Motivating and growing strategic writers in early grades.

1. Lauren Buck, MAEd, NBCT
Chocowinity Primary School
Beaufort County Schools, NC
lbuck@beaufort.k12.nc.us

4. “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

18. Independent
Writing
Writer’s Workshop
Guided Writing
Interactive Writing
Shared Writing
Modeled Writing
Less Teacher Support
More Teacher Support

19. Prewriting
Drafting
Peer-Review
Editing
Revision
(throughout)
Publication
Which parts of
the process
show up most
in your
classroom?
Least?
Why?

20. 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!

21.  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!

22. “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

24.  Free young writers up from the story composing
and let them focus on simple concepts.
 Spacial layout, articulation, punctuation, etc.

25.  Use Stem Questions to discuss story elements
and practice writing skills.

26.  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.

27. “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.

29. “Wise teaching, like wise
parenting, begins with watching
and listening and delighting in
the learner” (Calkins, 2002, p.
54).

31.  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

34. 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

35. 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.

38. lbuck@beaufort.k12.nc.us