Writing


 * I broke this apart because it made it easier to create a chart, but if anyone wants to change it, feel free!**

1. What are the skills and strategies students need to know? 2. How do we assess?
 * || **Skills** || **Strategies** || **How do we assess?** ||
 * K-2 ||  ||   ||   ||
 * 3-5 ||  ||   ||   ||
 * 6-8 ||  ||   ||   ||

1. Define the term. 2. What are the teaching methods teachers need/can use to teach? the act of students and teacher are sharing the pen to create a piece of writing together. The simplest components would be : By Andrea McCarrier, Gay Su Pinnell and Irene C. Fountas
 * || **Definition** || **Research/Rationale** || **Teaching Methods** || **Resources** ||
 * Modeled Writing/Think Aloud - Kathleen || Modeled Writing/Think Aloud is something I do in front of the entire class talking about my thinking as I talk about a writing genre, skill, strategy, or teaching point. I do not ask for interaction from the students other than their complete attention. || *Based on Ellin Keene's work in Mosaic of Thought I believe the same principle is at work in writing as in reading. You want students to listen to the thinking behind decisions that readers and writers make as they work. We need to help students be more thoughtful about the attempts they are making as writers. They need to understand that they should have a goal in mind as they work; a goal more than I need to finish this because it is an assignment.
 * When students are involved in the process with the teacher it becomes shared writing, interactive writing, or guided writing. || The writing modeled by the teacher is based on the genre and skills that are the focus of literacy standards imbedded in assignments with an authentic purpose. || __Mosaic of Thought__ by Ellin Keene. ||
 * Shared/Interactive Writing - Angie || I believe Shared/ Interactive writing is for emergent writer's and I believe it looks more like guided writing in grades 3 through 5. I believe the term Shared/Interactive Writing is
 * 1) agree on a topic
 * 2) collaboratively compose and write the text
 * 3) guide students to use the concepts of print
 * 4) model and guide students through the writing process, word analysis, and conventions of writing.
 * 5) model and guide editing and revising. || * Skills directly and indirectly taught during interactive writing transfer to independent writing
 * Guided interactions with concepts of print and how words work
 * Opportunity for students to hear sounds in words and make letter sound connections.
 * Provides opportunity for student to participate in the crafting of thoughts and learning that editing and revising are part of the process.
 * Engages all writers regardless of their stage of expertise.
 * Creates an environment of learners willing to take risks together || The teacher can choose the standards and interweave them through the lesson. Interactive writing can be whole class, small group or one on one for intervention. || I__nteractive Writing: How Language & Literacy Come Together, K-2__

__About the Authors: Writing Workshop with Our Youngest Writers__ By Katie Wood Ray and Lisa B. Cleaveland ||
 * Guided Writing - Julie || I believe the term Guided Writing and Modeled Writing are now sometimes used synonymously. If a teacher is demonstrating the process of writing (whole group, small group or 1:1), the term is often referred to as Modeled Writing. If teachers are pulling groups of students to a table during writing workshop and demonstrating - this has been termed by some as Guided Writing. Note: Guided Writing can also be done whole group, small group or 1:1.

Some other definitions: -Guided Writing is an opportunity to provide explicit instruction to a small group of students with similar writing needs (not writing levels). These groups meet just once, making them similar to strategy lessons. However, they’re LONGER than strategy lessons since you’re literally guiding the writers in front of you through the steps to attain a writing principle over the course of 30-35 minutes. While you’re working with that small group, the rest of the class is engaged in independent writing.

-Guided Writing, like Guided Reading, is about small group instruction. Ideally, Guided Writing groups should have 4-6 students in them.

-Unlike Guided Reading, Guided Writing groups are based on need, not writing ability (read: heterogeneous grouping).

-Students use their own writing while they’re with the group. After the teacher delivers the writing principle and goes through the procedural steps, s/he confers with each student while the rest of the kids are working on their own writing. || -Create a K-8 environment where writers can grow -writing is a basic tool for learning as well as for communicating -teach students the basic knowledge related to the process of writing and then teach them how to change the process to reflect different genres and purposes for writing

Lester Laminack writes about the power of teaching writing through read alouds.

