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Shared writing

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Shared writing

  1. 1. SHARED WRITING Sushree Mishra Educational Consultant
  2. 2. Shared Writing Overview of the presentation • Shared Writing What is shared writing? Steps in shared writing Role of teacher Role of student Time taken for shared writing and materials needed • Why is shared writing important? • Example of shared writing • How can it be used with students? • The ultimate goal of shared writing • References
  3. 3. What is shared writing? Shared writing is an instructional approach to teach writing to students by writing with them. The idea is to teach writing through writing. The process of writing is demonstrated by the teacher through a ‘write aloud’ process. The teacher acts as a scribe while the students contribute ideas. In other words, the pen is always in the teacher’s hand.
  4. 4. Steps in shared writing • Teacher establishes purpose of shared writing session • Teacher brainstorms ideas with a student or whole class • Teacher chooses one idea out of many with students • Teacher invites students to elaborate on the idea • Teacher and students compose the text together -Teacher models the process of writing -Teacher focuses on specific elements of writing -Teacher and students revise the text together • Celebrate writing by publishing, reading aloud, sharing it with the class
  5. 5. Steps in shared Role of the Role of the teacher writing student Establish the purpose Student listens Teacher establishes the purpose of of writing and writing E.g.: writing a narrative piece, participates in exercising imagination, writing poems, the talk using descriptive words Brainstorm ideas Students Teacher records the ideas on a chart together contribute paper ideas Choose ‘a’ topic Zero down on Teachers helps decide which idea to one idea to choose. write about Elaborate on ideas Elaborates on Teacher helps elaborate by asking the ideas guided questions – What else do you think you can add? What might make it sound better? etc. Model the process of Student Teacher explicitly models the writing writing answers process. Teacher explains each teacher’s decision she makes and the reasons for questions, the same. For example, if focus is on gives his/her using descriptive words, and teacher opinion on uses one word over other, she explains what teacher the reason for it. She also invites
  6. 6. Steps in shared Role of the Role of the teacher writing student Model the process of Student Re-reads the sentences before writing writing answers them down, to provide students with teacher’s insights on how to compose a questions, sentence. gives his/her opinion on Reads sentences over and over again what teacher to ensure flow of sentences. Asks says. students, ‘Now does it sound better. “ Provides enough wait time for students to think and respond. If students find it challenging to respond, teacher asks guided questions to elicit responses. Teaches different genres of writing and explicitly models the structure during this stage.
  7. 7. Steps in shared writing Role of the Role of the teacher student Revise together Student Teacher reads the text and asks participates in the the students, ‘Does the text flow discussion with well? Can I add more sentences to teacher/peers. make it sound better? Can I add more detail? Final piece Student reads it Teacher reviews all the elements aloud to the of writing addressed during the teacher session. Celebrate writing Students share it Teachers provides means/ideas to with the class the students to share their writing through and provides positive classroom reinforcement by highlighting their newsletters, with strengths in writing- creativity, parents, class good use of verbs, variety in blogs, writing sentence structure, etc. journals.
  8. 8. Setting, time taken and materials used Setting Informal In a safe and comfortable environment In the class or at home Time taken 15-20 minutes per session Materials used Markers, chart papers, magnets, rulers
  9. 9. Why is shared writing important? Regie Routman (1994) lists several benefits of utilizing the shared writing strategy with students. Some of these include the recognition that shared writing: • Reinforces and supports reading as well as writing • Makes it possible for all students to participate • Encourages close examination of texts, words, and options of authors • Demonstrates the conventions of writing-spelling, punctuation, and grammar • Focuses on composing and leaves transcribing to the teacher (quoted from http://www.teachervision.fen.com/reading-and-language-arts/skill-builder/48883.html) Helps build motivation and increases confidence in struggling readers. It is a step towards independent writing
  10. 10. Example of Shared Writing • Student’s name: Mac • Grade: 3 • Teacher: Sushree • Purpose of the session: Exercising imagination to write a free verse poem • Time taken for the session: 20 minutes • Materials used: Paper, pen • Setting: One-on-one Source of the idea: Pg. 57, Exercising the imagination, Craft Lessons: Teaching Writing K-8, Ralph Fletcher, Joann Portalupi.
  11. 11. Writing a poem together • Discussed purpose of the session – writing a free verse poem together, exercising imagination, understanding how a poem is different from prose • Brainstormed ideas for poem together. • Zeroed in on - What if…. • Chose one topic from the list Mac suggested – What if I was a tree • Elaborated on the idea using mind map.
  12. 12. Elaborating on the idea chosen The smaller circles represent the ideas listed by Mac. Give shade to people Make What If I house, boat for was a tree people Make painting for my friend
  13. 13. First draft If I was a tree I would make shade for people I would make house for people I would make boats for people I would make paintings with branches We decided to add details to this poem. We then elaborated on each idea. I asked him these questions: WHY do you want to make shade for people? WHY do you want to make houses for people? WHY do you want to make boats for people? WHY do you want to make paintings with branches? The idea was to elicit further responses from Mac and make his thinking more visible.
  14. 14. Second draft If I was a tree I would make shade for people So they won’t be hot anymore And they could be happy If I was a tree I would make house for people So they won’t be homeless If I was a tree I would make boats for people So they could sail to ocean If I was a tree I would make paintings with branches And gift it to my friend So he could sell the painting And get money The lines in red represent the additions made. Then I asked Mac, ‘Do you think it is a good idea to add the line – and they could be happy’ to the other stanzas too?’ Mac said, ‘Yes, that sounds better. The repetition sounds good.’
  15. 15. Final draft If I was a tree I would make shade for people So they won’t be homeless And they could be happy If I was a tree I would make house for people So they won’t be homeless And they could be happy If I was a tree I would make boats for people So they could sail to ocean Mac’s illustration – Can you guess what is happening here? And they could be happy If I was a tree I would make paintings with branches And gift it to my friend So he could sell the painting And get money And he could be happy
  16. 16. How can shared writing be used with students? • One-on-one with struggling students • As a whole class activity • With partners, collaboration with peers • As a part of writer’s workshops • At home with parents • Making lists, making cards, greeting, morning messages in class, classroom newsletters
  17. 17. The ultimate goal of shared writing is to get students motivated to write more, write better and write independently.
  18. 18. References • Fletcher R. and Portalupi J., Craft lessons: Teaching Writing K-8, Second Edition, Stenhouse Publishes. • Payne C. D and Schulman M. B., Getting the most out of morning message and other shared writing , Scholastic. • Cohen V. L. and Cowan J. E., Literacy for children in an information age: Teaching Reading, Writing, and Thinking, First Edition, Wadsworth Publishing. • Burkhardt R. M., Writing for real: Strategies for Engaging Adolescent Writers, Stenhouse Publishers. • http://www.teachervision.fen.com/reading-and-language-arts/skill- builder/48883.html • http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0783- jan01/LA0783Reading.pdf • http://www.readwritethink.org/professional-development/strategy- guides/shared-writing-30686.html
  19. 19. THANK YOU

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