Strategic Writers Twin Rivers 2014

MOTIVATING AND DEVELOPING STRATEGIC WRITERS

Lauren Buck, MAEd, NBCT

Chocowinity Primary School

Beaufort County Schools, NC

lbuck@beaufort.k12.nc.us

“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.

QUESTIONS/COMMENTS?

lbuck@beaufort.k12.nc.us