Writing Continua, Samples, and Instruction · Web view2021. 2. 25. · his writing continua and...

Writing Continua, Samples, and Instruction

Background Information

Kate Carlisle, Learning Consultant 11/22/18 Living Sky School Division

Writing Continua, Samples & Instruction Backgrounder

ContentsPURPOSE OF THE BINDER.................................................................................................................................................2

SKILLS....................................................................................................................................................................................4

Planning for Responsive Instruction....................................................................................................................................4

Foundational Beliefs, Structures and Instruction.................................................................................................................5

PROCESS................................................................................................................................................................................6

Components of Responsive Writing Instruction..................................................................................................................6

Classroom Organizational Structures...................................................................................................................................8

Foundational Beliefs, Structures and Instruction...............................................................................................................10

CONTENT.............................................................................................................................................................................11

Purpose & Genre................................................................................................................................................................11

Writing about Reading.......................................................................................................................................................12

Using writing samples as mentor texts..............................................................................................................................13

Foundational Beliefs, Structures and Instruction...............................................................................................................15

PRODUCTS...........................................................................................................................................................................16

Responsive Writing Instruction.........................................................................................................................................16

PUTTING IT ALL TOGETHER...........................................................................................................................................17

Developing Polished Writing Pieces..................................................................................................................................17

Components of A Writers’ Workshop...............................................................................................................................18

1

Kate Carlisle, Learning Consultant, Living Sky School Division, 2018


PURPOSE OF THE BINDER

his writing continua and samples binder is intended for use as a planning and instructional tool rather

than a tool to score individual pieces of writing. The intent is to situate each student on the continua,

identify an approximate writing level and move each student’s writing skills forward. TInitially the continua documents and corresponding levelled writing samples can be used to determine an

approximate benchmark for each student. For example, a student might be reading at grade level (at level O at

the beginning of grade 4) but writing significantly below grade level (at level 2 for example). As with F & P

levels in reading, the writing benchmark is used to inform instruction. The expectations for grade-level

proficiency remain the same.

Holistic Model for Writing Instruction

2


What is the writing about?

What form will we use to share the writing?

How is the writing instruction delivered?

What makes the writing good?

SKILLSTeacher as writer Skills / Expression

PROCESS

Guided instruction

Responsive

learning environme

ntCONTENT

ApplicationIntegrated

content across the

curriculum

PRODUCTSAuthentic audience Synthesize / Create


The binder is organized by levels that correspond with Fountas and Pinnell text gradient reading levels. Most

samples included in the binder are pieces that demonstrate mastery within a particular genre such as narrative,

informational, poetic, and mixed genre. Other samples are simple examples of writing tasks within the

particular level (e.g. a quick write response, a chapter summary, or a short memoir).

The writing continuum document for each level is organized under the headings: Purpose, Genre & Craft,

Conventions, and Writing about Reading. Many writing goals spiral and are repeated across the grades, with

students working toward the goals in increasingly sophisticated ways. The document contains only the new

skills that are introduced at each level and not the skills which continue from the previous level and are

ongoing. The skills in the levelled writing continua documents and, in particular, for writing about reading—

within, beyond, and about the text—align with the F & P text gradient and increase in complexity as the

corresponding text levels become more difficult. This is similar to reading instruction, in that the decoding,

fluency, and comprehension skills needed for effective processing within, beyond and about the text, increase in

complexity as you move up the A to Z text gradient.

The skills for each of Levels 1-8 in the binder (which loosely correspond to grades 1-8) each represent

approximately one year of growth and a range of text levels. For example, Level 1 corresponds with text levels

D-J. The goals identified in each continuum document ideally are achieved by the end of each level. Note that

the levels correspond with the American standard for end of year reading and writing skills and do not align

exactly with Saskatchewan expectations at the grade one level. However, by the end of grade two, the

difference is minimal (only one A-Z reading level higher as shown in the chart below). Emergent writing skills

and samples that correspond with text levels A-D are not included in the binder yet, but will follow.

