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Extending Interactive Writing Into Grades 2–5
Author(s) -
Roth Kate,
Dabrowski Joan
Publication year - 2014
Publication title -
the reading teacher
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.642
H-Index - 50
eISSN - 1936-2714
pISSN - 0034-0561
DOI - 10.1002/trtr.1270
Subject(s) - class (philosophy) , mathematics education , value (mathematics) , psychology , key (lock) , teaching method , sequence (biology) , computer science , pedagogy , artificial intelligence , computer security , machine learning , biology , genetics
Interactive writing is an instructional practice widely considered effective and most appropriate for emergent writers. This article asserts that it is a valuable method for more fluent writers in grades 2‐5. It outlines the basic lesson sequence and proposes four key shifts to adapt interactive writing for older, more fluent writers: 1) The lesson sequence is more fluid and dynamic; 2) Elements of Share the Pen are modified; 3) Lessons decrease in frequency while increasing in length; and 4) Teaching points expand and extend around genre. Four universal principles that hold across all grades are further elaborated: 1) Value each step in the lesson; 2) Balance the planned and unplanned teaching opportunities; 3) Make intentional teaching decisions as students develop; and 4) Make explicit links between a whole class lesson and students' own writing. Recommendations for implementing interactive writing in upper‐elementary grades are suggested.