Writing

Chapter 8

Scribbling and drawing stage Prephonemic stage Early phonemic stage Letter-naming stage Transitional stage

Kindergarten- First grade Second grade Third grade

1. Planning/prewriting2. Composing/drafting3. Revising 4. Editing 5. Publishing

Structure:◦ Takes place 2 or 3 times a week◦ Often alternates with reader’s workshops

or literature circles◦ Involves rotating through different writing

stations Parts:

◦ Minilessons◦ State-of-the-class conferences◦ Writing and conferencing◦ Group sharing

Exploring and organizing ideas to write about:◦Two-column method (list of likes/dislikes) ◦List of topics attached to the inside of a

writing folder◦Graphic organizers◦Brainstorming◦Clustering

Develop topics and translate ideas into written form

Mark key concepts developed during brainstorming

From the graphic organizers and brainstorming maps the students can pull which ideas he or she deems most important. The student can then use these ideas to begin writing. Students may find difficulty getting started in this stage of writing. If the student has done complete brainstorming, then they should be able to begin elaborating on the topic.

As a writing teacher you may not know which things to work on with your students to improve writing.

Use their writing samples to guide your instruction.

Teach using mini lessons. These are 5-10 minute lessons targeting a skill that is needed based on their writing.

Show a new skill to the class and give examples of how to incorporate it into their writing.

Challenge students to use the new skill in the revising stage.

Let your student’s writing guide your instruction.

Appropriate vocabulary and strategies for finding words

How to determine when a paragraph is needed

How to select specific mood words The conventions for a business letter Procedures for writer’s workshop How to select a topic Examples of imagery from familiar literature

Involves: ◦ Re-examining content, word choice, and

organization◦ Rethinking style

Methods:◦Response guides (compliments and

questions)◦Peer editing (PQP—praise, question,

and polish)

The piece of writing is the student’s original work so the student should be the one to edit his or her piece of writing.

You may provide hints and corrections on a separate page or sticky notes.

Never use a red pen!!! Provide a checklist for them to use in

editing.

Characteristics:◦Should be brief ◦Focus is on a piece of writing the

student is doing◦Each day is different

The teacher is a co-collaborator rather than an authority.

Students should take an active role by asking questions.

Forms of sharing and disseminating writing: Actual book format Classroom bulletin board School showcases Class or school newspaper Magazines Websites for students’ work

◦ For example, http://www.frodosnotebook.com/

Gives students an opportunity to impress an audience

Allows peer editors to see how their ideas had an effect on the piece

Builds a sense of community Makes literacy public Shows interconnectedness between

reading and writing

Websites: ◦Used for further research and

understanding of a topic◦Used to publish writing

Word processing programs:◦Used for generating ideas, prewriting,

brainstorming, free associating, revising, and editing

◦Used to produce a professional-looking piece of writing

Gives students a feeling of accomplishment and pride

Challenges them to produce a complex set of characters who evolve

Helps them write something similar to an adult novel in scope and size

Explains an idea, object, or process Presents material whose purpose is to

explain or inform and to tell readers something they may not already know

Can be easier than narrative text to find topics to write about

Story cubes in groups