These are learners who recently started learning to write. Usually, these are kids who are still in the experimental writing stage. They would typically scribble a lot in the process of conveying a message.
Kids as young as two years old begin to mimic the act of writing by creating symbolic markings and drawings that represent their ideas and thoughts. You should check out our new grade calculator. This is the starting of a series of stages that kids progress through as they learn to write.
Emergent writers discover different methods to send written messages. You should check out our new high school GPA calculator. Here’re some writing samples that can be commonly seen in a kindergarten classroom.
- Drawing and imitative writing: In this kind of early writing, kids write a message or share ideas through imitative writing and drawings. Random letters and scribbling are often seen as an imitation of grown-up writing.
- Copying words: The kids copy words from handy resources such as word walls, books, and posters. The writer might or might not know the meaning of the words.
- Strings of letters and drawing: The kids write with random letters but have a certain message to convey. The letters often don’t have any relationship to conventional spelling or sounds.
- Early phonetic writing: The kids write connected letters (mainly consonants) to represent words. Sometimes, the letter’s sound is used for a word.
- Phonetic writing: The kids write words using letters to represent every sound that’s heard. Vowels and consonants are used. Kids might also use some punctuation.
- Conventional phonetic writing: The kids increasingly write with conventional structures and spellings. Letters’ formation is also more conventional.
Teachers can utilize the following strategies to foster the growth of emergent writers:
Practicing name writing: Name writing increases kids’ procedural and conceptual knowledge. Names are meaningful to kids, and preschoolers typically remain interested in learning to write their names’ letters, particularly the first letter.
Proficiency in name writing also provides a foundation for other literacy skills and knowledge.
Learning from teacher modeling: Kids benefit from instructors modeling writing and from the opportunities to interact with other students on writing projects. Instructors can think aloud about composing a message, connect writing to kids’ topics of interest, and explain how to decide what to write.
Writing throughout the day: Preschoolers like experimenting with the writing process. Emergent writing processes can have spontaneous writing during teacher-guided and center-time writing activities.
Writing can become a vital component of every learning center, especially if instructors strategically place different writing materials throughout the classroom and provide special guidance on utilizing them.
Emergent writers are children who have just started to learn how to write, and usually use several ways to send written messages.
They will use initiative drawings and writings, which to them resemble the adult’s writing even though they are just scribbles, or they may try to copy words. Strings of letters and phonetic writings are also used, leveling up from early phonetic writing to conventional phonetic writing.
For teachers, fostering the growth of emergent writers is important, and there are various tools and strategies that can be used to achieve this. Because names mean something to the children, the teacher can have them practice writing names, starting from the first letter.
Additionally, teachers can model the writing, and have the children practice through projects done individually or with other students.
Finally, by creating various activities centered on writing, teachers can guide the children by using strategically placed writing materials meant to give the children the feeling of spontaneity.