Modelled, Shared, Guided and Independent Writing

Balanced writing components Modelled Shared / Interactive Guided Independent Table group activity Sort statements into the four writing instructional frameworks in table groups. Share back in large group and discuss as needed.

Where does each component fit in literacy instruction? Modelled, shared and interactive writing mini lessons in literacy block Guided writing as part of ongoing small group guided reading instruction. Independent writing as part of differentiated independent practice. . Discuss at table groups and then fade in text on the slide Pre-K to Grade 1 modelled, shared, and interactive writing are the primary instructional strategies that are used to build foundational skills. Guided writing is scaffolded instruction designed to move the student towards independence Guided reading texts serve as mentor texts to introduce genre as well as craft conventions and process. Genre is first experienced as a read aloud, and then through shared or interactive writing. Through immersion in a variety of texts student learn the characteristics of writing in various genres. Their ability to craft pieces expands as they write with voice and more skill in their presentation of ideas. All four components can be built into the guided reading program by connecting the writing tasks with guided reading selections.

Across the Curriculum All components can be integrated across the curriculum within a writer’s workshop model. Small temporary guided writing groups work well when students are working on ongoing writing projects. . In Pre-K to Grade 1 modelled, shared, and interactive writing are the primary instructional strategies that are used to build foundational skills. Guided writing is scaffolded instruction designed to move the student towards independence Guided reading texts serve as mentor texts to introduce genre as well as craft conventions and process. Genre is first experienced as a read aloud, and then through shared or interactive writing. Through immersion in a variety of texts student learn the characteristics of writing in various genres. Their ability to craft pieces expands as they write with voice and more skill in their presentation of ideas.

F & P Continuum of Literacy Learning Pre-K to Gr 8 The four areas of learning apply to all students from Pre-K to grade 8. Goals are presented by grade level with goals ideally achieved by the end of the grade. Spiral - Many of the goals are repeated across the grades with students working toward these goals in increasingly sophisticated ways. Purpose and Genre Craft Conventions Process Explore the continuum at table groups. How is it organized? Essential understandings in F & P writing continuum: Writing is a basic tool for learning and communicating with others We want students to be able to use writing for a wide range of purposes and audiences throughout their lives. Need to learn how to vary the process for different purposes and genres Spiral – like guided reading the text levels and comprehension skills increase in complexity…within, above and beyond the text.

How can the coach support writing instruction? Using student evidence to set learning goals for responsive guided instruction. Look at student evidence with the teacher and set learning goals Model – teachers can observe guided writing in LLI lesson Model and / or side by side small group student-centered instruction to support writing instruction Provide responsive instruction that enables each student to engage in meaningful independent writing practice. Teaching students how to write about what they are reading helps them to connect reading, thinking and writing processes in a holistic way. Flexible groupings according to student needs.

Students at the center… Begin with writing samples. Identify strengths and areas for growth. Student centered model….need to look at student work to establish learning goals. Use Seravallo look Fors to assess the student writing samples and identify individualized learning goals for students. Look at Serravallo Look Fors on curriculum connections Record keeping and goal setting with students Learning goals and writing tasks are selected from F&P writing continuum by purpose and genre. The individualized student centered goals (focus, elaboration, structure, detail and other craft elements) are the focus of the small group guided instruction and individual conferring during skills instruction connected to guided reading and writing instruction in the literacy block and small group and individual support during writer’s workshop. During writers workshop students can be grouped into small flexible pods with similar writing goals.

How do we select writing goals using a student-centered coaching model? Purpose and genre Craft focus F & P Writing Continuum Serravallo Look Fors Engagement Cross curricular content What tools can we use to select goals? Serravallo Look Fors are grouped into K-2 and 3-6 and take into account and roughly correspond to the developmental levels of readers: Emergent, Early, Developing and Fluent. Serravallo Look Fors are a strength based approach and are organized by genre and developmental level. Other considerations? Engagement Across the curriculum

How can the coach support guided writing? Connect reading, thinking, talking and writing in a meaningful holistic way that prepares students for independence. Model – teachers can observe guided writing in LLI lesson Look at student evidence with the teacher and set learning goals Model and / or side by side small group student-centered instruction to support the development of writing skills. Provide responsive instruction that enables each student to engage in meaningful independent writing practice. Teaching students how to Write about what they are reading helps them to connect reading, thinking and writing processes in a holistic way. Flexible groupings according to student needs. Model guided writing

How can the coach support independent writing instruction? Collaborate with teacher to create coherent independent writing activities connected to guided reading lessons Model – teachers can observe guided writing in LLI lesson Look at student evidence with the teacher and set learning goals Model and / or side by side small group student-centered instruction to support the development of writing skills. Provide responsive instruction that enables each student to engage in meaningful independent writing practice. Teaching students how to Write about what they are reading helps them to connect reading, thinking and writing processes in a holistic way. Flexible groupings according to student needs.

