The document discusses effective writing instruction strategies for elementary students, emphasizing the gradual release model and the importance of pre-writing and modeling. It highlights the need for both teachers and students to set clear criteria for writing and engage in fun, reflective practices. Additionally, it includes specific writing examples from students and outlines techniques for improving writing depth and voice.

1. Writing IS ThinkingBrandon Elementary TeachersJanuary 28th, 2010Presented by Faye BrownlieReferences:Grand Conversations, Thoughtful ResponsesStudent Diversity, 2nd EdIt’s All about Thinking

2. Managing the WorkshopWork with large chunks of timeBuild criteria with studentsTeach one specific criteria at a time, over timeModel, model, modelFocus on pre-writing Coach students as they are writingGoal-set with studentsIncrease your silent writing time

3. The Gradual Release ModelModelGuided practiceIndependent practiceIndependent applicationPearson & Gallagher (1983)

4. Quick WritesGive a word to studentsGive 15 seconds to think about the word, then 3 minutes to free write, using the wordStudents reread (mumble) their writingStudents choose a phrase, sentence, powerful word to share – if they chooseShare the ‘treasures’Describe ‘what works’Repeat the process

5. How can we best use our resource time together? Can we introduce writing in a playful way to a diverse group of K children?

6. Students need:To see themselves as writersTo have funTo develop a sense of sound/symbol relationshipsTo find their storiesTo work with criteriaTeacher’s Need: What’s Next for This Beginning Writer? – Reid, Schultz, Peterson (Pembroke Pub)

7. The Gradual Release ModelK-1 Writing:Model - pictures & printRefer to criteriaKids draw & writeRefer to criteriaPearson & Gallagher (1983)

29. Grade 2/3 Writing CriteriaAn opening sentence with a hookDetailsDistinguished words

34. Autumn BearAuthor-Diane CullingIllustrator - Cindy VincentSnowberry Books, 2007ISBN 978-0-9736678-2-0

35. One September morning•a piece of fog touched me. As I looked out my window the gold leaves drifted out of the tree as I dragged my feet down the stairs to breakfreast, as I waited for the school bus I feel puffs of wind pick up my hair when the school bus came I slowley walk up the stairs as I bundled • in a seat as I went down the steps I saw birds migrating south as if leaves followed them it looked like they were air dancing.• -Allyson, gr.2

36. As the cool fall leafs fall the aniamails hide in thir hafertat an the people put worm fire on and they have hot chocolet with mashmao. If feel couze with the blaket on you. You feel like you want to stay home forever. The wind hits your face it feels like somebudys teeching except it’s the breeze. -by Jason, gr.3

37. Autumn WindWhen the Autumn wind blows it makes me shiver. It really makes me quiver. The wind is cold and really bold, it feels refreshing on my face. I get to keep my own pace. My hair would blow I can be slow, I walk on the ground I don’t have a frown, it feels so good and it keeps me in a joyful mood it keeps me happy for the rest of the day and I want to play and play. After the Autumn wind blows on my face it is really cool, it almost feels as cold as my pool. By Samantha, gr.3

39. Grade 1 Writing Criteria•powerful beginning•detail

41. PinduliBy Janell CannonHarcourt, 2004

46. Power ParagraphsCreate a power structure:Power 1 – the big ideaPower 2 – 3 big details about the big ideaPower 3 – 2 more precise details/examples about the 2nd powersTogether, write the paragraph, 1 topic sentence (power 1), and 3 explanatory sentences (powers 2 and 3)Reread for fluencyDo several together, then students can create their structure, get feedback before writing, then write independently

47. power 1power 2 power 2 power 22 details 2 details (power 3)

48. How can I help my students develop more depth in their responses? They are writing with no voice when I ask them to imagine themselves as a demi-god in the novel.

49. Students need:to ‘be’ a charactersupport in ‘becoming’ that characterto use specific detail and precise vocabulary to support their interpretationchoicepractice to develop models of ‘what works’a chance to revise their work

50. The PlanReview scene from novelReview criteria for powerful journey responseBrainstorm who you could be in this scene4 minute write, using ‘I’Writers’ mumbleStand if you can share…What can you change/add/revise?Share your writing with a partner

51. CriteriaWrite in role – use ‘I’Use specific namesPhrases/words that show feelingParticularly descriptive details of the eventPowerful first lineWhat will you change after listening to others?

61. Direct, explicit comprehension instructionSecret of the Dance - Andrea Spalding and Alfred Scow, Illustrations - Darlene GaitOrca Publishing, 2006#9 781551 433967

62. Response Journals double-entry journals

63. initially, written in class, together

64. develop criteria for powerful responses

74. Found PoemsRead a text to the studentsStudents listen for phrases that they love – powerful phrases – phrases they want to rememberBy birthdays, students stand and say their ‘found poem’Mix the order to hear different variations of the poemStudents write their own ‘found poem’

75. Online literacy videoswww.sd72.bc.ca Literacy VideosClustering from TextSquigglesIt’s All in the Bag