Christie Rose
Overview
In most classrooms, writing is infused across the curriculum. Whether writing comes in the form of a social studies report, a reading response, a notation of scientific observations, or a note to a friend, children constantly use writing to communicate in a classroom. Because writing is such an integral part of a child’s life, it is important to not only weave it through the curriculum, but to spend time focused solely on developing writing.
In order to enhance children’s writing development, teachers can create a writing workshop. Writing workshop is a sixty-minute time period that the children spend focused on writing. Typically, writing workshop will involve a short mini-lesson, writing time, conferences with the teacher, and sharing with classmates (Temple et al., 2005, p. 314-315). During the mini-lesson, the teacher may use modeled writing, shared writing, interactive writing, or guided writing to teach children a specific strategy or writing style. These components of the writing program provide different levels of support for children and can be used at different times to teach something new or to review skills and strategies with small or large groups. Each technique offers specific opportunities for assessment through collecting writing samples or anecdotal observations during the activity.
Description of Research-Based Practices
Write Aloud
“Write Aloud,” also referred to as modeled writing, is a teacher-led activity generally involving a large group of students. The purpose of modeled writing is to demonstrate a part of the writing process. Writing a letter, making a list, or simply introducing writing in general can all be introduced using modeled writing (Temple et al., 2005, p. 317-318). Below is an example of what modeled writing may look like in the classroom:
A second grade teacher calls her students to the floor to introduce the parts of a letter. The teacher explains she is going to write a letter to the newly elected president of the United States and congratulate him on his new position. She begins by writing the date, explaining to the children why it is important to write the date. She continues by writing a letter to the president, including and noting all the important components. Once the letter is complete, she then reviews the components of the letter with the students and leaves the letter up to serve as a model for the students.
Shared Writing
During shared writing, the teacher continues to model writing for children, but this time engages them in the text being modeled (Temple et al., 2005, p.318-319). The following is a situation similar to the above, but this time incorporating shared writing:
A teacher brings a large piece of chart paper to the board and announces the class is going to write a letter. “To whom would you like to write a letter?” One child suggests her bus driver and another suggests the principal. The class votes, and the principal is the chosen recipient. The teacher then starts the letter with the date and “Dear Mrs. Quimby,” at the top. She then asks the kids for help with the next sentence. Collectively, they decide to ask, “How are you?” Then the teacher announces that there should be a topic for the letter. One student suggests the school cafeteria food. After a laugh, the kids decide that would be a good topic. Several students contribute full sentences about the cafeteria food; other students are encouraged to add adjectives. Finally, the teacher shows the students the proper way to close the letter, folds it, and gives it to the messengers to bring to the principal’s office.
Interactive Writing
During interactive writing, the teacher continues to work with a group, although this time the groups are typically slightly smaller than a whole class activity. “Interactive writing provides an authentic setting within which the teacher can explicitly demonstrate how written language works” (Fountas & Pinell, 1996 as quoted in Temple et al. 2005, p. 319). This typically occurs when the teacher and students share an experience and agree on a topic. The children first give a sentence on the topic, and the teacher has them focus on that sentence, repeating it and counting the words until it is firmly engrained in their heads. The teacher then has the children give her the first word, repeats it back slowly, and then writes it up on a piece of paper. The teacher then asks for the next word and has a child come up and write a letter, part of the word, or the entire word, depending on the child’s developmental level. Then with each addition of a word, the text is repeated back to the child word for word. When there are letters that are poorly formed, the teacher can place correction tape to make the meaning clear for the students in the group. As the lesson continues, the teacher capitalizes on opportunities to teach about words and print (Temple et al., 2005, p. 318-319). Below is a situation where interactive writing occurred in the classroom:
Students have a writing workshop shortly after they return from a field trip to a farm, and they are very excited about their shared experience. The teacher takes a large group of particularly enthusiastic students and asks them to talk about their experience. She then suggests they write about the field trip. She asks, “What would you like our first sentence to be?” A child suggests, “Today we went to a farm.” The teacher repeats the sentence slowly, four times, exaggerating each word, and then has the children repeat each word. She asks the children, “What is the first word of the sentence?” The children answer and she writes, “Today” on the paper. Then she asks Jose, who has been particularly attentive, to write “we” on the board. After Jose has completed his task, Mary volunteers to write “went” and as she did the teacher pointed out the long “e” sound in “went.” The teacher has the class finish the sentence and asks for the next and the process continues.