K Level 1

Level 2

Level 3

Level 4

Level 5

Level 6

Levels

7&8Saskatche

wan A-G G-L L-O O-R R-U U-W X-ZUnited States A-C D-J J-M M-P P-S S-V V-Y Y-Z

3



SKILLSPlanning for Responsive Instruction

s illustrated in the holistic model for writing instruction,

skills, process, content, and writing products are all

important elements of a responsive writing program.

Engagement, differentiation, flexibility, interdependence,

personalization and choice ideally run through all of these elements.

Students are always at the center of the planning process. If a

student is experiencing difficulty writing, think about adaptations

that can be made in each quadrant (skills, process, content, or

product).

A

The levelled continua document can be used to map out a writing

plan for a year of instruction, and also to develop corresponding

unit plans. Student work samples including quick writes,

independent writing samples, reading responses, and writing-about-

reading can be used to find commonalities and identify skills of

focus in modelled and interactive writing lessons. Writing tasks for

writers’ workshops can be created using overarching goals from the

Purpose, Genre and Craft sections of the F & P skills continua. At

the same time, student work should also be used to establish

personalized writing goals. Use the templates located at the back of

the writing samples binder to confer with students and provide ‘feed

forward’ comments. The ‘look-for’ templates, are a strength-based

approach to writing assessment, organized by genre and

developmental level. They are grouped into grades K-2 and grades

3-6, and they roughly correspond to the developmental levels of

readers: Emergent, Early, Developing, and Fluent.

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Planning meaningful authentic contexts for learning…

“Each ELA unit of study can be related to and developed under one or more of these broader contexts. Each context is to be explored at each grade. Each context provides opportunities for integration with topics of study in other subject areas.” SK ELA Curriculum

Personal and PhilosophicalLook inward and focus on self-image and self-esteem. Reflect on beliefs and values and those of society.

Social, Cultural and HistoricalLook outward and examine relationships with others, their community and the world. Consider the social and historical context.

Imaginative and LiteraryConsider imaginary worlds and possibilities as well as a range of literary genres and authors.

CommunicationsConsider the role of communication in students’ lives and the technologies and strategies that help people become effective communicators.

Environmental and Technological


Foundational Beliefs, Structures and InstructionIndicators of Responsive Instruction: What makes the writing good?

The following descriptors are indicators of responsive instruction in the area of skill development. They can be

used for self-assessment of beliefs and practices, and to plan for instruction that is responsive to diverse writing

levels within classrooms.

Students develop genre awareness: an understanding of different kinds of texts, the contexts in which they

are produced and how writing processes vary in various subject areas or by other elements of the context or

situation.

Students are involved in co-constructing criteria for quality writing for a variety of audiences and purposes.

Students learn how to read like writers and apply a variety of writing techniques.

Students analyze mentor texts from a variety of genres, and these texts provide mental models for writing

tasks.

Students learn about the kinds of thinking processes involved during various stages of the writing process.

Teachers model writing tasks themselves.

Teachers develop reflective abilities and meta-awareness about writing ‘from the inside’, thus enabling them

to identify particular skills, strategies and supports that students might need to be successful in producing

quality writing that is purposeful and meaningful in different writing situations.

Teachers understand the similarities and differences between oral and literate language.

Teachers understand the features of good writing appropriate to the context and purposes of the teaching and

learning.

Teachers understand that writing involves a tension between generating and shaping ideas, and producing a

final product.

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PROCESSComponents of Responsive Writing Instruction

eading and writing are reciprocal processes and share common instructional strategies. The gradual

release of responsibility applies to both and can be incorporated into whole group, small group and

individualized instruction. Gradual release is not necessarily a linear model that always begins with

modelling. Independent writing should make up a large portion of instructional time. Individualized learning

goals and responsive instruction support each student’s growth as a writer. At the emergent level, modelled,

shared, and interactive writing are the primary instructional strategies that are used to build foundational skills.

They need to occur daily.

R

MODELLED WRITING

The teacher demonstrates a specific aspect of writing such as a new writing skill, text form, genre, or

format. The text that is produced is familiar to students so they can relate to the content of the writing. The

teacher provides full support by thinking aloud and modelling what a proficient writer does, thus demonstrating

the process of putting thoughts and feelings into written form. Modelled writing should occur daily as an

integral part of writing instruction in K – 2 classrooms, and often at all higher grade levels.

