Write from the Start
Running head: WRITE FROM THE START
Write from the Start:
Developmentally Appropriate Classrooms
Supporting Emergent Writers
Aileen Rose Foutch
Peabody College: Vanderbilt University
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Abstract
Recent educational reform and adaptation of learning theories to emergent literacy
instruction recognize writing as developmentally appropriate for supporting young
children’s success in literacy. This child-centered approach to emergent writing requires
deep understanding of the developmental capabilities and needs of learners. Situating
emergent writing within an intentionally structured and predictable learning context
promotes autonomous exploration of writing. Intentional and developmentally
appropriate instructional strategies scaffold the writing curriculum to accommodate the
individual needs of students. Teacher and student assessment strategies employ
numerous uses evaluating the effectiveness of instruction and growth of young children
as writers. The implications of this work serve to provide educators the rationale and
methodology for supporting young children in emergent writing.
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Write from the Start
In recent years, educational reform placed an overwhelming emphasis on early
childhood literacy recognizing early literacy as critical for establishing and maintaining
high levels of success throughout schooling (Gambrell et al, 2007). In their position
statement on literacy practices for young children, the IRA and NAEYC acknowledge a
rise in inappropriate teaching practices in early literacy as educators exercise outdated
and developmentally inappropriate instruction (International Reading Association and
National Association for the Education of Young Children,1998). According to
Gambrell et al (2007), whose work defines the best practices in literacy, recent research
on the literacy skills of young children also recognizes early childhood as a critical stage
in language developmental. It is here that children establish a solid foundation for a
successful future in literacy. Emphasis on early literacy aims to prepare all students with
positive and meaningful experiences in writing understanding that, “like a child’s first
words and first steps, learning to read and write should be an exciting, fulfilling, and
rewarding experience,” one that will see them through adulthood (Gambrell et al, 2007,
p. 58).
The writing component of emergent literacy plays an integral role in establishing
a strong literacy foundation for young children. In their book Already Ready, Ray and
Glover (2008) suggest that for the young child, writing provides a developmentally
appropriate introduction to literacy as the skills and knowledge required for writing
precede those required to read. Developmental learning theories offer further insight into
the developmental appropriateness of emergent writing. Effective writing practices
transform the implications of their work into valuable and responsive learning
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opportunities for emergent writers (Gambrell et al, 2007). As students embark on
learning new constructs of literacy, it is our place as teachers to ensure their first
experiences are meaningful to students in accordance with what emergent writers know
now and how they will use writing throughout their lives.
Educational Theory and Considerations of
Developmentally Appropriate Writing for Young Children
In order to provide young children effective learning opportunities in writing, it is
critical to first consider who the children are and what their needs are as children and as
learners. Child development and learning theories serve this need well. An appropriate
and effective program for young writers builds on a solid and well-researched foundation
of beliefs defining the developmental characteristics and needs of young children
(Gambrell et al, 2007). The following learning theories provide great insight to
understanding the learner. The implications of these theories serve as a basis for
planning and working with emergent writers in the learning environment, curriculum, and
assessment.
Recognizing that effective writing instruction stems directly from the
developmental needs of our students (International Reading Association and National
Association for the Education of Young Children, 1998), it is necessary to first consider
the developmental appropriateness of inviting young children to write. The act of
writing, understood across human culture, is one of the conventions of language that
allows human to communicate with others as we convey our thoughts and perceptions of
the world (Lefrançois, 2000). Young children first entering school, however, use and
conceptualize language differently than adults. Lev Vygotsky’s classification of school-
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aged children describes their function of language as ego-centric and further explains that
at this stage in development, language serves as a transition from simple, concrete
functions to high mental, formalized functions used by older children and adults
(Steward, 1995). In school, it is the teacher’s role to aid students in their transition,
expose children to concepts of writing, and encourage them to begin practicing a
convention of language we use as adults.
In further consideration of Vygotskian theory, Steward explains that for young
children, writing is symbolic and representational; resembling what many adults would
consider drawing (Steward, 1995). Children become writers when they realize that a
scribble or line conveys meaning. Gradually children’s writing progresses to symbolic
drawings in which they learn they can represent aural speech through written gestures
(1995). The child writer, at this stage in their development exhibits emergent literacy
behaviors and is ready to begin their transition from emergent writing to formal writing.
