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ERIC Number: ED461121
Record Type: Non-Journal
Publication Date: 2002
Pages: 15
Abstractor: N/A
Reference Count: N/A
The Emergence of Conventional Writing.
Epstein, Maria
Children in the emergent writing stage write in pre-conventional or emergent forms (scribbling, drawing, non-phonetic letterings, and phonetic spelling) before they write conventionally. A special education teacher in a kindergarten inclusion setting in the Bronx, New York, noticing that her students did not particularly like to write, decided and attempted to move them along from emergent to conventional writing. She introduced and implemented several different kinds of activities to foster writing. Journals were used to have students communicate with their parents through written dialogue. This also encouraged parental involvement. Scaffolding was initiated to assist the students in writing more text. Modeling was presented to demonstrate how thinking, speaking, and writing are essential in the writing process. A stuffed elephant named Babar, his book, and a journal were sent home with one child every couple of days to encourage writing while entertaining Babar and sharing an adventure with him. The teacher found that this activity was the most successful since the students were eager to take Babar home and looked forward to their turns. The highlight of this activity was that the student got to sit in the Author's Chair and read his or her journal entry to the other students. The teacher noticed that the students were speaking more to each other about what they were going to do with Babar when it was time to share an adventure. (Contains 14 references.) (Author/NKA)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A