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ERIC Number: ED542334
Record Type: Non-Journal
Publication Date: 2013-May-11
Pages: 74
Abstractor: As Provided
Reference Count: 28
ISBN: N/A
ISSN: N/A
Engaging Emergent Writers with Anchor Lessons
Meyer, Jamie; Weih, Timothy G.
Online Submission
This project focused on the creation of curriculum that would support writing development for emergent writers aged 5 to 7 years old. The research-base of the project explored how beginning writers can be scaffolded in their attempts to learn how to write. Past research was also examined to discover how emergent writers can be engaged in developmentally appropriate ways, what writing concepts to expect from young writers, and how to motivate young children to write. Anchor lessons were developed based upon the existing research-base that connects children's literature to writing concepts and engagement. The resulting conclusions illustrated the importance of teaching children within their individual zones of proximal development, the use of materialization and private speech, connecting writing to children's literature, and careful attention towards scaffolding instruction based upon children's needs. Each of these findings was built into anchor lessons to support young children's learning to write. The following are appended: (1) I am an Author! Folder Poster; (2) Authors Graphic Organizer; (3) Authors Use Tools Poster without title; (4) Authors Use Tools Poster with title; (5) Messy Room Poster; (6) Messy Writing; (7) Clean Writing; (8) What We Can Write Poster; (9) What is Important to You--Part 1 Poster; (10) Write About the World Paper; (11) Treasure Note; (12) What is Important to You--Part 2; (13) What is Writer's Workshop Poster; (14) Spaghetti and Meatball Spaces Poster; (15) Writing With A Magic Line Poster; (16) Authors Use the Word Wall; (17) Writing with Someone Poster; (18) Share Out Poster; and (19) Publishing Poster. (Contains 22 figures.)
Publication Type: Reports - Research
Education Level: Early Childhood Education; Elementary Education; Kindergarten
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A