However, this is not to say that all children’s emergent writing will appear the same.
Children will enter the classroom representing a wide range of abilities: some students
scribbling yet other already exploring conventional writing (Gambrell et al, 2007). To
support emergent writers, teachers must whole-heartedly accept and believe that children
are writers, accepting each where they are at in their stage of literacy development (Ray
& Glover, 2008).
Supporting emergent writers requires careful consideration of the developmental
appropriateness of learning context. Piaget’s constructivist theory on learning provides
direction for supporting emergent writing in a classroom environment. A constructivist
view of learning understands that children through exploration and interaction with their
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environment and the people in it while they apply new experiences to their existing
knowledge (O’Donnell & King, 1999). Emergent writing instruction should therefore
allow the learner to explore and play independently with concepts of writing in order to
grow as writers. That does not mean, however, that the teacher should simply set up the
learning environment and leave the child alone to explore. The teacher is an integral part
of the learning process as she assesses student progress, maintaining constant awareness
of each student’s abilities and understandings as a writer.
With reference to Vygotskian theory, Steward describes an individual’s ability to
learn resides within a zone of proximal growth. Teachers can appropriately expose
children to formal concepts of writing by expanding what they do know about writing
and literacy and staying within their zone of proximal development (Steward, 1995).
Thus, when working with young writers, “teachers need not only a clear picture of where
the child is now in his development but also a sense of where he might go next” (Ray &
Glover, 2008 p. 97). With this knowledge, teachers make use of the learning
environment and curriculum accordingly. The teacher’s knowledge and familiarity with
the individual student ensures that instruction is developmentally appropriate for each
student in the class.
Effective writing instruction for young children, as with teaching any subject area,
is at its best when its focus is on the growth and needs of the child. This finding is long
understood as the bottom line in education since the work of John Dewey in early
childhood education. Reminding us that the child should guide instruction, Dewey
(1902) urges, “to the growth of the child all studies are subservient; they are instruments
valued as they serve the needs of growth” (p.187). Today the subservient instruments
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Dewey’s perspective holds in utmost importance materialize in classrooms in many ways.
They are the physical classroom structures, the materials, the curriculum, the assessment
strategies, and ultimately the social interactions between teacher and students. All these
instruments that we use to teach writing to young children should therefore reflect needs
of our students as a means of helping them grow as writers and literate people.
The Learning Context for Emergent Writers
Teachers externally convey their understanding of the developmental
characteristics and needs of emergent writers through the physical structure of their
classroom. Structuring a classroom conducive to emergent writing is the first step
teachers make to align developmentally appropriate learning with the learner (Owocki,
2005). Effective learning environments accommodate the emergent writer by enabling
students to succeed in independent and self-initiated tasks. On the nature of emergent
writers, Wood (2007) asserts that, “learning is at it’s best for five-year-olds when it is
both structured and exploratory: structured through a clear and predictable schedule;
exploratory through carefully constructed interest areas where children can initiate their
own activity” (p. 57). Organizing classroom structures and schedules favoring the needs
of the learner provide emergent writers a place and time to write.
A Place to Write
Classroom environments that support emergent writers allow and encourage
students to learn through exploration. O’Donnell and King (1999) promote such
constructivist learning experiences as they enable meaningful learning experiences for all
students. At the same time, it is equally important to support students with structure in
their exploration (Wood, 2007). In her book Time for Literacy Centers, Gretchen
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Owocki (2005) advocates the use of literacy centers for emergent writers exposing the
effectiveness of literacy centers in classrooms as they provide emergent writers structured
opportunities for exploring concepts of writing and literacy independently. When
children write within a literacy center, they engage in a comprehensive literacy program
that allows them to make connections between writing, book knowledge, comprehension,
reading, and fluency (Owocki, 2005). Literacy centers situate writing within meaningful
literacy experiences while making connections across the curriculum.
The structures of successful writing centers focus on the idea of making learning
accessible to young students and promoting autonomy while exploring new concepts of
writing. A writing center, like any literacy center, requires clear boundaries and a
permanent place within the classroom. Here students work freely and independently
within the parameters established by the teacher’s the expectations for behavior and her
selection of developmentally appropriate instructional tasks. Careful and tidy
organization of relevant materials permits students to work autonomously, as materials
are readily available and easy to find (Owocki, 2005). Within the center, students work
independently or cooperatively with a small group of students as they explore and expand
their concepts of writing and literacy.
