Shared Writing
To develop understanding of the writing process through collaborative composition.
- Framework: EYFS
- Unit: EYFS Literacy
- Learning area: Literacy
- Level: EYFS Reception
Objectives
- Contributes ideas to shared writing
- Suggests sounds and letters
- Understands sentence structure
- Applies learning to own writing
Materials
- Large paper or whiteboard
- Marker pens
- Word banks and sound mats
- Writing frames
Instructions
Write with children, not for them. 'Today we're going to write about our trip to the farm. What shall we say first?' Gather ideas verbally before writing anything down.
Model your thinking transparently: 'We said We saw some pigs. I need to start with a capital W. W-e. Now saw—what sounds can you hear?' Invite children to contribute sounds and ideas throughout.
Reread frequently. 'Let me read what we've written so far. We saw some pigs. They were pink and muddy. What shall we write next?' Rereading helps children see writing as connected meaning, not isolated words.
Show how writers make choices: 'Shall we say big or enormous? Which word sounds better? Enormous! That's more exciting!' This demonstrates that writing involves thinking and decision-making.
Address conventions explicitly: 'Now I need to start a new sentence. Sentences start with a capital letter. There. And I'll leave a finger space before my next word.' Make the invisible visible.
Vary the genre. Write stories together, but also lists, instructions, letters, labels, recounts. 'Today we're writing instructions for how to wash your hands. Instructions need to tell people what to do step by step.'
Connect to independent writing: 'Tomorrow you might write your own story about the farm. You could use some of the words we used today!' Show that shared writing feeds into children's own compositions.
Display shared writing and return to it: 'Remember when we wrote this together? Let's read it again.' This shows writing as permanent and valuable, worth revisiting and celebrating.