Background Information
on Sharing and Writing
Sharing Spaces/Message Boards
Every classroom should have places where children can display their work and you can post daily messages (even the daily schedule). You can set up a message board on a bulletin board, on an inner door, or on the back of a class divider. Children love to see their work (and messages) displayed in a public place.
Classroom Sharing
Each day, or as often as possible, allow time for a few children to share their finished work. Sharing can be done while sitting on a special chair; in a designated, decorated sharing area; or with the writer wearing a special hat or crown. Most importantly, children need this time to share their writing and receive responses from interested listeners. (If some children are not comfortable with this public sharing, they may ask a friend, or you, to be a sharing partner. It may also be enough for them to post their work on the message board and notice peer responses from the sideline.)
Take-Home Work
Parents need to be prepared to respond to the written work of their emergent writers. Then, when the children take home their written work, parents can better assess how their children are doing. Encourage parents to focus on what the children are learning rather than what they still must learn. Parents should understand that children’s writing takes many different forms (copying, spelling phonetically, dictating to a scribe, and so on). Teachers may also want to provide notes about the purpose of particular or individual writing samples. For example, note whether the child worked alone, with others, or with the teacher. (See the Appendix for “Parent Connections.”)
Writing Folders/Portfolios
At various times during the school year (weekly, monthly, quarterly), file samples of children’s written work. Be sure to date and annotate the work regarding its setting and purpose. These papers will give you, the parents, the child, and the child’s next teacher a good picture of the child’s progress. (See also "Student Conferences and Writing Portfolios.")