Using Symbol Systems (continued)

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Both young writers are at an important stage in their writing development. I see them turning the corner in their ability to make meaning on the page and read back the words they write.

Jacob, on the other hand, shows me that he has turned that corner. When I ask him to show me his writing during writing workshop time in his kindergarten class, he points to a journal page with brilliant colors, a large mountain-like shape, and the letters C A N.

"Oh, you're writing another story about volcanoes? Can you read it to me?"

"Sure. The volcano is shooting fire on the sand. See? Sand," he reads, pointing to the letters CAN.

"And the water's goin' back in," he explains.

"Anything else you want to add?"

"I'll write volcano, I think." He takes his crayon in hand, V, V..." and slowly says the whole word "volcano." "Q, O. Volcano!"

"You wrote a lot! Do you hear any more sounds?"

We both say "volcano" slowly and Jacob adds QNO.

Jacob can write and read back what he has written. In a sense, he has cracked the code, not relying on the magic of someone who can "read" to tell him what his letters say. He can do it himself.

Just like fast-mapping, the ability to "invent spellings" heralds the beginning of a written vocabulary growth spurt. Young children who can represent the sounds they hear by writing some letters can use whatever letter-sound combinations they have at their disposal and apply them to new situations. With more practice and exposure, their written words grow toward conventional spelling and are easier for others around them to decode.

One day I called to chat with Laurie, and Carrie answered the phone.

"Can you tell your mom to call me?" I asked.

A few minutes later, my phone rang and it was Laurie.

"Did you want me to call you?" she asked.

"Yes. Did Carrie tell you?"

Pause. "I think so. She left me a note." ("colrufe")

We could both decipher her message to "call Ruthie [rufie]." This is more than a cute example of a bright child writing notes. Carrie shows that she understands the ways she can use symbolic representation to "tell" someone something. It shows her ability to use different forms of writing, from notes to express her feelings to relaying information. The more she writes, the more her written vocabulary will grow.