1. COMPONENTS OF AN EFFECTIVE WRITING PROGRAM

2. 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

3. 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

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

5. 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

6. 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.

7. 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

8. 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

9. 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

10. 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

11. 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

12. 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.

13. 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.

14. 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.

15. 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

16. 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

17. 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

18. 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

19. 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