Balanced Writing Instruction Roles What it should look like in an classroom.

MODELED WRITING The teacher thinks/writes “out-loud” while composing. This is generally done with a whole group of students to make the thinking of the writing process very obvious to the children.

Advantages writing is demonstrated: we think, we draw, we write..... exposure can be made to a variety of purposes, audiences, author’scraft, traits and genres there is a modeling of the concepts of print, phonemic awareness and phonics oral language and vocabulary can be increased

Role of student listener observer limited participator

Teacher’s role is to: share thinking demonstrate model getting stuck strategize evaluate refine

Instructional contexts: Use think-aloud strategy Reading and write aloud Teaching is using DIRECT INSTRUCTION

SHARED WRITING The teacher and the students compose text collaboratively. The thinking and the work is done orally. It can be done with a small group or whole class.

Advantages Students begin to understand that print carries a message. There is benefit in the specific feedback through discussion. Students develop a sense of the genre being used. Students develop an awareness of both the concepts of print and of phonics. ALL Children get to experience being an author.

Student and teacher role write in many genres establish/understand the authentic purpose for writing determine how text will be organized collaborate reread to monitor for meaning revise/edit to improve and clarify

Teacher role holds pen and writes text for student, focus is on accuracy of the product uses student need to focus lesson thinks aloud envisioning how student may apply skills to their writing controls the pace of the lesson

Instructional context: Writers workshop is partly SHARED WRITING Link texts for shared and independent reading

INTERACTIVE WRITING The teacher and student share the composition duties in a very oral climate. The students write the parts they know, the teacher assists by filling in unknowns. The key is the power of the ORAL language.

Advantages provides an opportunity to plan and construct texts quality is valued over quantity concepts of print are learned and applied through demonstrations/student see how spelling and high frequency words fit into writing students see first hand the many decisions that a writer makes when writing

Student role attentive and engagement is high help write the message one word at a time say each word slowly and stretch the sounds practice letter formation reread text

Student AND teacher must know the purpose of the lesson share the pen plan and compose from the common experiences of the group reread the text to monitor meaning

Teacher’s role is to: organize material for lesson pace the lesson appropriately link the lesson to content/class experiences include rich language and vocabulary focus the lesson to include conventions/mechanics Think ALOUD to demonstrate process

Instructional contexts: Can be done during morning message time Can be done on predictable room charts Can be done after field trips/shared experiences Can be done after shared literature or content lesson

GUIDED WRITING This is a teaching strategy to create small groups of students with like needs for the purpose of directed instruction It is a bridge between SHARED WRITING and INDEPENDENT WRITING

Advantages It meets the student need as it occurs It fits the differentiation process It catches errors/issues before they become engrained It creates a small, personalized learning environment It fosters independence and confidence

Student role Listen, participate, try new learning in writing.

Teacher role Observe and assess students Group students by need Create lessons to reteach and address need Coach and guide students to mastery of the new learning

COLLABORATIVE WRITING Students work together to decide on meaning and composition of a message. Involves both oral and written language skills

Advantages: Students get opportunity to discuss and interact with writing before attempting to write independently Students get clarity of thoughts Students practice art of listening

Student role apply prior learning teach others problem-solve self-correct participate in learning of others

Teacher role scaffold learning coach/confer/clarify/confirm observe/teach if necessary evaluate/adjust lesson

Instructional context: This is RECIPOCAL TEACHING IN WRITING Partner reading and writing activity Writing component to a LITERATURE CIRCLE discussion

INDEPENDENT WRITING Students apply the skills and strategies taught during modeled, shared, guided and collaborative learning. Writing should be authentic and of their own choosing

Advantages It imitates what authors do It practices the writing process It allows for multi-purposes in writing It practices using traits, craft, genre It practices phonics and word study It drives further instruction

Student role self-initiates, monitors and directs applies learning problem solves confirms and self-evaluates

Teacher role: Affirms the work of the student/responds and acknowledges Assists if needed/coaches Evaluates and sets goals with student

Instructional context: Use during independent writing or even reading time (as a reflection) Writer’s workshop time Homework and assignments Use with informal conferencing