Rereading the composed message in the interactive writing lesson allows students to interpret their own writing as well as the writing of their peers, which also increases orthographic knowledge and triggers phonetization (Tolchinsky and Jisa [<reflink idref="bib21" id="ref23">21</reflink>]).</p> <p>The connection between reading and writing development is highlighted in Wyse and Hacking's ([<reflink idref="bib23" id="ref24">23</reflink>]) Double Helix of Reading and Writing. In this model, reading and writing are the modes of delivery for literacy instruction of smaller elements of language such as phonemes, graphemes, print concepts, syntax, and semantics. Within instruction on the smaller elements of language, reading and writing will be emphasized at different times. Wyse and Hacking explain communication as the force that organizes and drives human language, thus teaching of reading is seen as comprehending and teaching of writing is seen as composing. The authors go on to state that the most effective literacy instruction capitales on students' interest in communicating meaning through reading and writing. The interactive writing lesson format, constructing a message for communication, is the context for reading and writing instruction.</p> <hd id="AN0186163255-8">Wrapping It up: Delivering a Teaching Point</hd> <p>After the text is constructed and the teacher decides it is time to close the lesson, they deliver a teaching point. The teaching point is usually not planned; rather, it is an opportunity to capitalize on the children's writing behaviors during the lesson (McCarrier et al. [<reflink idref="bib12" id="ref25">12</reflink>]). The teacher briefly reflects on the lesson and determines an element of writing that requires the most attention from most of her learners. Once they decide on the focus of the teaching point, the teacher returns to the writing and explicitly tells the children what they noticed, teaches into the noticing, and reminds the children to work on this in their own writing.</p> <p>After the class finished writing the sentence, Ms. Esquivel drew a simple picture of a man dancing with a mop as an example of an illustration they could draw in their journal. She instructed her students, "Now you will go to your desks and write in your journals. How did we spell Pop?" She pointed to the word on the easel as the class pronounced each letter, P‐O‐P. "You may copy our sentence or write your own sentence about Pop. Don't forget to draw Pop!" The students went to their tables and began working. Samples of student work can be seen in Figures 2 and 3. Using the journal entries, Ms. Esquivel assessed students' individual progress and identified areas of writing that need to be retaught.</p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jul25/trtr70010-fig-0002.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr70010-fig-0002.jpg" title="2 Sample of Student Writing." /> </p> <p></p> <p> <img src="https://imageserver.ebscohost.com/img/embimages/rdk/RET/01jul25/trtr70010-fig-0003.jpg?ephost1=dGJyMNXb4kSepq84yOvqOLCmsE6epq5Srqa4SK6WxWXS" alt="trtr70010-fig-0003.jpg" title="3 Sample of Student Writing." /> </p> <p></p> <hd id="AN0186163255-11">Suggestions for Implementing Interactive Writing in the Prekindergarten Classroom</hd> <p>The classroom should have a large area where students can gather around an easel that has a place to hang chart paper. It is imperative that all students can view the easel and have a clear pathway to approach it. The easel's height should be adequate for all students to reach. Ms. Esquivel used a dry‐erase easel for the writing area, while her students sat in a large, carpeted area on the floor in front of the easel. In addition to a visible and accessible writing space, the lesson also requires markers and a pointer for reading and tracking print. Teachers may also use equity sticks, popsicle sticks with a student's name written on each stick, for random selection of students (Curren‐Pries et al. [<reflink idref="bib5" id="ref26">5</reflink>]).</p> <p>In this case study, Mrs. Esquivel used a set of decodable texts that emphasized word families as the foundation for shared experiences in her lessons. The texts were selected to support her young students' recognition of rhyming words and early phonics rules. She indicated that their last assessment showed many students needed support in these areas. Decodable texts are constructed to reinforce specific phonics rules for code‐based instruction (Pogorzelski and Wheldall [<reflink idref="bib15" id="ref27">15</reflink>]). Because of a heavy focus on repetition of previously taught phonics rules and phonic coding, decodable texts offer minimal support for fostering comprehension and vocabulary (Birch et al. [<reflink idref="bib2" id="ref28">2</reflink>]). Teachers should consider using a variety of books as the foundation for shared experiences. The class can choose to investigate a real‐world concept through a non‐fiction text. The teacher may select a text because it models language and vocabulary they wish to emphasize. Books should also be selected to represent a diverse range of lived experiences whenever possible.