The materials teachers provide to emergent writers are an important factor in
supporting emergent writers developmental abilities. Emergent writers require variety in
their materials to encourage exploration with a variety of different forms of writing and
help encourage fine motor skill development. Materials most common to emergent
writing programs include blank paper, markers and pencils. When it comes to paper
teachers can simply “provide paper that will inspire all kinds of writing”, including blank
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paper, lined paper, envelopes, blank books, and so forth (Church, 2005). Providing
students options and choice in the materials they work with creates opportunities for
students to experience and learn about purposes and forms of writing and make
encourages them as independent learners. In addition to paper, there is great benefit in
providing variety in writing instruments. Firstly, providing students access to markers,
crayons, and pencils acknowledges the developmental relationship between drawing and
writing. Accessibility to all types of writing instruments guides students in a natural
transition from symbolically representative drawings to conventional writing without
forcing or restricting what the writer can do (Mayer, 2007). Secondly, writing and
drawing with markers and crayons helps students build dexterity and fine motors skills
(Mayer, 2007). Lastly, classroom environments saturated with literacy support emergent
writers and promote autonomous learning (Moutray & Snell, 2003). Learning to write,
especially as students approach conventional methods, requires constant opportunities for
students to interact with forms of literacy in ways that build from prior knowledge and
provide students strategies in writing. Environments rich with words, including labels,
word walls, books, and environmental print inspire writing and serve as points of
reference as emergent writers independently compose and explore the nuances of writing
(Mayer, 2007).
A Time to Write
Equally as important as the actual physical learning environment is the structure
within the time allocated for writing. Young children require predictability in their
school schedule to engage in successful and meaningful writing (Wood, 2007). In her
book The Art of Teaching Writing, Calkins (1986) reinforces this understanding
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describing, “if children know that every morning will begin with an hour of writing, or
that Tuesday, Wednesday, and Friday afternoons will be for writing, then they can
anticipate and plan for their own writing” (p. 185). A predictable schedule helps students
prevent writers block and utilize time to write in class for writing and receiving feedback
on their work.
In addition to a predicable schedule, young writers require ongoing and consistent
opportunities to engage in writing and practice their craft. In order for students to think
of themselves as writers, they need to spend considerable amounts of time practicing and
apprenticing themselves to writing. Graves (1994) illustrates the command of consistent
writing describing, “when writers write every day, they begin to compose even when they
are not composing. They enter into a “constant state of composition” (p. 104).
Consistency in writing extends beyond opportunities to write everyday. Expanding
writing instruction across the curriculum provides ongoing experiences with writing and
reinforces the utility of writing in both functional and compositional writing in school
and in everyday life (Ray & Glover, 2008).
The Writing Curriculum for Emergent Writers
The curriculum for emergent writers shapes how children begin to think and gain
knowledge about writing. In order to make the most of the writing curriculum it is key to
consider the developmental sequence that best encourages students as writers. Steward
(1995) reminds us that young children’s concepts of writing and communication are
transitional and distinctly different from conventional understandings of older children
and adults. Therefore, the curriculum’s first goal is to help emergent writers establish a
purpose for writing recognizing the conventional uses of writing as a form of
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communication. Once students establish a purpose for writing, they need to next begin
thinking like writers. This not only reinforces an understanding that they themselves are
writers but it encourages students to involve themselves in their writing as they think
about what they do when they write. Lastly, students begin to apply conventionality to
their writing, increasing accessibility to their audience. As a writing curriculum must
accommodate all abilities of writers, each stage in the curriculum requires the flexibility
to meet the spectrum of developmental needs.
The Purpose of Writing
The first goal of a curriculum for emergent writers establishes a purpose for
writing in the lives of students. This goal sets the foundation for all future writing.
Within the goal of establishing purpose, students gain necessity and value of writing.
Most importantly, students begin to think of themselves as writers (Ray & Glover, 2008).
Belief in oneself as a writer is key for future learning of the process and conventions of
writing. We can best extend an invitation for students to become writers through
exploratory analysis of writers and the purpose of writing.