SHARED / INTERACTIVE WRITING

The students and teacher work together on a piece of writing. The teacher is the scribe and the students and

the teacher collaborate to create the text. The focus of the writing is a common experience or content that is

familiar to all students. The students and the teacher ‘share the pen’ both literally (sometimes sharing the task of

scribing the message) and figuratively (by collaborating on the content of the message that is written). The

teacher and students read the written message together and revise, and edit as necessary. The written message

provides a model for independent practice. Shared writing should occur daily as an integral part of writing

instruction in K-2 classrooms and when the need arises at higher grade levels.

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GUIDED WRITING

The teacher scaffolds instruction designed to move the student

towards independence. Small-group lessons focus on the writing

skills and strategies that a group of students most need to practice

with immediate guidance from the teacher during the writing

process. Students review a writing skill in a small group setting and

apply the skill through independent writing. Students engage in rich

conversation, build knowledge and rehearse the ways they will write

about the topic. Students often produce a short but complete piece of

writing based on the focus of the small group lesson.

Lessons can focus on any step in the writing process and are

based on observing students’ writing strengths and challenges.

Groups are usually small, flexible and short term. Lessons provide an

opportunity to stretch and expand the writing skills of stronger

writers, reteach key writing skills for struggling students, or an

opportunity to demonstrate a skill or strategy related to content

writing. Guided writing should occur frequently as an integral part of

writing instruction in K- 2 classrooms and often at higher grade

levels.

INDEPENDENT WRITING

Students write independently for a variety of purposes and

audiences in various text forms on self-selected topics or tasks

designed by the teacher. Independent writing tasks are often coherent

extensions of guided reading lessons and focus on writing about the

content or trying particular aspects of the writer’s craft or technique

demonstrated in the guided reading selection or a mentor text.

Students take risks, develop fluency, think creatively and critically,

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Resources: Helping Students Create and Craft

Authentic Writing By Georgia Heard

Heart mapping is an engaging and authentic

way to represent thoughts and feelings visually and embed

visible thinking in writing processes.

“Heart mapping opens the door to literacy for all

writers—including reluctant, struggling, and

blocked writers. Heart mapping is a cure for writers’ block.” G.

Heard


solve problems, express personal ideas and authentically engage in the

writing process. Independent writing should occur daily as an integral

part of writing instruction at all grade levels.

Classroom Organizational Structures

SMALL GROUP INSTRUCTION & INDEPENDENT LEARNING

Small-group instruction requires a classroom organizational

structure that facilitates meaningful independent learning for students

that are not working with the teacher. This requires careful planning and

differentiated learning activities that change frequently to meet student

needs. Individualized assignments or work portfolios, literacy

invitations, learning centers, Daily5, or a workshop model are all

structures that can be organized to include differentiated independent

writing. Reading, responding to text, word work, independent writing

and cross-curricular activities can be planned to meet the needs of

diverse learners. Small group instruction can be integrated into a writers’

workshop model by forming small, flexible groupings of students that

have similar writing goals. Guided writing can also be implemented

when small groups of students are working on cross curricular projects.

Small-group guided writing instruction is an excellent way to

integrate reading and writing and is easily embedded in reading

instruction using the texts from reading lessons as mentor texts. Among

the many benefits, guided writing-about-reading facilitates genre

awareness, deeper levels of thinking and comprehension, and develops

the process of tracking one’s thinking about text over longer books.

