1. Junior Writing In-service April 10, 2008 Amy Sicoli Shelley Montgomery Lynn Denault

2. Key Messages Today 4 writing instructional approaches 4 reading instructional approaches vs. 4 writing instructional approaches explicitly teach writing during the literacy block using 4 instructional approaches – gradually extend to other subject areas focus on nonfiction writing

3. Four Instructional Strategies Vygotsky’s Gradual Release of Responsibility Modelled writing Shared writing Guided writing Independent writing

4. Modelled Writing (Quote from Nancie Atwell) Teachers write and share their writing, processes and products, with their students. They personally experience what they ask of student writers, from finding a topic through going public. Teachers do not require student writers to do anything they don’t do themselves as writers.

5. Modelled Writing High teacher support – use mentor texts Explicitly teach using focussed demonstration Involves the teacher scripting the text while thinking aloud – create anchor charts Teacher models problem-solving skills and strategies during writing

6. Modelled Writing All students must SEE text as you WRITE Teacher explains, thinks aloud and WRITES aloud Shows that writers always write with an audience Shows how good writers think and they craft their writing to make it effective Shows value of risk-taking as part of writing

7. Quote from Donald Graves What students have been missing for years is seeing their teacher write. They need to see you wrestle with a piece you care about: delete and rethink and add details. They want to hear your wish for a funny piece you are working on and then celebrate with you when you finally write a draft that shows what you mean.

8. Quote from Donald Graves They want to understand what prewriting really is and what revision tools are useful. They need to see you craft your writing so they can develop a vision for how to craft their own. You are the only one who can show them. They’re counting on you.

9. Shared Writing Teachers works WITH the students to construct a piece of writing Teacher controls the PEN Students actively contribute their IDEAS Enables teacher to support and scaffold writers Lesson explicitly teaches a writing text form, strategy, etc. Teacher explicitly teaches strategies/genres/formats and demonstrates the writing process while collaborating with students

10. Shared Writing Continue to think aloud while writing Teacher responds to student suggestions, showing how they contribute to the writing POWERFUL teaching tool in all curriculum areas

11. Benefits of Shared Writing Authentic writing experience Small-group or whole class – tailored to student needs Explicitly teaches students Motivates students to write more Provides anchor charts for classroom for students can refer back to it

12. Guided Writing The teacher gathers together a small, temporary group of writers and provides them with explicit teaching based on their needs at a particular point in time. Volume 6, Page 34

13. Guided Writing Teacher identifies a gap in students’ writing performance and decides on instructional focus Guides students to apply techniques to their own writing as they move to independent practice

14. Guided Writing Teaches the writer’s craft, strategies, and skills Guides, supports, and gives feedback to students in the group Makes ongoing observations and assesses students’ progress

15. Benefits of Guided Writing Teacher provides support to small groups/individual students before they write texts independently Can be used with students at any achievement level Helps students to hone specific strategies with guidance

16. Independent Writing (R)emember that students need to spend most of their time writing independently. If they are to become excellent writers they have to spend most of a writing lesson composing continuous text… Regie Routman

17. Independent Writing Students do the writing themselves, drawing on the knowledge/skills learned in modelled, shared and guided lessons + teacher feedback 30 minutes per day of sustained writing – frequently on topics of student’s choice Teacher confers with students

18. Independent Writing suggests ideas for improvement, provides support as strategies are tried explains, responds to needs, coaches, re-teaches, encourages, observes to plan future teaching

19. Benefits of Independent Writing Helps writers become clearer, more focused, and more concise Encourages enjoyment and confidence Enables teacher to provide feedback Allows students to try out new ways of writing

20. Text forms Text forms offer a general framework that enables readers and writers to create meaning and communicate their ideas. They generally describe the function and structure of a text.

21. Genres Adventure Drama Realistic fiction Fantasy Science fiction Humour Tall tales Information piece Legends/fables Memoir

22. Text Forms Persuasive Recount Narrative Story Report Storyboards Explanation Summary Procedure Poetry Personal narrative

23. Genre Generally, genre refers to the style or literacy category of a text, and may be informational or imaginative. The differences between text forms and genres are not absolute, and there may be overlap between the categories.

24. Text Format Format can be thought of as the general organization and arrangement of text that accommodates the specific needs of an audience. There may be some overlap with text forms.

25. Text Formats Announcement Blog Editorial Essay Instructions Interview Journal

26. Text Formats (continued) Letter List Magazine Newspaper Radio ad Speech Story

27. How do I manage…? 4 instructional approaches 4 assessment levels 4 categories of the Achievement Chart 5 steps of the writing process 6 +1 traits of writing Text forms, genres, format HELP ??!?????!????!!!???????!!!?

28. Effective Writing Program 4 instructional strategies the writing process – writer’s workshop on-demand writing word study/spelling cross-curricular connections understanding of traits of writing

29. Summary Effective teachers use these key instructional approaches daily, selecting the best approach for the needs of the students at the time. They may focus on one approach or use a combination, as appropriate. The approaches are used to meet students’ needs, and are not necessarily used in a linear fashion. Volume 6 – Page 36

30. Final thoughts… Knowing WHEN to use modelling, WHEN to share writing responsibilities, WHEN to guide, and WHEN to let students work independently is what makes an effective teacher and ensures students’ success in writing. Volume 6, Page 29