Writing Ideas for Emergent Writers

The development of LITERACY (reading and writing) evolves through a CONTINUUM of related skills, from emergent to conventional. This process has been described many ways; one example of the writing continuum:
1. Pre writing = play with letters, scribble, pretend writing, approximate letters.

2. Emergent Exploration = drawing with writing, invented spelling, produce favorite letters, tell/retell stories with pictures and words.

3. Developing Sentences = write words, put words together - unconventional, complete sentence starters, shared writing (copy, complete word or sentence).

4. Basic Mastery = produce sentences with correct convention but errors of punctuation, spelling and grammar.
5. Developing Extended Responses = paragraphs, errors in organization & grammar, limited vocabulary, ideas better verbalized than written.
6. Writing mastery = editing skills, expanding ideas and word use, complex sentences and ideas…

Pre Writing and Emergent Exploration: In order for students to reach the developing and basic mastery levels of writing, they need to spend time in the exploration phase. Our students with multiple disabilities, and those who are averse to writing or holding a writing tool require even more time – time to play with and experiment with letters and words. Every student needs a “pencil” (this may be a computer, pointing, a switch, eye gaze, etc…) and an “alphabet” (an onscreen keyboard, paper alphabet board, AAC device, etc.) along with DAILY writing opportunities.
Here are some ideas for the Pre-writing / Emergent / Exploration phase:
1. Build background knowledge of letters: talk about letters & connect them to something students know (names, etc).

2. Have student choose letters – use a flip-book or page with the alphabet - write down the letters the student chooses, read back their writing (pronouncing as written) and discuss with them; or use a computer & open a blank Classroom Suite (or Word) document, increase the font size, and let them play with the keyboard – always print their work.

* You can do this with your non-verbal students, and students using Step-by-step switches – check with me for more information about that.

3. Give your students a topic to write about / with a picture: Such as: “Going to the Movies”. [Look at the "Handouts" on my blog - use the 'Memories From Home' handout to develop student writing topics.]

4. Typical emergent writers will produce first in an alphabetical order: aaaaaa cccccc eeeeeeee ggggggg jjjjjjj oooo pp; then move to a more variable letter placement: iszfjmwwwmosuz
Allow students to experiment this way – no need to direct students to “find the letter d”, just play with letters. Classroom Suite can be set to say each letter as it’s typed.

5. Ask your students: “What do you want to write about?”- offer choices for students who need options: “Do you want to write about your dog or your trip to Grandma’s house?”

6. Use upper case for students with visual impairments – expose students to both, but it’s harder to discriminate between lower case letters.

7. Classroom Suite Activities

• Blank document – type with Option: “speak letters” and “speak words”. If your students are writing sentences, select Option “speak words” and “speak sentences”.

• Classroom Suite Activities found in: Instructional Classrooms > Literacy > Writing o 1. Pre writing [• ABC Book • Abc song • Balls Move write • Beginning alphabet writing (use the mouse to click on letters) • Winter writing
o 2. Emergent Explore Words [• abc & word write • make 3 letter words • Snow • Sun]
o 2. Errorless Sentences [• Silly Subject Predicate • Winter is writing • Write about favorites]
o 2. Errorless Stories [• Errorless Car Story • Errorless Pizza Story]

CONTACT ME for more information about writing for students who need alternative “pencils” – I will also adapt or make new Activities in Classroom Suite to meet the needs of your classroom, curriculum, theme, or individual students.

-Sheri Lenzo