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What are the essential elements of an instructional program that moves student writing forward?Responsive writing programs include: a variety of tools for

thinking

opportunities for talk

a variety of purposes and audiences

integration of reading and writing

authentic experiential learning

safe, differentiated learning environment

a holistic process

quality instruction and ongoing assessment

a variety of composing options and text forms

a variety of technologies and modalities

opportunities for expressive writing ‘from the heart’

opportunities for writing about reading

student choice

depth and breadth of learning within integrated units of


WRITERS’ WORKSHOP

The Workshop model can be defined as a simple predictable open-ended framework for teaching and

learning, based on “principles of time, choice, responsibility, and community…that allows for deep learning to

take place” (Reading with Meaning, Miller, 2013). Popularized by Donald Graves, Penny Kittle, Lucy Calkins,

and others, the workshop format generally involves a short lesson and an extended time for students to read,

write, think, talk, reflect and apply what they have been learning. Students often write about their own lives in

authentic ways. The teacher models writing techniques, acts as a mentor author, and confers with students

throughout the writing process.

All components of writing instruction (modelled, shared, guided and independent) can be integrated into a

workshop model. A writing task or series of tasks based on a mentor text connected to a unit of study or a cross-

curricular topic work well in a workshop model. Ideally, a number of writing tasks are embedded in units of

study that extend over several days or weeks. Small, temporary guided writing groups can be formed while

students are working on ongoing writing projects. During writers’ workshops the classroom can be organized

for guided writing instruction by setting up a variety of independent oral language (listening, speaking,

assessing and reflecting), thinking, and writing invitations that make connections to the theme or mentor text

and/or content area. Examples are provided on the LSKY curriculum connections website.

SCHEDULING

Potentially a daily schedule might include guided and/or independent writing about reading within ELA

minutes, and an additional writers’ workshop period with a focus on expressive writing and working through

the writing process over several days. Writers’ workshop can be embedded into a content area or on alternate

days within the ELA block.

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Foundational Beliefs, Structures and InstructionIndicators of Responsive Instruction: How is the writing instruction delivered?

The following descriptors related to instructional processes and the learning environment can be used for self-

assessment of beliefs and practices, and to plan for instruction that is responsive to diverse writing levels within

classrooms.

A variety of tools for thinking are embedded throughout the writing process such as visible thinking

routines, writers’ notebooks, sketchbooks, etc.

There is an emphasis on metacognition.

Students experience a sense of community and personal safety and are able to write and collaborate freely

and at length.

Instruction includes opportunities for reflection, journaling, personal narratives, observations and writing-to-

learn strategies.

Students become aware of the processes that work best for them as they move through the writing process.

Students experience a variety of composing opportunities (digital design, illustrated text forms).

Both teachers and students understand that writing involves a delicate balance between growth in writing

fluently and full control of conventions.

Formative, strength-based assessment is used to inform instruction.

Formative, strength-based assessment is used to help students set writing goals for themselves.

Social structures support writers, and teachers provide supportive formative assessment during the

composing process.

Feed forward comments are provided throughout all stages of the writing process.

Flexible comfortable seating is available, and the classroom is organized to facilitate conferring with

individual writers.

Students have a variety of opportunities to confer with the teacher, talk in partnerships or converse in small

groups throughout the writing process.

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CONTENT Purpose & Genre

ountas and Pinnell discuss the connection between purpose and

genre, and reading and writing, in the expanded edition of the

Literacy Continuum, stating: FWhen writers write they have a purpose in mind and select the

genre accordingly. They may want to tell a story that will

communicate a larger meaning, to inform or entertain, to persuade

people to take action on an issue that is important to them. It is

important to recognize that effective writers do not write in a genre

just to practice it. They choose the genre that will best convey the

meaning they intend…the ultimate goal is to establish a repertoire of

genres from which writers can select….Nonfiction writing, in

particular has become more interesting and engaging, going beyond

reports and textbook-like pieces, to texts that reflect all aspects of

the writer’s craft….Students learn how to use resources to be sure

they have accurate information and how to sustain focus. Through

engaging nonfiction writing, students can learn how to inform, but

also to argue a point and to persuade, abilities that can serve them

well in life. Students need to both understand and write in the

genre.” (Fountas and Pinnell, Literacy Continuum, 2017, p 229)

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Purpose & Genre:

The Purpose & Genre section of the writing continua are categorized under six major areas of writing: functional, narrative, informational, persuasive, poetic, and hybrids. Fiction and nonfiction writing flow across all of these areas of writing.

