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The article defines interactive writing, traces its origins, and demonstrates a first-grade teacher, Tessa, using the method as a mini-lesson that guides students through a single, coherent writing session. Through collaborative composition of continuous text, the lesson aligns with Texas Essential Knowledge and Skills standards. 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In this article, we describe the interactive writing process. We then recount the way one first-grade teacher, Tessa, implemented the strategy with her students by walking the reader through one lesson. We present how, during this lesson, Tessa organically addressed several Texas Essential Knowledge and Skills standards by collaboratively writing continuous text. Finally, we share how this process has impacted the children’s writing habits in Tessa’s classroom.  \nKeywords: interactive writing, writing workshop, first-grade  \nTessa has just picked up her first-grade students from the gym after physical education class. They are chattering about something as they walk down the hall. Several tug at the sleeve of their teacher and tell her the exciting news that they have just won several games of tug-of-war. Tessa could say,“How wonderful! I can see how excited you all are!” and leave it at that. Instead, as they enter the classroom and she asks them to take a seat on the carpet in front of the easel, she seizes this opportunity to create apiece of writing from their shared experience by continuing the hallway conversation. This is followed by a flurry of exclamations from the children as they begin to compose and construct a text together.  \nTexas Association for Literacy Education Yearbook, Volume 12: Tall City TALE: Inspiring Literacy Everywhere  \n©2025 Texas Association for Literacy Education  \nISSN: 2374-0590 online  \nWhat Tessa (also the second author) has done on this day is to take a small moment (Calkins, 2003) and document it through interactive writing, an instructional technique that engages children in every part of the writing process. This article presents the definition and origins of interactive writing and how Tessa used the technique asa mini lesson before sending her students off to write independently during the writing workshop.  \nYoung children should write every day. Hearing sounds and recording them on paper (encoding) leads to increased phonics skills, and therefore, more robust reading skills (Graham & Hebert, 2011; Jones et al., 2010). A recent survey reported that leading literacy researchers indicated that writing should be emphasized in the body of literature related to literacy (Grote-Garcia et al., 2025). In the past few years, however, there has been an emphasis on phonics, especially isolated phonics instruction, in primary grade classrooms (MacPhee et al., 2021; Tierney & Pearson, 2024; Wyse & Hacking, 2024) . This has resulted in a lack of time devoted to providing children with authentic writing experiences, such as those that occur during interactive writing.  \nThe predecessor to interactive writing is shared writing. Shared writing, an instructional method where the teacher holds the writing utensil while the children dictate what to write, evolved from the Language Experience Approach (LEA) (Lamoreaux & Lee, 1943; Warner, 1963) . LEA is a technique where the child dictates a sentence or two for the teacher to write. Interactive writing is an instructional technique where the teacher and children orally compose a text and “share the pen” to construct it (McCarrier et al., 1999) . Usually, the teachersits beside an easel with chart paper while the children sit in a group area in front of the  \neasel so they can see the text. This process is designed for children in grades prekindergarten through second, but can be modified with students in the upper elementary grades. The materials needed are an easel, chart paper, broad-tip markers, and white-out tape, although magnetic letters and other references for spelling are useful. Lessons are not lengthy (10-15 minutes) and can be taught in a whole or sm","cbCaiiQDCXmJxpVe","https://ap.wps.com/l/cbCaiiQDCXmJxpVe","pdf",900135,"English","# Interactive Writing: The Missing Link in the First Grade Writing Workshop\n## Overview and classroom context\n## Origins and definition of interactive writing\n## Rationale for daily writing\n## Interactive writing lesson example\n## Materials, structure, and planning","[{\"question\":\"What is interactive writing and how does it work in a first-grade classroom?\",\"answer\":\"Interactive writing is a shared-pen technique where the teacher and children orally compose a text and collaboratively construct it. Children see the writing on chart paper while the teacher leads the conversation that generates and shapes the text.\"},{\"question\":\"How does the article connect interactive writing to Texas Essential Knowledge and Skills standards?\",\"answer\":\"During the demonstrated lesson, the teacher addresses multiple Texas Essential Knowledge and Skills standards while collaboratively writing continuous text with students.\"},{\"question\":\"Why does the article argue that writing should be emphasized in early literacy instruction?\",\"answer\":\"The article states that children should write every day, and that hearing sounds and recording them supports phonics skills and stronger reading. It also notes that increased focus on isolated phonics can reduce time for authentic writing experiences like interactive writing.\"}]","Interactive Writing: The Missing Link in the First Grade Writing Workshop - Chapter 1 | PDF",1792042861]