In this paper, we examine 4- and 5-year-old Anishinaabek children's text creation and identity (re)formations while involved in collaborative writing with their Anishinaabek teacher about the moose hunting practices of their northern community. The teacher took on a role as an emergent writer alongside the children, voicing her memories of moose hunting with family members and her thinking as she drew pictures and used the marks, letter-like forms, and letters that her students used to create the collaborative text. Inductive analysis of talk and nonverbal communication in the video recordings of the teacher's interactions with the children, as well as analysis of the collaboratively created text and the children's independent texts, shows that the teacher created spaces for children to learn Anishinaabek cultural knowledge alongside literacy skills and knowledge.