Guided Writing
Guided writing occurs when a teacher would like children to follow a particular format. The teacher begins by giving examples of the format, showing the unique characteristics, and explaining what the format is. Then he has the class construct an example together. Finally, he encourages the students to go and create their own individually (Temple et al., 2005, p. 319). Below is an example of a teacher introducing the haiku style of poetry through guided writing:
The teacher had the students join him in a large group on the carpet, where he read several haiku poems. He began by reading, “Green and Speckled Legs, Hop on logs and lily pads, splash in cool water,” and followed with “In a pouch I grow, on a southern continent—strange creatures I know.” He asked the students what they noticed about the poem. After receiving answers like, “they were short,” “one was about a frog,” and “they sounded funny,” he read a final haiku. “I am first with five, then seven in the middle--, five again to end.” (Kidzone, 2006). He used this final haiku as an introduction to the format. After reviewing syllables and the rules for haikus, he had the children create their own. “What would you like to write about?” he asked. A child answered “about us.” Someone else said, “Write, ‘We are a cool class.’” After counting the syllables as a group, they put it on the board. “How about… we love recess and lunch time.” Each child counting the syllables on their fingers, and after decided it was okay, someone offered, “and last write, “We love Mr. Jones!” The teacher laughed and wrote that on the board. Leaving the example up, he had the students go back to their seat and begin working on their assignment.
Independent Writing
Independent writing includes all types of self-initiated writing: notes to friends, journals, and spontaneous stories all fall into this category. Independent writing, coupled with the increased support, is an important part of writing workshop. Given extended time and opportunities for creativity, children often enjoy this time in the classroom, and writing continues to develop through repetition and practice (Temple et al., 2005, p. 320-321). The following is an example of independent writing in a classroom:
After lunch each day, Ms. Rodriguez has the children come in and get out their journals. They work at their desks and write about whatever comes to their minds. Often children write about things that happened at home the previous day, or during the day at school, and sometimes it is an opportunity to make up a story. Children work individually, but are encouraged to share their ideas and ask for suggestions from nearby neighbors.
Family Activities
Write Aloud/ Modeled Writing
Next time you write a letter or an e-mail to a relative, have your child sit down beside you. Point out the parts of the letter, include the date, and talk about the different ways to close it. Focus on words your child is close to spelling, pointing out the first, end, or vowel sound depending on their language development.
Shared Writing
With your child, plan a picnic (or another activity you and your child enjoy doing together). Make a list of what to bring. For example, if planning a picnic, start off thinking about the food. Once the menu is planned, begin discussing what you will need to eat the food. Make sure your child can see you as you write the list. Slowly sound out the words as you write them. Point out that you are bulleting the list and that you aren’t writing full sentences. When you come to a potentially challenging word that can be broken up, like sandwiches, point out that you can write “sand” and then add “wiches,” so even though your child may not have known the whole word, your child could at least spell parts of it.
Interactive Writing
After a family gathering where your family had a particularly great time, sit down with your child to tell a story from the day. Ask your how to begin. As your child tells you, repeat the words back slowly. Repeat them several times, and have your child repeat them back to you. Then slowly begin writing the sentence, having your child prompt each word. Then encourage your to write the next sentence, planning and verbalizing each sentence before it is written. As the story progresses, point out different writing techniques like stretching out words.
Guided Writing
Have your child write thank-you notes after a birthday or holiday when gifts are received. Write an example thank you note for your child, including and highlighting all the important parts of a letter. Have your child use the format and write his or her own thank you notes!
