1. July 28, 2011 IWP Summer Leadership Institute continuous learners responsible, caring citizens Inspiring… In a global community

2.  The act of modeling sends powerful messages about a teacher’s beliefs and practices.

3. Continuouslearners How does modeling the writing process help students as writers?

4.  Explain the importance of modeling the writing process  Describe key aspects of model the writing process  Identify ways to increase modeling their classrooms

5.  Six word memoir: In six words introduce yourself to the group. Include as much information as you can.

6.  College and Career Readiness Anchor Standards for Writing ◦ Production and Distribution of Writing  5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. ALL K-5 strand 5 standards begin with the stem:  With guidance and support from adults…

7.  “In regular practice and behavior, the teacher is a model of thoroughness, or self-evaluation, or courtesy, or whatever else is expected of students.” ( Saphier, Haley-Speca, Gower,2008)

8.  Think, Pair, Share ◦ How do you use modeling think alouds in the writing class?

9.  Beth Davey, is credited in 1983, for an article in Journal of Reading which shows how the think aloud technique of modeling can be used to teach reading comprehension strategies.  Other researchers published similar work on using the think aloud model for reading instruction e.g. Clark, 1984; Meichenbaum, 1985.  In 1983, Donald H. Graves writes about modeling in Writing: Teachers and children at work.  In 1986, Lucy Calkins includes modeling as a protocol during the mini-lesson in her text, The Art of Writing.  Nancy Atwell joined the ranks in 1987 with In the Middle, in which the idea of modeling is integral throughout the writing process.

10. ◦ Writing instruction has to come during the writing process, not after. ◦ You must show students your process ◦ Make your thinking visible ◦ You don’t need to be perfect ◦ (Kittle, 2008) 10

11.  Instruction should be scaffolded to meet the students’ needs.  GRR allows students multiple attempts before they go solo.  Good instruction takes time. *See rubric on purpose and modeling.

12. (c) Fisher & Frey, 2006 TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Structure for Instruction that Works

13.  Purpose is intentional and based on formative assessments  Lessons contain guided, collaborative, and independent tasks  Students can explain the purpose in their own words (student friendly targets)  Teacher provides an authentic model  Students use strategies that were modeled

14.  Internal dialogue made external  Asking yourself questions  Weighing alternatives and using criteria to choose  False starts and self-correcting  Persistence *See handout for step-by-step directions. ( Saphier, Haley-Speca, Gower,2008)

15.  During the pre-writing process teachers can use think aloud to model the strategies writers use to get the process started by brainstorming ideas or demonstrating use of a writer’s notebook.

16.  During the drafting process, teachers can model by drafting in front of the students

17.  During the revision process, teachers can model how to ask questions and think about audience, purpose and craft.

18.  During the editing process, teachers can model how to use mechanics and conventions to help readers understand the message

19.  Give One, Get One, Move On ◦ On a sheet of paper write ideas from today’s presentation that you learned, inspired you, or validated your practice. ◦ Stand up and move around. ◦ Compare notes with other participants. ◦ Add one of their ideas to your paper and share one of your ideas with them. ◦ Move on to the next person and do the same thing.

20.  Atwell, N. (1987). In the Middle. New Hampshire: Heinemann.  Calkins, L. (1986). The Art of Teaching Writing. New Hampshire: Heinemann.  Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading comprehension. Journal of Reading, 27(1), 44-47.  Fisher,D. & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a gradual-release framework. New York: Scholastic.  Graves, D. (1983). Writing: Teachers and children at work. New Hampshire: Heinemann.  McCarrier, A., Pinnell, G. S., & Fountas,I. (2000). Interactive Writing. New Hampshire: Heinemann.  Routman, R. (2005). Writing Essentials. New Hampshire: Heinemann.  Saphier, J. Haley-Speca, M.A., & Gower, R. (2008). The Skillful Teacher, 6 th ed. Massachusetts: Research for Better Teaching.