Look at samples here if time…if not refer to serravallo look fors on writing tab Writer’s workshop

“You only learn to be a better writer by actually writing” By extension you only learn to be a better teacher of writing by actually writing with the students Writing orchestrates thinking, language and mechanics. Important quote from Fountas and Pinnell “The writing process can be described as a series of steps (getting an idea, drafting, revising, editing and publishing) but it is in fact a recursive process in which all of these things may happen almost simultaneously.” Writing… “You only learn to be a better writer by actually writing” Doris Lessing

Holistic Writing Model, K. Carlisle 2016 SHARE Authentic Integrated Experiential Synthesize / Create PROCESS   How is the writing instruction delivered? SKILLS / CRAFT What makes the writing good? Shared vision – common assumptions about writing I DO Modelled Teacher as writer Mechanical skills / Expressive skills Genre awareness WE DO Guided instruction Personalized responsive learning environment Student YOU DO Application Integrated holistic content across the curriculum PRODUCTS What form will the writing take? Student is the centre. Individualized learning goals and responsive instruction CONTENT What are we writing about? Holistic Writing Model, K. Carlisle 2016

Holistic Writing Model, K. Carlisle, 2016 PROCESS   How is the writing instruction delivered? SKILLS What makes the writing good? Shared vision – common assumptions about writing Skills Engagement Differentiation Flexibility Interdependence Personalization Choice Process Engagement Differentiation Flexibility Interdependence Personalization Choice Student Products Engagement Differentiation Flexibility Interdependence Personalization Choice Content Engagement Differentiation Flexibility Interdependence Personalization Choice PRODUCTS What form will the writing take? CONTENT What are we writing about? Genre awareness Holistic Writing Model, K. Carlisle, 2016

Shared vision Quality writing instruction begins with shared foundational beliefs and an understanding of how key beliefs impact instruction. Last spring Penny Kittle tweeted the ncte guideline document which summarized key research and foundational beliefs about writing for English teachers. The document resonated with me and I spent some time reading and summarizing it and thinking about how it applies to writing instruction in our division. This activity is designed around some of the ideas in this document. Divide into grade alike groupings) Distribute 2 or 3 questions to each group and instructions. Table talk , distribute responses and complete doc for further discussion and then share back.   Discuss the question at your table group and try to arrive at a consensus. Brainstorm potential implications for teaching. Look at the NCTE guideline research summary. Report back to large group

Implications for teaching… Opportunities to write: Variety of purposes and audiences Variety of technologies and modalities Variety of tools for thinking Variety of composing modalities (digital design, illustrated text forms) Authentic experiential learning Summary of important implications for teaching from the ncte guideline doc

Implications for teaching… Safe differentiated learning environment Holistic process Students own lives as content and process Opportunities for talk Integrate reading and writing Quality instruction and ongoing assessment

TheTraits The six traits can provide a useful focus for guided writing and formative assessment throughout the writing process. At the same time students should be encouraged to think about their writing holistically.

The traits and… What makes writing good? Content / Learning Critical thinking Creativity Authenticity Expression

Mentor Text A mentor text is a piece of writing that can be used to teach a writer about some aspect of a writer’s technique and inspire the writer to try out these techniques. Ideas Structure Craft The text can also be used to inspire an original idea based on one from the text and to demonstrate an organizational structure that the writer can attempt to emulate with their own original ideas. It can be a book or a sample created by the teacher.

How to use a mentor text Read it like a reader Read it like a writer Write like the writer with your own ideas  When you read like a writer you are reading to learn about the writing and to identify the choices the author made to better understand how you might improve your own writing.

Penny Kittle http://pennykittle.net/index. php?page=home Middle years and high school Resources – mentor texts

The workshop model Small group instruction by genre and with a focus Lessons focus on the needs of the students Highlight qualities of good writing specific to the genre Writers workshop planning template

Student-centered Coaching The Writers workshop model can be used to integrate writing with the content areas and allows seamless integration of content and process with emphasis on deeper levels of thinking and speaking. How do we define writer’s workshop? How does it connect to student centered coaching? Why should we do it?

READ Mentor text: Analyze a text for the qualities in the lesson focus and specific to the students Teacher as writer: teacher pre-writes and thinks through the steps … Ideally both! Share the writers workshop template

THINK Include a visible thinking strategy Talk about the Making thinking visible book and list of strategies in it http://www.visiblethinkingpz.org/VisibleThinking_html_files/VisibleThinking1.html

Six hats thinking routine Video link: https://www.youtube.com/watch?v=UZ8vF8HRWE4 Source: Edward DeBono, Parallel Thinking. He is most known for his 6 hats activity – In which you explore and problem solve an issue from a variety of perspectives. I think it would help with thinking and talking before writing persuasive pieces. The hats can be real (for younger students) or metaphorical…white hat – provide information about the topic, yellow hat –positive thinking, Green hat – creative thinking, red hat – emotional responses, black hat – judgment / evaluation and blue hat – guiding the process and think about the thinking. There are quite a few video clips on youtube that explain it…here is one: https://www.youtube.com/watch?v=UZ8vF8HRWE4. There are some funny ones as well that students might like.

TALK Talk about the importance of talk

Drafting- write an initial draft

CRAFT Revise the text based on the learning goal / craft technique from the lesson…substantive changes at this stage Revise again : based on formative assessment ….individual support from teacher and / or peer suggestions

EDIT Polish your writing Final edit involves polishing the writing…final copy editing

Writers workshop Fatty Legs

On-line resources Writing mini lessons using mentor texts http://www5.sd71.bc.ca/literacy/ 6 Traits lessons on Writing fix.com http://writingfix.com/about_us/books.htm http://writingfix.com/ LSKY curriculum connections

On line resources North East School Division: http://curriculum.nesd.ca/Pages/default.aspx The SPDU website: https://www.spdu.ca/resources/english_language_arts.html The Stevenson scale 6 + 1 Traits of Writing contains K-5 exemplars, descriptors and rubrics: http://www.sjsd.net/~mckiel/FOV1- 000447C0/main.htm Take 6 traits Stevenson continuum

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