One of the best ways teachers can invite young children to begin thinking about
writing is through modeling writing for students. The modeling technique is appropriate
for young students primarily because it recognizes social learning theories: understanding
that students learn from observing others (Mayer, 2007). Calkins (1986) extends this
theory to the role of the teacher when she describes how, “children learn to write when
they see us writing for real purposes. By watching us, children can learn that writing is
not only doable, it is also worth doing” (p. 60). Modeling therefore, is not only
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developmentally appropriate, it provides students with authentic and purposeful writing
experiences, motivating them to become writers.
The main benefit of teacher modeling to students is that students access the
wealth of writing knowledge in example of the experienced writer (Mayer, 2007).
Teachers model the purpose of writing by strategically thinking aloud as they write.
They describe the personal ideas and thoughts they have and explicitly advocate writing
as a means for communicating this idea to others or their own personal use. Exploring
the purpose of writing, students recognize writing as a tool to, “share an event or tell a
story, to convey information to others, to get something done, or to produce or respond to
literature” (New Standards, 1999, p. 70). Effective modeling experiences present a
continuum of genres representing functional and compositional writing, inviting students
to realize the value and purpose of writing within literacy (Ray and Glover, 2008).
Through modeling, teachers activate student-thinking, purpose for writing, and provide
students a lens through which they see themselves as writers.
The next step in establishing a purpose for writing invites children to begin
writing themselves. For the earliest writers a simple invitation to write, without
expectations or parameters, is the first step in helping students view themselves as
writers. This approach accommodates children with or without experience as Ray and
Glover (2008) describe, “after all, whatever children do in response to an invitation to
write is clearly appropriate for them because they initiated it.” (p. 13). Throughout
explorations with writing, teachers can help students practice what they learned through
teacher modeling. By practicing writing, students explore and realize the purpose of
writing for themselves.
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The utilization of writing and other literacy centers emergent writers invite
students to practice writing while supporting their developmental needs. Primarily,
writing centers permit students to explore and experience the possibilities of writing
(Owocki, 2005). Wide-ranging assortments of writing tasks and materials expose
students to multiple genres and forms of writing. Secondly, writing centers promote selfmotivated initiative to write, reinforcing the understanding that the purpose of writing is
an outward expression, reflecting the interests and ideas of the writer (Owocki, 2005).
Provided students are not misusing the materials or behaving inappropriately within the
center, they have freedom to construct, read, write, and create what they want. Within
this environment students realize that writing extends from ones thoughts and ideas.
A final purpose of writing understands that writing is a social act and form of
communication (Steward, 1995). Writers not only write for themselves, they also write
for others. Introducing writing through a writer’s workshop reinforces this concept, as
the class comprises a community of writers and an authentic audience (Calkins, 1986).
Within a writer’s workshop, students interact with other emergent writers as they explore
and share their ideas and interests about writing with others (Jasmine & Weiner, 2007).
This approach to writing establishes the social component of writing, as emergent writers
practice written communication for an authentic audience, their peers (Mayer, 2007).
The Process of Writing
Once students are comfortable with the idea of writing and are familiar with its
purpose, it is appropriate to spend time thinking more formally about what writers do
when they write. Writing is a process through which people transform and transcribe
their thoughts and ideas into written form (Lefrançois, 2000). Learning the writing
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process assumes a proactive approach to writing by establishing the rationale for writing
before writers practice conventional writing. Ray and Glover (2008), acknowledge the
developmental capabilities of emergent writers recognizing, “when teachers expose
children right from the start to composition, allowing them to experience what it’s like to
make something with writing, they’re helping them develop the idea of using the skill of
writing productively long before the skill itself is mastered” (p. 25). Furthermore, it is
critical for emergent writers to recognize the act of writing as a process. Writing requires
thoughtful consideration from before the pencil hits the paper, to drafting, revising, and
sharing writing with others (Calkins, 1986). Effective writing curricula utilize an
assortment of techniques and strategies to engage emergent writers in the process of
writing.