Functional friendly letters,

formal letters, lists, procedures and writing about reading

Narrative Fiction, memoir,

biography, autobiography, narrative nonfiction

Informational expository,

speeches, feature articles, reports and essays

Persuasive argument,

persuasion

Poetic

Hybrids / Mixed genre


Writing about Reading

Writing about reading is easily incorporated into a guided reading program. It provides an excellent

opportunity for students to develop grade-level skills and conventions because it is directly correlated to the

student’s instructional reading level. Gay Su Pinnell discusses the value and importance of writing about

reading on the following video:

https://www.youtube.com/watch?v=U-_4TfwZdeQ

Pinnell notes that writing about reading is one of the most important kinds of writing. Intentional conversation

in connection to interactive read-aloud lessons help students form their ideas, crystallize their thinking about a

text, learn how to organize their thoughts and learn how to select important information from a text. Writing

about reading is a powerful way to connect reading and writing. Part one of the video link above outlines the

purposes and benefits of writing about reading which include:

helping students remember sequence, and become aware of the way stories are structured;

providing a “road map” for comprehension;

helping students become more reflective;

scaffolding comprehension and students’ ability to respond to a text in a simple sentence, a paragraph, a

timeline, or by diagraming a story to understand and extend their thinking;

tracking their thinking by notetaking, journaling, preparing for book club discussions, supporting memory

and remembering thinking;

recording what they notice about how a writer is showing the passage of time by doing an analysis of a text;

illustrating facts from a text and supporting spelling and control of conventions when done alongside the

teacher in a small group.

Writing about reading does not take the place of writers’ workshop. Students also need to work through the full

writing process to develop polished pieces of writing.

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Using writing samples as mentor texts

A mentor text is a piece of writing that can be used to teach a writer

about a particular aspect of a writer’s technique. A mentor text can be a

book, an excerpt from a text, or a sample created by the teacher. The mentor

text is used as a stimulus for the writing task and highlights qualities of

effective writing specific to the genre. While mentor texts are often written

at a level higher than students’ writing levels (for example: picture books

or classic children’s literature), student writing samples can be used in a

similar way.

Instruction using mentor texts focuses on ideas, the structure of the

writing, or the author’s craft, and inspires the writer to try out a particular

technique. The text can be used to inspire an original idea based on one

from the text, to demonstrate an organizational structure, or to illustrate a

writing technique that the writer can attempt to emulate with their own

original ideas. Lessons using mentor texts generally follow the following

three steps:

1. Read the text like a reader

2. Read the text like a writer

3. Write like the writer with your own ideas

When you read like a writer, you are reading to think, talk, and learn

about the writing, and to identify the choices the author made, to better

understand how you might improve your own writing.

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When using writing samples as mentor texts consider:Purpose and Genre

What is the genre of the piece?What is the writer’s purpose?Who is the writer’s audience?

Craft

What is the theme or big idea in the piece? Is it well-developed?How is the piece organized?What is the text structure?How is the organization of the piece related to the purpose and genre?Comment on the idea development, language use, word choice and voice.Comment on next steps for this writer.

Conventions

Comment on the writer’s control of conventions. What are some skills that are demonstrated in the piece?How has the writer effectively used font size and type and/or illustrations to convey meaning?


FOCUS ON IDEAS

Reading like a writer (close reading to deconstruct a text) involves

paraphrasing the content, summarizing the key ideas in a text and then

determining “how” the writer was able to convey the deeper meaning

and message of the text.

FOCUS ON STRUCTURE

Consider and analyze how a mentor text is organized and uses

specific patterns to inform, describe, explain or persuade. Text structures

include: Sequence, enumeration, compare and contrast, cause and effect,

problem and solution, question and answer, and description.

Recognizing the underlying structure of texts help students focus

attention on key concepts and relationships, anticipate what is to come,

and monitor comprehension as they read. When students recognize an

example of a particular text structure they can write using the same

structure.

