38
MOTIVATING AND DEVELOPING STRATEGIC WRITERS Lauren Buck, MAEd, NBCT Chocowinity Primary School Beaufort County Schools, NC [email protected]
| Date post: | 05-Aug-2015 |
| Category: |
Education |
| Upload: | laurenfbuck |
| View: | 39 times |
| Download: | 0 times |
MOTIVATING AND DEVELOPING STRATEGIC WRITERS
Lauren Buck, MAEd, NBCT
Chocowinity Primary School
Beaufort County Schools, NC
“Children want to write. They want to write the first day they attend school. This is no accident. Before they went to school, they marked up walls, pavements, newspapers with crayons, chalk, pens or pencils... anything that makes a mark’.”
~ Donald Graves
WE ALL NEED TO LEAVE OUR MARK
WHAT WILL YOURS BE?
WRITING TELLS A STORY
WE CONNECT THROUGH OUR STORIES
WRITING ALLOWS EXPRESSION
COURAGE
WRITING TAKES COURAGE
HOW DO WE TEACH WHAT IS NECESSARY AND KEEP STUDENTS ENGAGED?
GRADUAL RELEASE OF RESPONSIBILITYI
ndependent Writing
Interactive WritingShared WritingModeled Writing
Less Teacher Support
More Teacher Support
PrewritingDrafting
Peer-ReviewEditing
Revision (throughout)Publication
Which parts of the
process show up
most in your classroom?
Least?Why?
WRITING IS A PROCESS
THE WRITING PROCESS
HOW TO BE A GOOD WRITER
Plan your writing. Write a draft. Evaluate your writing. Revise your writing. Edit your writing. Share your writing. Read as much as you can! Practice!
GUIDING WRITERS MODEL! Students need to see us write! Limit ASSIGNED writings—plan effective mini-lessons. Teach students how to plan for writing (research, planning, drafting,
editing). Teach students to ask themselves: “Do I know this word? Can I see it in my
brain?” Students should say unknown words slowly as they write to hear dominant
sounds and spelling patterns. Have students use a “practice paper” if needed to help control serial order
confusions. Hold students accountable for what is known. Limit excessive teaching of conventions—this comes at the END (editing). Help students find resources (word wall, book, research, peers). Critique work in a positive way. Encourage Peer Reviews. Rubrics Celebrate good work!
INTERACTIVE WRITING “is an instructional context in which a
teacher shares a pen – literally and figuratively – with a group of children as they collaboratively compose and construct a written message”
McCarrier, Pinnell, & Fountas, 2000, p. 4
R.I.P. LETTER OF THE WEEK
DICTATION Free young writers up from the story composing
and let them focus on simple concepts. Spacial layout, articulation, punctuation, etc.
RESPONSE TO TEXT Use Stem Questions to discuss story
elements and practice writing skills.
WRITER’S WORKSHOP Based upon four principles—students write about
their own lives, use a consistent writing process, work in authentic ways to foster independence.
Direct instruction through a mini-lesson, 45 minutes of active writing time while teacher confers with students, and ends with sharing of writing.
PLAN STRONG MINI-LESSONS“This part is missing from writing instruction…you
have to be the writer and model! Use mentor texts, slow down, and write in front of the kids.”
~Linda Hoyt, 2013
There is a difference between explaining and modeling.
Keep modeling short and focused. DON’T FORGET—writing is HARD! We make it look
too easy and writers don’t know what to do when stuck.
AVOID THE AVOIDANCE
WHERE TO BEGIN… …WITH THE STRENGTHS OF THE CHILD.
“Wise teaching, like wise parenting, begins with
watching and listening and delighting in the learner”
(Calkins, 2002, p. 54).
ANALYZE STUDENT WRITING
KNOW YOUR STUDENTS Analyze writing samples Identify strengths and needs for
each student Build on what the student knows Teach new skills throughout the
day during all areas of writing instruction (interactive, guided, writer’s workshop)
Use prompts and make decisions based on your knowledge of each student
Be a constant observer and analyzer
ANALYZING YOUR WRITERS
YOUR TURN
Read the first grade writing sample
Use the writing checklist to identify 4-5 strengths 1-2 needs
Share at your table Make a list of
teaching points for this writer
REMEMBER TO…1. Know the Important Behaviors to
Notice and Support.2. Identify students’ strengths and
needs.3. Model, support, and praise use of
those writing skills/behaviors.4. Decide what to say.