Primarily, effective writing curricula recognize the relationship between reading
and writing. Children learn a great deal about the writing process through reading,
thinking, and talking about books and other forms of writing. Ray and Glover (2008)
advocate reading to support children as writers finding read-aloud inspired talk, whether
in a whole group or one-on-one, encourages students to think about the necessary
components of writing. As students discuss read-alouds they learn that books and writing
focus on a topic. Furthermore, writers utilize illustrations and text to convey the message
and topic of a piece of writing (Ray & Glover, 2008). Talk about books and writing,
however, should not be exclusive to the work of published authors. Reinforcing the
purpose of writing as a social act, Calkins (1986) encourages students to share their own
writing, and constructively respond to the work of their peers. In result, emergent writers
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progress and expand their writing capabilities as they apply what they learn from their
peers and authors to their own writing (Ray & Glover, 2008).
In addition to talking about books, emergent writers learn about the process of
writing through talking about writers. Author studies offer emergent writers great insight
to the writing process as they come to realize what writers do when they write. Within an
author study, autobiographical stories serve to reveal the interests and writing areas of the
author (Jenkins, 2006). Next, as students read books by the author, they recognize the
key component of the writing process; writers write about their interests and what they
know (Jenkins, 2006). Ultimately, learning how authors write through author studies
encourages emergent writers to explore their own interests and abilities as writers
(Jenkins, 2006). While author studies serve to expand emergent writers’ concepts of the
writing process, student learning of the writing process materializes through experiences
with supportive instruction, such as writer’s workshops (Calkins, 1986). Specifically,
mini-lessons serve to isolate aspects of the writing process so to not overwhelm the
emergent writer as they practice the process of writing themselves. During an author
study, a writer’s workshop mini-lesson might assist students in recognizing their own
interests and the genres they use as writers (Graves, 1994).
The Conventions of Writing
The final component of a writing curriculum for emergent writers introduces
students to the conventions of writing. It is necessary to address this component last
noting the rationale for conventions are more meaningful for students when they attach
learned conventions to existing knowledge about the purpose and process of writing
(O’Donnell & King, 1999). Learning the conventions of writing is an extension of the
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process of writing. Calkins (1986) describes learning and applying conventions as a form
of editing which extends from the writers initiative to think critically about the message
of their writing. Applying conventions to writing does not change the essence of the
writing; it merely increases accessibility of the information to the reader (Graves, 1994).
The conventions of writing begin as students transition from representational
drawing to text composition (Steward, 1995). One of the first ways to support emergent
writers in the transition is through inventive spelling. Inventive spelling, as described by
Ditzel (2000), allows students to approximate spellings, which reflect their current
knowledge of letters and words rather than writing the word correctly. In result,
emergent writers employ and expand phonemic awareness skills as they construct words.
Permitting and encouraging students to practice inventive spelling supports emergent
writers in thinking independently about spelling (Calkins, 1986) and maintains autonomy
throughout the writing process (Ditzel, 2000).
Punctuation and handwriting comprise further conventions in a curriculum for
emergent writers (Graves, 1994). Emergent writers experiment with each of these
conventions early in their writing development and require explicit instruction to
understand the utility each in their own writing. Teaching conventions through minilessons offer emergent writers a developmentally appropriate introduction to
understanding and applying conventions of writing. Graves (1994) advocates learning
conventions through small-group mini-lessons as they focus instruction on the
developmental capabilities of emergent writers. The content of mini-lessons stem directly
from the work students produce as they write and exhibit natural gravitation to discuss
and apply the standard convention their writing. As students exhibit readiness towards
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applying convention to writing, invitations to analyze the significance of conventions
guide students in the transition into formal writing (Graves, 1994).
Assessment of Emergent Writers
When working with emergent writers, effective assessment is the glue that holds
everything together. Whether informal or formal, assessments serve several key
functions in supporting emergent writers. Firstly, assessment connects the learner to the
to the curriculum, ensuring child-centered and developmentally appropriate instruction.
Secondly, assessment maintains constant awareness of the interests and developmental
capabilities of individual students. Lastly, assessment invites and teaches emergent
writers to think constructively about their own writing, maintaining awareness of their
work as they add new genres and conventions to their repertoire.