</p> <p>When planning the focus of an interactive writing lesson, teachers should reference students' most current literacy assessment data. Sometimes supplemental materials are needed to meet the diverse developmental needs of young learners. Because her students required support for learning concepts of print, Ms. Esquivel provided magnets to mark spaces between words and different colored markers to mark the beginning and end of the message. She reported, "the children are demonstrating that they know where the spaces are and they know how many words are in a sentence. We do that on our assessments where they have to count the words in a sentence." Many of Ms. Esquivel's students needed support for learning letter‐sound correspondences, so she used alphabet linking cards to review letters and phonemes during each lesson. Using assessment data to plan interactive lessons will help teachers target specific skills to emphasize with specific instruction.</p> <p>Ms. Esquivel reported that equity sticks reduced behavior problems during lessons because the students felt a sense of fairness and trusted they would each get a turn. However, equity sticks do not always ensure that students feel a sense of fairness, nor do they ensure that turn‐taking will be equitable (Curren‐Pries et al. [<reflink idref="bib5" id="ref29">5</reflink>]). The nature of turn‐taking and calling upon students within an interactive writing lesson should be relaxed and flexible. Students may not feel comfortable approaching the easel, or they may be unsure of their ability to respond correctly. The teacher should be prepared for some students to be reluctant to participate. Create a community of helpful learners by allowing students to collaborate with a classmate when they need assistance. Encourage low‐stakes risk taking by praising all efforts made by students.</p> <hd id="AN0186163255-12">Conclusion</hd> <p>In some preschool classrooms, literacy instruction can be limited to isolated phonics skills, sidelining authentic reading and writing. Interactive writing serves as an effective instructional strategy for young learners, combining the teaching and learning of phonemic awareness, phonics, and print concepts with reading and writing continuous texts. With scaffolding and guidance from the teacher, students learn the writing processes of generating ideas and composing and constructing messages for an audience. Materials for interactive writing are low‐cost, and lessons are brief, making the technique easy to implement. Additionally, the structure of the lessons is flexible and can be tailored to the unique needs of each student. Our youngest students deserve opportunities to engage with language in meaningful ways.</p> <hd id="AN0186163255-13">Acknowledgments</hd> <p>We would like to acknowledge Mrs. Esquivel and her prekindergarten students.</p> <hd id="AN0186163255-14">Ethics Statement</hd> <p>IRB approval for this project was secured.</p> <hd id="AN0186163255-15">Conflicts of Interest</hd> <p>The authors declare no conflicts of interest.</p> <p></p> <ulist> <item> Charlesworth, L. Word Family Tales Reader Set. Scholastic. 2009.</item> </ulist> <p>More to Explore</p> <ref id="AN0186163255-16"> <title> Footnotes </title> <blist> <bibl id="bib1" idref="ref1" type="bt">1</bibl> <bibtext> Funding: The authors received no specific funding for this work.</bibtext> </blist> </ref> <ref id="AN0186163255-17"> <title> References </title> <blist> <bibtext> Allington, R., and R. Gabriel. 2012. " Every Child Every Day." Educational Leadership 69, no. 6 : 10 – 15.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref28" type="bt">2</bibl> <bibtext> Birch, R., H. Sharp, D. Miller, D. Ritchie, and S. Ledger. 2022. " A systematic literature review of decodable and levelled reading books for reading instruction in primary school contexts: an evaluation of quality research evidence." Teachers &amp; Teaching Research Center.</bibtext> </blist> <blist> <bibl id="bib3" idref="ref5" type="bt">3</bibl> <bibtext> Clay, M. M. 2001. Change Over Time in Children's Literacy Development. Heinemann.</bibtext> </blist> <blist> <bibl id="bib4" idref="ref16" type="bt">4</bibl> <bibtext> Clay, M. M. 2013. An Observation Survey of Early Literacy Achievement. 3rd ed. Heinemann.</bibtext> </blist> <blist> <bibl id="bib5" idref="ref26" type="bt">5</bibl> <bibtext> Curren‐Pries, M., N. Garcia, and M. Shaughnessy. 2022. " Why Classroom Equity Strategies Are Not Always Equal." Association of School Curriculum Developers 78, no. 5 : 55 – 59.</bibtext> </blist> <blist> <bibl id="bib6" idref="ref14" type="bt">6</bibl> <bibtext> Deshmukh, R. S., J. M. Pentimonti, T. A. Zucker, and B. Curry. 2022. " Teachers' Use of Scaffolds Within Conversations During Shared Book Reading." Language, Speech, and Hearing Services in Schools 53, no. 1 : 150 – 166.</bibtext> </blist> <blist> <bibl id="bib7" idref="ref11" type="bt">7</bibl> <bibtext> Fisher, D., and N. Frey. 2018. " Write From the Start: Interactive Writing Empowers the Youngest Writers to Express Ideas." Educational Leadership 75, no. 7 : 80 – 83.