Independent Writing
Next time you go on a trip, even if it is just to a relative’s house, have your child write a journal each day he or she is there. If postcards are available, have your child write the journal entries on the back of postcards, clipping them together with a ring. This is a great and inexpensive souvenir!
Resources
Lipkewich, A. E. (1999). ABC’s of the writing process. Edmonton Public Schools. Accessed on October 20, 2006 from http://www.angelfire.com/wi/writingprocess/writing.html.
“The ABC’s of the Writing Process” gives a great overview of the writing process in a way that is easy for children to understand. The “prewriting” section is especially great for ideas on how to get children started writing!
Word dance. Accessed on October 20, 2006 from http://www.worddance.com/.
This site gives great examples and insight into how to get your children writing Haikus! Word Dance was a quarterly non-profit creative writing and art publication that was published for and by kids. Although the magazine is no longer published, the ideas on the web page would be great to get your children started with guided writing!
Kneebone, Nora M. (1997). Writing web. West Iron County Middle School. Accessed on October 19, 2006 from http://freedom.up.net/~msbones/ww01000.htm.
This website is another great way to teach kids the writing process. It breaks down the writing process for kids in a way that is engaging and easy to understand. It also gives GREAT examples of kids’ writing and would be a fun way to get your child excited about having his or her work published!
Morris, Deborah, (2004). The young writer’s workshop. Acccesed on October 20, 2006 at http://www.realkids.com/club.shtml
The “Young Writer’s Workshop” is a great website where children can learn about a real author and submit their writing for publishing! It allows children to post their writing to get feedback, invite an author to their school, or ask an author questions about herself! If your child needs motivation for independent writing, this would be a great website to start!
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Enchanted Learning. (2005). Enchanted learning. Accessed on October 20, 2006 from http://www.enchantedlearning.com/drawandwrite/1.shtml.
At Enchanted Learning, you can find wonderful print outs for your child, some have a place for a picture, some have writing prompts, all will help getting your child’s mind working! These could serve as great guides for guided writing, modeled writing, interactive writing, and independent writing! Let your child explore the site and put his ideas down on paper!
Levy, Constance King. (2004). The red rubber ball. Silver Whistle: London, UK.
The inspiration for this story is simple. A little red rubber ball sitting alone as the world goes by, seemingly unimportant until it animals begin to take notice! This simple idea will surely inspire children to write stories based on other simple ideas, and the consistent writing is a great model for interactive writing!
Reynolds, Peter H. (2003). The dot. Sydney, Australia: Candlewick.
If your child is a frustrated writer, this is the book for him or her! It is a wonderful story of a young, frustrated artist and a teacher who encourages her to just “start with a dot and see where it takes you.” This book would be a wonderful accompaniment to a gift of a journal!
Nolan, Jeraldine. (1998). Raising dragons. London, UK: Silver Whistle.
Raising Dragons is a wonderful story that is both entertaining and inspiring for a writer. In addition to boosting creativity, it is a wonderful model if you are working on sentence fluency through interactive of guided writing! It is the story of a young African American girl who finds an egg that hatches into a dragon! It is written in a lyrical and whimsical way, children will love getting to know the young girl as she travels with Hank the dragon!
Otis, Hurst, Caroline. (2001). Rocks in his head. New York, NY: Greenwillow.
If your child is working on a chronological story, Rocks in his Head will help him or her with organization! This book tells a warm story of a man who loves rocks with humility and purpose, going through the events in the man’s life from childhood to adulthood. In addition to giving your child direction with their story, the ending will encourage your child to follow his or her dreams!
McCourt, Lisa. (2004). The most thankful thing. New York, NY: Cartwheel.
This heartwarming tale will be treasured by both you and your child! It is a story that you can read over and over. Its scrapbook theme can also inspire a writing activity that you and your child can work on throughout his or her childhood!
References
Kid Zone. Haiku. Accessed on October 23, 2006 from www.kidzone.com.ws/poetry/haiku.htm.
Temple, C., Ogle, D., Crawford, A., & Freppon, P. (2005). All children read. Boston, MA: Pearson.