Assessment and Learning
When it comes to working with emergent writers, curriculum and assessment go
hand in hand (Ray & Glover, 2008). In order for teachers to accommodate the
developmental needs of their students, teachers need to have a strong understanding of
their students’ interests and capabilities as writers. Wood (2007) suggests observational
evaluations of students asserting, “the best teachers observe children’s learning activities
and then create teacher-directed instruction to compliment the children’s interests and
meet the learning expectations for the age” (p.57). Within the child-centered classroom,
assessment serves to align and scaffold future instruction to the writers’ present
capabilities (Mayer, 2007). Assessment, furthermore, extends into the physical and
procedural structures of the learning context (Owocki, 2005). Ongoing and
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comprehensive assessments of the learner and the learning context align developmentally
appropriate instruction to the emergent writing curriculum.
When assessing the learning context and classroom environment, teachers need to
be critical of student behavior and interaction within in their learning environment.
Assessment of the learning context evaluates student engagement, availability and
appropriateness of the materials, student safety, and student familiarity with classroom
expectations and procedures (Owocki, 2005). Evaluations of the learning context provide
the teacher valuable feedback on modifying their learning environment to accommodate
students’ needs and interests.
Ongoing assessment of the curriculum acknowledges the importance of
developmentally appropriate instruction for emergent writers. Ray and Glover (2008)
illustrate this concept, with reference to Vygotsky’s zone of proximal development,
which describes assessment as the tool teachers utilize to maintain optimally beneficial
instruction for all students. In many cases, informal assessments, observing student
behavior while they write, provide on the spot indicators that the curriculum is
inappropriate for students. Ray and Glover (2008) describe, “if children are getting
overly fatigued and frustrated, it’s because what they are being asked to do—or what they
believe they are being asked to do—is too difficult for them” (p.99). In contrast, the
misuse of writing conventions suggest students are ready to apply additional or more
complex genres and conventions to their writing repertoire (Graves, 1994). In either
case, the teacher follows informal assessment by performing or referencing formal
assessments on the individual. Then, is response, the teacher applies appropriate
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modifications to the curriculum; ensuring developmentally appropriate instruction for
each student.
Assessing the Individual
To assess the developmental capabilities of emergent writers it is critical for
teachers to focus on the individual. The curriculum cannot merely reflect the capabilities
of the majority; it must accommodate the developmental capabilities of all students.
Assessment of the individual provides teachers valuable knowledge concerning students’
prior knowledge and interests (McMillan, 2004). In result, teachers scaffold instruction,
which reflects an understanding of where students’ writing is moving next.
Periodical formal assessments, at the beginning of the year and several times
throughout the year, are useful tools for assessing student’s developmental capabilities
(McMillan, 2004). For emergent writers such assessments include: knowledge of print,
books, phonological, and phonemic awareness (Gambrell et al, 2007). Formal
assessments present teachers the spectrum of capabilities among students. Formal
assessments are critical for tracking and documenting student’s knowledge and progress
(McMillan, 2004) but cannot serve as the sole assessment influencing the curriculum.
Effective and developmentally appropriate writing instruction also relies on
constant informal assessments. Informal assessments for emergent writers occur through
one-on-one conferences; strategically phrased conversations between teachers and
individual students aimed to assess students’ notions about writing (Calkins, 1986). Ray
and Glover (2008) advocate this form of assessment describing, “the beauty of working
with the youngest writers is that teachers have to focus on them and their thinking
because there’s not much to see yet on the actual pages” (p. 43). One-on-one
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assessments requires students to verbally explain their work and thought processes in
order for teachers to assess the students strengths, weaknesses, interests, and growth as
writers.
Informal, one-on-one conferences are mutually beneficial for teacher and student.
Teachers and students work side-by-side to gain insight on the writing capabilities of the
students and to scaffold subsequent writing instruction and learning (Ray & Glover,
2008). Teachers gains understanding of the capabilities of individual students and offer
on-the-spot suggestions developmentally appropriate for progressing students’ writing
(Calkins, 1986). Ray and Glover (2008) commend “nudging” moments for their
relevance to the curriculum and their adherence to child-centered instruction. This
concept of nudging students aligns with Vygotsky’s developmental theories as it
recognizes the child’s zone of proximal development and works to ensure
developmentally appropriate instruction for all students (Steward, 1995).