FOCUS ON CRAFT

Consider and analyze the various techniques a writer might be using

to convey meaning. Possible areas of focus include: presentation and

development of ideas, elaboration, language use, sentence fluency, word

choice, voice, literary devices such as metaphor, or other elements of a

writer’s unique style. Jennifer Serravallo, Regie Routman, Donald

Graves, Kelly Gallagher, Penny Kittle, and others provide additional

direction for instruction in writers’ craft.

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Using writing samples for

instructional planning:

Using the F & P Writing Skill continuum for the level of the writing sample, identify and highlight the descriptors that are applicable.

Highlight the tasks in the Write about Reading continuum, for the level of the piece that would help students develop the skills that are demonstrated in the piece.

Map out a year-plan and corresponding unit plans that incorporate the skills and tasks in the writing continua for the writing levels of your students.

Writing about reading connects


Foundational Beliefs, Structures and Instruction

Indicators of Responsive Instruction: What is the writing about?

The following descriptors can be used for self-assessment of beliefs

and practices, and to plan for content of instruction that is responsive

to diverse writers within classrooms.

Writing is embedded across the curriculum and integrated with

reading programming.

Students write about things they care about.

Students engage in a wide variety of writing tasks for different

purposes and audiences.

Students have opportunities for authentic writing experiences and

are offered choices.

Students have many opportunities for reflective writing as a

medium for thought

Students have opportunities to integrate reading and writing

including frequent conversations about what they are reading.

Students have opportunities to build background knowledge and

vocabulary about topics they are writing about.

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Writing about reading, “Rests on

the idea of conversation”Gay Su Pinnell

Engaging students in writing tasks connected to guided reading texts improves students’ writing techniques, and their ability to write for a variety of purposes and audiences by:

developing deeper thinking about text,

internalizing text structures and writers’ techniques, and developing genre awareness, and

building background knowledge and vocabulary.

“Through writing—and drawing as well—readers can express and expand their thinking and improve their ability to reflect on and think analytically about a text. They can also communicate their thinking about texts to a variety of audiences for a variety of purposes …


PRODUCTS Responsive Writing Instruction

he selection of genre, text form and product are driven by purpose, audience and content. Student

engagement is enhanced when students have choice in the form the writing will take and an

opportunity to share their writing with authentic audiences. A variety of possible text forms for

writing tasks or multi-genre projects might include: (Lori Jamison Rog and Paul Kropp, The Write Genre, Pembroke Publishers,

2004).

TAdvertisements Description Family tree List Quiz Short story

Advice column Dialogue, Greeting card Magazine article Poem Song

Anecdote Diary entry Game rules Map with labels Position statement Speech

Announcement Directions Glossary/dictionary Memoir Postcard Sports column

Apology Description Horoscope News article Poster Belief statement

Article Dialogue, How to Obituary Rap Summary

Autobiography Diary entry Interview Opinion piece Recipe Tall tale

Biography Directions Invitation Parody Report Thesaurus

Ballad Essay Joke Personal ad Research paper Want ad

Campaign speech Eulogy Legend or myth Petition, Book/Movie Review Wanted Poster

Cartoon Fable or fairy tale Letter of complaint Picture book Riddles Wish list

Chart Fact sheet Letter to the editor Pictures/captions Script

There are also a variety of digital or other formats that students can use to publish and share their writing

projects. Some examples include: Book creator applications, power point presentation, photo essay, video

production, common craft or other video format, comic strips, digital portfolios, or personal websites.

Indicators of Responsive Instruction: What form will we use to share the writing?

Students have choice in the form the writing will take.

Students have opportunities to choose the pieces of writing they revise and polish.

16



Students publish writing for authentic audiences, sometimes outside the walls of the school.

PUTTING IT ALL TOGETHERDeveloping Polished Writing Pieces

Fountas and Pinnell define and describe the writing process as follows: “Students learn to write by writing

—by engaging in all of the component processes many times. The writing process is recursive; the same

processes are used over and over and over and some simultaneously as they become more sophisticated. The

components take place roughly in order, but at any point in the process the writer can and will use any or all of

the components.” The writing process can be embedded in all components of instruction (modelled, shared,

guided and independent), and not only during writers’ workshops.

