Taking the Mystery Out of Assisted Writing *Have participants share what they would like to get from this workshop. *”The Firm” – You made us study… *Michelle and I will learn today…right along with you…

Why the “mystery”? *The mystery stems from the plethora of “labels” we attach to the types of writing we do with children. *The important thing is not WHAT we call the writing “activity”, but that we provide explicit instruction in modeled writing to allow students to watch us first, then provide guided practice/participation (which is assisted writing), as well as independent practice, and then reteaching as necessary. *We have developed our definitions after studying several writing sources. These definitions will reflect more than one author’s opinion. *In any assisted writing activity…the teacher provides direct instruction and guided participation. *By experiencing the different assisted writing activities, along with independent practice, children’s writing development is shaped. *In assisted writing activities, the teacher “glides in and out” (it’s like a dance…) providing language prompts and adjusting the level of support as needed.

Modeled Writing The Clues… Teacher… acts as scribe/does all the writing. writes in front of students. thinks aloud/verbalizes as she composes/interacts with a message. keeps a lively pace. (10 minutes or less) creates a readable, error free message. Students… hear the thinking. observe a writer in action. read and reread the message. Purpose… - To model how words go down on paper, the thoughts that go with writing, or a specific writing skill or behavior -“Watch me first” step in explicit instruction *Modeled writing is used at any and every “stage” of writing development. (Any minilesson) *Not an interactive time…not assisted writing. *Teacher language… “Watch me…” “I”… ”I’m”… *Not a time to ask students questions When to use… *Minilessons/New learning/Reteaching/Application of new learning *SHOW VIDEO CLIP OF MODELED WRITING.

Shared Writing The Clues… Teacher… acts as scribe/does the writing. emphasizes composing and constructing the message. encourages students to think about appropriate language, elaborate, or focus on the message. negotiates the message. thinks aloud…along with the students. maintains a lively pace. (10 – 15 minutes) creates a readable, error free message. Students… contribute ideas and suggestions for the message. verbally engage in the composing process. Purpose… -To get students involved in the craft of writing by emphasizing the creation of the message. -“Let’s try this together!” step in explicit instruction *A simple message of 1 or 2 sentences that is completed in one session. *Language…”We…” *Large or small group setting *Kindergarten “version” of Writing Aloud. *SHOW VIDEO CLIP OF SHARED WRITING.

Interactive Writing The Clues… The teacher… uses questioning to encourage students to contribute, taking into consideration what is known to them. (e.g. letters/sounds/conventions of print) records anything unknown to the students. creates a risk-taking setting. maintains a lively pace. (10 minutes) ensures a readable, error free message. Students… verbally contribute to the composition of the message and rehearse before writing. record known letters/words in the message with their own colored marker or the teacher’s marker. record letters/words on individual dry erase boards as directed by the teacher. read and reread the message. are actively involved in the thinking and writing. Purpose… -To help develop early writing strategies such as the composition of the message, concepts about print, and learning to transcribe -“Now you try it and I will help you!” step in explicit instruction. *We recommend a small group…if you want to have hair left! *Teacher moves students forward in their thinking, never doing anything for them that they can do alone. *Interactive writing is a great opportunity for teaching students how to hold a story in their heads for self-monitoring. *Read from AIL, pg. 62 “Interactive writing gives children opportunities…” For emergent readers, interactive writing is a powerful strategy to use in small groups prior to Guided Reading for teaching early reading and writing behaviors. It can also be used to alternate with Guided Reading at text levels 1-4. (M-W-F/T-Th) There is no one right way to do interactive writing. Interactive writing involves teacher choices based on observation of student needs and the SLE’s. Interactive writing can be used for more advanced purposes or in other grades as necessary for teaching/reteaching desired skills and behaviors. *SHOW VIDEO CLIP OF INTERACTIVE WRITING.

Writing Aloud The Clues… As in Shared Writing… Teacher… acts as scribe/does the writing. emphasizes composing and constructing the message. encourages students to think about appropriate language, elaborate, or focus on the message. negotiates the message. thinks aloud…along with the students. maintains a lively pace. (10 – 15 minutes) creates a readable, error free message. Students… contribute ideas and suggestions for the message. verbally engage in the composing process. Purpose… -To get students involved in the craft of writing by emphasizing the writing process -”Let’s try this together!” step in explicit instruction The key differences between Shared Writing and Writing Aloud… *Message is quite complicated and is generally several sentences long. *The work could span several days. *The message can then be used to teach revision and editing skills. *SHOW VIDEO CLIP OF WRITING ALOUD.

Things to Consider… Determining your lesson focus… -Student Learning Expectations from the Arkansas Framework -Student need as determined by observation “The goal of assisted instruction is achieved when the children apply this knowledge to… their independent writing. If the knowledge is not evident in the children’s independent writing, we can ask ourselves these questions: -Did I provide clear and focused demonstrations at the children’s level of understanding? -Did I hold the child accountable for unknown information?” (Dorn) Time Yourself I am always looking at my watch. Morning message? I want to be done in five minutes. Modeling journal writing? Ten minutes. What are the key teaching points I want to make them well and move on. When we try to “do everything” in one lesson that goes on and on, we lose students’ attention and interest. Not only that, we tire them out so that they don’t have the will or energy to continue when we’re ready to have them work on their own… Leave them wanting more. (Routman)

“It is not children but adults who have separated writing from art, song, and play; it is adults who have turned writing into an exercise on lined paper, into a matter of rules, lessons, and cautious behavior .” Donald Graves

Resources Dorn, L., French, D., and Jones T. 1998. Apprenticeship in Literacy: Transitions Across Reading and Writing. Dorn, L., and Soffos, C. 2001. Scaffolding Young Writers: A Writers’ Workshop Approach. McCarrier, A., Pinnell, G.S., and Fountas, I. 2000. Interactive Writing: How Language and Literacy Come Together, K-2. Routman, R. 2003. Reading Essentials: The Specifics You Need to Teach Reading Well.