</bibtext> </blist> <blist> <bibl id="bib8" idref="ref18" type="bt">8</bibl> <bibtext> Fullerton, S. K., and D. E. DeFord. 2000. " Teaching for Reciprocity: Developing a Self‐Extending System Through Reading and Writing." Running Record 12, no. 2 : 1 – 9.</bibtext> </blist> <blist> <bibl id="bib9" idref="ref19" type="bt">9</bibl> <bibtext> Graham, S. 2020. " The Sciences of Reading and Writing Must Become More Fully Integrated." Reading Research Quarterly 55 : S35 – S44.</bibtext> </blist> <blist> <bibtext> Hall, A. 2019. " Preschool Interactive Writing Instruction." Young Children 75, no. 4 : 78 – 83.</bibtext> </blist> <blist> <bibtext> Hall, A., A. Simpson, G. Ying, and S. Wang. 2015. " Examining the Effects of Preschool Writing Instruction on Emergent Literacy Skills: A Systematic Review of the Literature." Literacy Research &amp; Instruction 54, no. 2 : 115 – 134. https://doi.org/10.1080/19388071.2014.991883.</bibtext> </blist> <blist> <bibtext> McCarrier, A., G. S. Pinnell, and I. C. Fountas. 2018. Interactive Writing: How Language &amp; Literacy Come Together, K‐2. Heinemann.</bibtext> </blist> <blist> <bibtext> Mihai, A., and A. Classen. 2023. " A Framework for Scaffolding Language Development Through Meaningful Interactions." Young Exceptional Children 26, no. 4 : 233 – 244.</bibtext> </blist> <blist> <bibtext> Norbury, C. 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| Items | – Name: Title Label: Title Group: Ti Data: Teaching Writing Skills Alongside the Writing Process: Interactive Writing in the Prekindergarten Classroom – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Marilyn+Nicol%22">Marilyn Nicol</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0005-9065-8205">0009-0005-9065-8205</externalLink>)<br /><searchLink fieldCode="AR" term="%22Bethanie+C%2E+Pletcher%22">Bethanie C. Pletcher</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Reading+Teacher%22"><i>Reading Teacher</i></searchLink>. 2025 79(1). – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 5 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Descriptive – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Early+Childhood+Education%22">Early Childhood Education</searchLink><br /><searchLink fieldCode="EL" term="%22Preschool+Education%22">Preschool Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Writing+Instruction%22">Writing Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Skills%22">Writing Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+Processes%22">Writing Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Beginning+Writing%22">Beginning Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Children%22">Preschool Children</searchLink><br /><searchLink fieldCode="DE" term="%22Preschool+Teachers%22">Preschool Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Student+Relationship%22">Teacher Student Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Collaborative+Writing%22">Collaborative Writing</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/trtr.70010 – Name: ISSN Label: ISSN Group: ISSN Data: 0034-0561<br />1936-2714 – Name: Abstract Label: Abstract Group: Ab Data: Interactive writing is a powerful instructional strategy in which the teacher and children "share the pen" to construct a collaboratively composed text. Traditionally, articles have been written detailing how the procedure can be implemented in grades kindergarten through two. We contend that interactive writing can also be an effective tool when used in the prekindergarten classroom. In this article, we share the steps of an interactive writing lesson as well as an example of what each step looks like in Mrs. Esquivel's prekindergarten classroom. We then share how teachers of young children might use the strategy in their own settings. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1475331 |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/trtr.70010 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 5 Subjects: – SubjectFull: Writing Instruction Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Writing Skills Type: general – SubjectFull: Skill Development Type: general – SubjectFull: Writing Processes Type: general – SubjectFull: Beginning Writing Type: general – SubjectFull: Preschool Children Type: general – SubjectFull: Preschool Teachers Type: general – SubjectFull: Teacher Student Relationship Type: general – SubjectFull: Collaborative Writing Type: general – SubjectFull: Writing (Composition) Type: general – SubjectFull: Instructional Effectiveness Type: general Titles: – TitleFull: Teaching Writing Skills Alongside the Writing Process: Interactive Writing in the Prekindergarten Classroom Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Marilyn Nicol – PersonEntity: Name: NameFull: Bethanie C. Pletcher IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 07 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0034-0561 – Type: issn-electronic Value: 1936-2714 Numbering: – Type: volume Value: 79 – Type: issue Value: 1 Titles: – TitleFull: Reading Teacher Type: main |
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