COMPONENTS OF AN EFFECTIVE WRITING PROGRAM

A. MODELLED WRITING WRITE ALOUD Teacher models the mental processes of composing for the whole class Teacher provides models of exemplary text for the whole class to de-construct

A. MODELLED WRITING WRITE ALOUD Provides students with an opportunity to see the writing process in action: idea generation - starting points - organizing ideas - choosing relevant detail - vocabulary development - revising - editing Provides students with an opportunity to see examples of various forms of writing: recounts, narratives, procedures, explanations, expositions

A. MODELLED WRITING WRITE ALOUD Mini lesson format No longer than 10-15 minutes in length Focus might be on one step of the writing process or one aspect of a particular form of text

A. MODELLED WRITING WRITE ALOUD Teacher talks aloud while engaged in the writing process, clearly stating what she/he is doing and why he/she is doing it. After sharing the model, the teacher should summarize the key points

A. MODELLED WRITING WRITE ALOUD - Assessment As the teacher is the major performer in a write aloud, it is not an optimum situation for evaluating students.

B. SHARED WRITING INTERACTIVE WRITING Teacher and students compose text collaboratively Teacher acts as the scribe (shared) Teacher shares the pen with the students who act as the scribes (interactive) Samples of student work may be used for the purposes of editing and revising

B. SHARED WRITING INTERACTIVE WRITING Provides students with an opportunity to work through the writing process with the teacher’s assistance Provides students with an opportunity to compose various forms of text with extensive guidance and support from the teacher Teacher maintains control of the writing even when sharing the pen

B. SHARED WRITING INTERACTIVE WRITING Takes place after the students have been exposed to a session of modeled writing focussed on a particular form of text or an aspect of the writing process. Is used to reinforce the teaching of a new text form, a particular writing skill or an aspect of the writing process May be done on overhead or chart paper

B. SHARED WRITING INTERACTIVE - Assessment It is not recommended that the teacher evaluate the product generated through shared / interactive writing. However the process may be used as an opportunity to gather diagnostic or formative data with regards to the identified grade-level / ESL expectations

C. GUIDED WRITING Teacher and students plan a piece of writing together but the students write their own piece individually, with a partner or in a small group Teacher scaffolds and guides by providing graphic organizers and specific feedback Large or small group activity with teacher

C. GUIDED WRITING -Assessment Formative assessment strategy It is essential that the expectations and accommodations in a student’s IEP and/ or the Ministry’s curriculum expectations for the student’s ESL stage be considered when assessing and evaluating student work.

OTHER CONSIDERATIONS FOR ESL/IEP STUDENTS The expectations for each student’s ESL stage must also be considered to support task construction. It is important that the ESL learners be given permission to use their first language and multi-lingual dictionaries if needed to capture their responses before translating into English.

OTHER CONSIDERATIONS FOR ESL/IEP STUDENTS Students who have been identified as exceptional may require technological accommodations such as voice-activated computers and word prediction software. Sentence prompts, graphic organizers, and key visuals may support ESL learners.

D. INDEPENDENT WRITING Students are provided with the opportunity to write for various purposes throughout the day Helps students to build fluency, make personal connections, explore meaning, promote critical thinking and establish writing as a habit

D. INDEPENDENT WRITING Students need time to select personal writing topics as well as teacher-selected topics Writing experiences need to include a wide variety of fiction and non-fiction forms of text

D. INDEPENDENT WRITING - Assessment Formative assessment tool whereby the teacher guides and encourages students by providing specific feedback through observation and conferences Summative assessment tool whereby the teacher determines the students’ ability to consistently demonstrate curriculum expectations

E. ADDITIONAL FORMS OF WRITING Journals: encourage students to think about their thinking, make connections between learning and personal experiences, clarify their thoughts and record their growth over time Free Writing: encourages students to privately record thoughts, feelings, frustrations and personal responses

ATTAINING FLUENCY IN WRITING Teachers can help their students achieve success as writers by providing a range of learning experiences Gradual Release of Responsibility Model