Writing

1
Writing
2
Time to Discuss

• How is todays writing instruction different
  from writing instruction when you were in school?

3
The Reading and Writing Connection

• Writing and reading are reciprocal processes
• Students writing is strongly influenced by their
  reading
• Students who write regularly usually become
  better readers
• Integrating writing during reading instruction
  benefits all students, especially struggling
  readers

4
The Reading and Writing Connection (cont.)

• Writing provides the opportunity to apply the
  alphabetic principle
• Writing instruction reinforces and extends
  knowledge about and skills in reading
• Students often incorporate different text
  structure and reading content into their writing
• Students often write using topics and ideas from
  stories they have read or heard

5
Chapter 10 Young Writers The People and
Purposes That Influence Their Literacy

• Jigsaw Activity
• Form groups of three
• Each member of the group will read and share the
  following pages
• Reader 1 pages 205-214
• Reader 2 pages 214 - 224
• Reader 3 pages 224-235

6
You Try It

• Stages
• Scribbling
• Drawing
• Making letter-like forms
• Reproducing letter sequences
• Using phonetic spelling
• Spelling conventionally

• Scenarios
• Familiar tale (fable, folk tale, nursery rhyme)
• Love letter
• Headlines for several current events

7
Effective Writing Instruction

• Allocate long blocks of time for writing and
  sharing of students writing
• Establish a positive, collaborative environment
• Model writing by collaborating with students

8
Effective Writing Instruction (cont.)

• Help students learn the writing process
• Teach students different writing forms
• Help students learn to write for a variety of
  purposes and audiences

9
Effective Writing Instruction (cont.)

• Use graphic organizers
• Have students write independently but provide
  scaffolding when needed

10
Monitoring Writing Progress

• Use conferences, anecdotal records, and writing
  products
• Regularly schedule teacher-student conferences
• Provide positive and corrective feedback
• Document students progress

11
Monitoring Writing Progress (cont.)

• Help students learn to monitor and evaluate
  their own writing and the writing of other
  students
• Use checklists and rubrics
• Provide opportunities for students to work
  together
• Model procedures for peer conferencing

12
Second-Grade Snapshot Tamara
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Teaching Writing Conventions

• Focus on one new writing convention at a time
• Teach conventions in the context of students
  writing
• Provide sufficient practice

14
What About Spelling?

• When writing drafts, students should be
  encouraged to spell words phonetically and to use
  classroom resources, such as word walls and word
  banks
• Even in first drafts, expect students to
  accurately spell words that they have previously
  studied.

15
Providing Choices

• Provide opportunities for students to make
  choices about their writing
• Help students decide on writing to share and/or
  publish

16
Using Computers

• May help students concentrate on ideas rather
  than the mechanical aspects of writing
• Can enhance writing when students collaborate
  about ideas and writing content

17
Consider DiversityEnglish Language Learners

• Actively involve students
• Provide support
• Encourage students to talk before writing
• Consider varied cultural discourse patterns

18
Time to Reflect

• Fill the Head
• Think about this session
• Write key words or phrases inside the head
• Find a partner and share whats inside of your
  heads
• Add any new words or phrases
• Highlight important and shared items
• Share two or three of the most important items
  with the group

19
Further Reading
Seeing With New Eyes by The Northwest Regional
Laboratory
20
The Power of Writing

• From their communities, to their families,
  to their classrooms, several factors influence
  young writers.As young writers become
  increasingly able to evaluate their own
  surroundings, and the role writing plays, their
  ability to write, talk, read, and think
  expands.Teachers strive to find whatever works
  to help their children feel the excitement of
  writing. There are no routines that work for all
  children in a classroom of diverse
  learners.Teachers of young children find it
  exciting to watch unique individuals emerge, on
  paper, before their eyes.
• Hansen, 1998