Self-Reflection as Assessment
Informal conversations between teachers and students not only influence
instruction and the curriculum, they also serve to assist emergent writers as they learn to
assess their own work. If students are to take ownership of their writing, the suggestions
teachers make to writers about their work need to focus on how the student thinks about
the process of writing, not the specific piece of writing that they are working on (Calkins,
1986 p. 228). The goal for students to reflect on their own work extends the same ideals
teachers establish in the learning context and curriculum; emergent writers need gain
autonomy. For emergent writers, self-reflection is the ultimate goal of writing because it
embodies what it means to be a writer. Writers not only write, they are in a constant state
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of reflection and revision, thinking how they can develop their writing to more effectively
convey its message (Calkins, 1986).
Emergent writers employ self-assessment as they consciously recognize their
knowledge about the purpose, process, and conventions of writing. To support selfawareness of writing knowledge, Calkins (1986) encourages students to verbalize the
nuances of writing as they talk about their writing experiences with teachers and peers.
Explicit recognition of writing experiences and newly acquired conventions reinforce the
writing process as an intentional and self-directed act. Furthermore, students identify the
breadth of their writing abilities acknowledging writing interests, familiar genres, learned
conventions, and writing strategies (Calkins, 1986).
Through reflection on one’s own writing, emergent writers gain an understanding
of their personal strengths, weaknesses, and progressions in writing. Portfolios support
students in reflecting and assessing their work in numerous ways. Emergent writers
practice self-reflection as they purposefully select work representing their abilities and
growth as writers (Hansen, 2001). Portfolios document growth and serve as a point of
reference for conceptualizing the range of their writing capabilities (Graves, 1994).
Teachers support students in taking responsibility for evaluating their work providing
reflective prompts on the writing process or satisfaction with finished writings (Hansen,
2001). Portfolios reinforce writing as a meaningful and authentic form of communication
as students ultimately evaluate the quality and effectiveness of their writing (Graves,
1994).
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Implications for the Beginning Teacher
The implications of this work motivate thoughtful consideration for creating and
maintaining developmentally supportive learning opportunities for emergent writers.
Instruction and the learning context require child-centered focus but recognize the
integral role of the teacher on emergent writing. Familiarity and flexibility with effective
teaching methods and strategies adapt developmentally appropriate writing to existing or
non-existent writing curricula. Constant and persistent efforts to provide effective
instruction aims to afford all students opportunities for success in emergent writing.
The success of writing instruction for emergent writers depends initially on belief
in young children as writers. Children begin to see themselves as writers through a
teacher and experienced writer’s acknowledgement of a student’s writing capabilities
(Ray & Glover, 2008). Furthermore, Ray and Glover (2008) warn appropriate
expectations of emergent writers balance belief in children as writers with deep
knowledge of the developmental characteristics of emergent writing. Successful
emergent writing instruction furthermore, requires that teachers believe in themselves as
writers. As teachers model writing and serve at the resident expert, they need to share
authentic and meaningful writing experiences reinforcing the value and utility of writing
throughout life (Graves, 1994).
Although rising emphasis on literacy acknowledges the utility of emergent
writing, teachers cannot assume existing writing curriculum adopted by their school
recognize the capabilities of and belief in children as writers. Teachers assume this
responsibility through critical examination their school’s writing expectations and
curricula. Though teachers must adhere to the standards and expectations of their
Write from the Start 23
school’s curriculum, teachers can ensure developmentally appropriate instruction by
adapting the curriculum to reflect their belief in emergent writers and their needs as
learners. Teachers modify instruction through purposeful teacher language, reflective
and strategic interactions with students, the manner through which they present content to
students, and appropriate expectations of emergent writers. Furthermore, teachers extend
opportunities for meaningful writing instruction capitalizing on all opportunities to
engage students as writers.
Providing developmentally appropriate instruction for emergent writers is the
ultimate responsibility of the classroom teacher. Continual self-evaluation and
professional development maintain effective implementation and utilization of emergent
writing practices. Teachers reference well researched developmental theories to establish
an understanding of the developmental needs of emergent writers and employ appropriate
instructional practices that derive from contemporary educational reform. Most
importantly, teachers learn the effective and developmentally appropriate emergent
writing practices through knowing their students and acknowledging a belief in children’s
abilities to write from the start.
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References
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Write from the Start 25
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