Workshop as a way of thinking... "That Workshop Book - New Systems and Structures for Classrooms that Read, Write and Think", by Samantha Bennett, provides ideas about a workshop...a place where works are created. -workshop as a teaching cycle p. 7 -workshop as a cyclical structure p. 9 -she talks about a system of catch and release p. 11 -assessment as a routine graphic p. 12 -workshop as an assessment graphic p. 15 -this book provides examples of workshop times in action- see chapters 2-7

Tony Stead references responses to reading -ways to respond to reading -response logs -checklist for what makes a good response -monitoring and assessing -resources for responding -graphic organizers to support teachers and students || -Learning to write in a particular genre is done with a lot of success by using mentor texts - children's literature, fiction, nonfiction

Focus Areas -Purpose of writing -Genre -Writer's Craft (organization, idea development, language use, word choice, voice) -Conventions (text layout, grammar, capitalization, punctuation, spelling, handwriting/word processing) -Writing Process (planning, drafting/revising, editing/proofreading, publishing, sketching/drawing, viewing self as writer)

Ralph Fletcher explains that writers need:

1) Time 2) To separate composing from editing 3) Response 4) Responsibility Conditions for real writing: 1) Personal (choice) 2) Interpersonal (social) 3) Time/space to do quality work 4) Pay-off (purpose/feedback)

"The Sisters" talk about teaching toward a target. They give a great outline on page 151 of their Cafe book about what to keep in mind and how to stay focused. || "Continuum of Literacy Learning" by Fountas and Pinnell

"Craft Lessons" by Ralph Fletcher

"Writing Workshop- The Essential Guide" by Ralph Fletcher and JoAnn Portalupi

"The Cafe Book" by Gail Boushey & Joan Moser

"Learning Under the Influence of Language and Literature" by Lester Laminack and Reba Wadsworth

"That Workshop Book - New Systems and Structures for Classrooms that Read, Write and Think", by Samantha Bennett

"Practical Punctuation" by Dan Feigelson

"Good Choice" by Tony Stead

"Lessons to Share on Teaching Grammar in Context" by Constance Weaver ||
 * Independent Writing - Elizabeth || (I think this should be called Writer's Workshop) Writer's Workshop includes time daily for students to write about self-selected topics. Students follow the writing process of rehearsing and planning, drafting and revising, editting and proofreading, and publishing" (Pinnell and Fountas, 2007, p. 107-108). Instruction begins with studying mentor texts, a focussed mini-lesson, uninterupted time for students to write independently, concluding with time for students to share their writing. || "Every one of our students will need to travel down the long road of written communication as we enter the twenty-first century. ....the writing workshop gives our students the very best tools to move confidently down that road" (Fletcher and Portalupi, 2001, xii). Writing is a twenty-first century skill, as people are increasingly required to communicate in writing. When students are given daily opportunity to self-select writing topics, identify the genre most needed to convey meaning, and follow the writing process through to publishing, they are most likely to view themselves as writers and see a purpose for the task (Fletcher and Portalupi, 2001, xi). || *Students are given time daily to write self-selected topics.
 * Instruction is lead by mentor texts.
 * Students are given many opportunities through the year to publish and share work. || "Writing Workshop: The Essential Guide" by Ralph Fletcher and JoAnn Portalupi, Heinemann 2001.

"The Continuum of Literacy Learning" by Gay Su Pinnell and Irene C. Fountas, Heinemann 2007.

"About the Authors: Writing Workshop with Our Youngest Writers" by Katie Wood Ray with Lisa B. Cleaveland, Heinemann 2004. || Students will be learning the skills in whole group, guided writing sessions, and through their independent work. || Students need to learn skills to help organize, synthesize, write in their own words, and make connections to what they already know when they are working with new information. || *Teachers need to create a workshop atmosphere with appropriate reading materials where the students have a choice in the topic they are studying and their entry points to the information they are investigating. There is a purpose for the writing and students have an audience in mind. __Good Choice!: Supporting Independent Reading and Response K-6__ by Tony Stead; __I See What You Mean__ by Steve Moline; __Nonfiction Mentor Texts__ by Dorfman and Cappelli; __Nonfiction Craft Lessons__ by Ralph Fletcher ||
 * Investigative Writing - Kathleen || Investigative writing, usually nonfiction writing, is the use of writing skills as tools for learning.
 * Skills are presented through models such as labeled drawings, labeled diagrams, note taking, scientific observations, tables, etc.
 * Information is presented in various genres: reports, memoirs, narratives, PowerPoint, etc.
 * Students are supported in guided writing groups, peer conferences, and teacher conferences.
 * Students are given time to "mess about" and discover what they know. || __Is That A Fact: Teaching Nonfiction Writing K-3__ by Tony Stead;