Intermediate Modeled & Shared Writing Created by Lynn Watson & Melissa McMullen Everett Public Schools

WHO:Intermediate Teachers WHAT:Learn an effective teaching strategy; the teacher-model. WHY:To show students how writers make decisions as they move through the writing process. EALR 1: The student understands and uses the writing process. Prewrites to generate ideas and plan writing. Produces draft. WELCOME

Read rich literature and talk about the writer’s craft. Show examples of student writing Show examples of adult writing (i.e. teacher sample) Models of Writing Products One day when I was walking home I found a

On chart paper, the overhead, or the InFocus the teacher writes and shares his/her thinking aloud. You are the model of the process that writers go through. Models of Writing Process

This is on-the-spot teaching and writing. We worry it may not be exceptional writing. The good news is that it doesn’t need to be excellent! Modeled Writing: A Risk-Taking Approach

Choose a topic that’s meaningful & engaging. Consider writing about something related to your students’ age. Framework for Modeled Writing

Briefly share your topic/s with your students. Allow your students to hear and suggest which topic they’d like to see you write about. If you have more than one possible topic, jot the possible topics on a post-it. Framework for Modeled Writing VacationHolidays PetsFavorite toys Books readTv Shows AssembliesMovies Create a new cartoon character

Immediately share audience and purpose for your writing. Think out loud and write. Framework for Modeled Writing

 Be yourself and use your truthful writing voice as you write. Finally…

(Brief Demonstration of Modeled Writing) Modeled Writing Experience

 the decisions you make about writing.  how your ideas develop and change.  that writing takes effort.  writers engage in continuous rereading and revising. As You Write Your Students Will See…

Who’s Doing What? Regie Routman’s Writing Essentials SHARED WRITING TeacherStudent DemonstratesListens LeadsInteracts NegotiatesQuestions SuggestsCollaborates SupportsResponds ExplainsTries out RespondsApproximates AcknowledgesParticipates MODELED WRITING TeacherStudent InitiatesListens ModelsObserves Explains May Participate on a Limited Basis Thinks Aloud Shows How

Purpose for Writing Elements of fictional narrative  Characters  Setting  Problem  Events  Solution Prewriting strategy After reading The Terrible Thing That Happened at Our House, students created the author’s prewrite. Reading-Writing Connection Previous Learnings

Fun Factor Get the kids excited before they start writing. If they’re writing about their favorite season, have students make paper dolls.

If they’re writing about finding a mysterious coat, students design a coat first. Fun Factor Get the kids excited before they start writing.

If they’re writing about finding a cave in the mountains, have them design their book cover before they begin writing. Fun Factor Get the kids excited before they start writing. It’s time to stop and share. What are some “fun factors” you’ve used to motivate students?

Modeled Prompt One day while hiking in the mountains, you come upon a cave. In several paragraphs, write a story telling what happens. 1. Analyze the prompt. What are we being asked to do? 2.Brainstorm. Class generates a list of events, including details about what students could discover in the cave. Teacher leads discussion to get students thinking about how their events will develop. 3. Pair and share. Teacher models this activity with a student partner. Choose one event from the list. Orally share ideas for beginning, middle, and end. Partner gives feedback. It’s time to stop and practice.

Modeled Prewrite Teacher models steps for completing a prewrite. Teacher thinks aloud as they are making decisions about events and details. Students complete his/her prewrite with teacher guidance. * For most classes, this would be a one day writing lesson.

Teacher Model Topic: Finding a Treasure in a Cave B: Hiking in the mountains Finding a treasure chest M:E: Details: hiking with dad go to the cabin went exploring spotted a cave enter the cave scared something shiny open chest filled with jewels return jewels to police get a reward buy a mansion Details: Getting the reward

Modeling Prewrite to Draft Hiking in the mountains Details: hiking with dad go to the cabin went exploring spotted a cave Non-example: I was hiking in the mountains with my dad to our cabin and I went exploring and spotted a cave. B: Student points to details on teacher- modeled prewrite as teacher drafts using infocus.

Modeled Draft Tips for effective modeling:  Think aloud as you make decisions about what you are writing.  Let students hear your in-the-head processes. What grabber beginning strategy could I use? How can I introduce the character? What’s an interesting way I can begin this sentence? What’s an active verb I could use instead of “walked?” That doesn’t sound right.  Only demonstrate as much as the majority of students are capable of doing at this time. For example, in one day, just model the beginning of a narrative or one main idea of an expository.  Move along quickly.  Stop and reread as you go.

Modeled Draft Example: I think I’ll choose dialogue as my grabber beginning strategy because it will be a good way to introduce my dad as a character. “We’re almost there,” I yelled to my dad as we entered Mt. Rainier National Park. On the prewrite it says a mountain, we’ve been studying Washington State, what’s a specific mountain it could be? Every summer my dad and I would head to the mountains for a special father-daughter weekend. Notice how we’ve taken one bullet and turned it into two sentences with details.. Now that we’ve arrived at the mountains, who can write a sentence so the reader can picture what comes next? After we arrived at the cabin, my dad started unloading the car. I want to have an adventure, so I asked if I could go hiking. I’m going to use sensory images to describe my hike. As I headed up a narrow path, I passed wildflowers growing in a meadow. The crisp air felt refreshing after such a long car ride. I think we need a transition here. What would work? Suddenly, I noticed something out of the corner of my eye. Just off the path, there was an entrance to a cave. At first I had “just off the path” at the end of the sentence. But, I decided to do a “flip flop” for better fluency and put it at the beginning of my sentence.

Guided Draft  Remember to have the kids write only as much as you have modeled.  For this lesson, students will each write a one or two paragraph beginning based on their prewrite.  Give students uninterrupted time to write independently.  Ask for volunteers to share their writing.  Point out effective strategies used. Now it’s time for the students to write! Continue modeling this process until draft is completed. This will take several days.

Now it’s your turn. Use the teacher-modeled prewrite to write just the beginning of your own draft. Think about your “in-the-head” process as you’re writing. When you’re finished, share with a partner.

Share Small Group Partners Whole Group Share Partners Be sure to let your students share their writing through all stages of the process.

When you’re planning your writing lessons, be sure to… add a fun factor analyze the prompt brainstorm ideas together model each stage of the process with “think alouds” SHARE! SHARE! SHARE! GO