Fountas and Pinnell describe four key phases in the writing process:

planning and rehearsing, drafting and revising, editing and

proofreading and publishing…two overarching categories pervade the

entire process: sketching & drawing and viewing one’s self as a writer.

(The Fountas and Pinnell Literacy Continuum, Expanded Edition, 2017, p 235)

A writers’ workshop model can be implemented to integrate writing with content areas and allows seamless

integration of content and process with emphasis on deeper levels of thinking, speaking and expressive writing.

Ideally writers’ workshop includes visible thinking routines and conversation prior to the drafting stage of

writing. As students move through the revision and editing processes, teachers confer with students and provide

formative feedback on the strengths of their writing and areas to work on. Resources, including writers’

workshop plans and planning templates, can be found on LSKY’s curriculum connections website under

Instruction and Resources / Literacy and Numeracy / Writing / Writers Workshop:

https://www.lskysd.ca/ProgramsLearning/CurriculumAndInstruction/

StrategicPlan/Literacy/Writing/Guided/Workshop/Pages/default.aspx .

Writers’ workshop plans on the LSKY website are organized under the headings: read, think, talk, draft, craft,

edit and publish. The plans are not intended to be followed sequentially, but rather they provide a variety of

possible learning activities that can be adjusted to meet the needs of students.

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18



Components of Writers’ Workshop

Ground writers’ workshop in the study of rich texts ideally connected to ongoing units of study.

READ: Read the mentor text and discuss the content. Read the text again like a writer, analyzing the text

closely for the qualities in the lesson focus. When applicable to the focus of the writing task, the teacher might

pre-write a response, thinking through the steps in order to plan thinking routines, conversations and

experiences that will help students prepare for the writing task.

THINK: The planning and rehearsing phase involves thinking about important aspects of the task before

beginning to write. Planning and rehearsing often involves:

use of a writer’s notebook to collect ideas, experiment, sketch, diagram and free write;

engaging in conversations with others;

inquiry and research in preparation for writing informational texts, biography, or fiction within an

unfamiliar setting;

making decisions about content and the form the writing will take with interest, purpose and theme

in mind

Visible thinking routines provide many possibilities for planning and rehearsing before writing. Core routines

can be found at: http://www.visiblethinkingpz.org

TALK: Build in time for conversations that allows students to explore the topic, rehearse their ideas, or

discuss their thinking with the teacher or another student.

DRAFT: Allow time for students to put their thoughts down on the page.

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CRAFT: Provide opportunities for students to choose the pieces of

writing that they want to revise, often choosing from several drafts.

Revisions are made based on formative assessment related to the

learning goal, and/or the writing technique from the workshop lesson.

Teachers provide individual support to help students make substantive

changes that might be needed at this stage. “Look for” templates are

located on Curriculum connections: Instruction and Resources /

Literacy / Writing / Guided Writing:

www.lskysd.ca/ProgramsLearning/CurriculumAnd

Instruction/StrategicPlan/Literacy/Writing.Guided/

Pages/default.aspxThe revisions required are lessened when students have an opportunity

for thinking and talking before writing. Reading the work aloud can be

helpful during the crafting and editing phases.

EDIT: Students polish their writing and prepare to publish the piece.

It is important that students are taught how to both edit and proofread

their work independently.

PUBLISH: Students explore a variety of options to publish and

share their finished writing with an audience. A list of possible text

forms and digital options is provided earlier in this document.

Sources:

NCTE Guideline: Professional Knowledge for the Teaching of Writing, February 2016Gay Su Pinnell & Irene Fountas, The Fountas and Pinnell Literacy Continuum Expanded Edition, 2017Gay Su Pinnell & Irene Fountas, Teaching for Comprehending and Fluency K-8, 2006Kelly Gallagher & Penny Kittle, 180 Days, 2018

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“Writing is multifaceted in that it

orchestrates thinking, language

and mechanics”

“The writing process can be described as a

series of steps (getting an idea,

drafting, revising, editing and

publishing) but it is in fact a recursive

process in which all of these things happen not in a

linear way but as a dynamic process, always in motion. Writers constantly apply and reapply

everything they know to successive

attempts.”

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