1. Guided Writing Presented by: Rachel Black

2. Purpose To teach each child at their level To teach each child the ‘next step’ they need on their journey to becoming a writer To support and scaffold children to writing success Purpose To teach each child at their level To teach each child the ‘next step’ they need on their journey to becoming a writer To support and scaffold children to writing success Guided Writing

3. The Writing Continuum You need to have a good understanding of the progression of writing

4. Beginning Guided Writing: Very Early Writers Children ‘write’ from very early years. They make marks and pretend to read the marks. In a school setting we move them on from random mark making to conventional writing. How? Early phonological awareness supports children as they learn to distinguish sounds chunks (syllables) and then individual sounds or phonemes. Once they can hear the phonemes, they can begin to represent them. (Phonics) Children ‘write’ from very early years. They make marks and pretend to read the marks. In a school setting we move them on from random mark making to conventional writing. How? Early phonological awareness supports children as they learn to distinguish sounds chunks (syllables) and then individual sounds or phonemes. Once they can hear the phonemes, they can begin to represent them. (Phonics)

5. Phonics to Writing Phonological awareness, phonemic awareness and phonics are different but come under the one umbrella. PHONOLOGICAL AWARENESS IS HEARD ONLY. PHONEMIC AWARENESS IS THE AWARENESS THAT SOUNDS CAN BE MANIPULATED TO MAKE OTHER SOUNDS: HEARD ONLY. PHONICS IS THE KNOWLEDGE THAT SOUNDS HAVE LETTERS THAT REPRESENT THEM AND THESE CAN BE WRITTEN.

6. In a Reception Class: You may have a group of children requiring Phonological Awareness consolidation. It is a building block – a foundation –do not pass this stage until the skills are secured. This is still a group for you to teach in this time. They are your Guided Talkers and Listeners. Soon they will be Guided Writers too. You may have a group of children requiring Phonological Awareness consolidation. It is a building block – a foundation –do not pass this stage until the skills are secured. This is still a group for you to teach in this time. They are your Guided Talkers and Listeners. Soon they will be Guided Writers too. How will this look? Handout – developmental charts and SPA

7. How to set up with the youngest students in the school? Training! This is a targeted short teaching time that is valued by the students working with you. The others are to be expected to work at a literacy task independently. You train them the same as you do for guided reading. Training! This is a targeted short teaching time that is valued by the students working with you. The others are to be expected to work at a literacy task independently. You train them the same as you do for guided reading. Glenda’s rose band photo!!!

8. Grouping Groups are made by putting those requiring the same skill together Gather a sample of writing from each child Plot the class on a writing continuum Design your groups No more than 5 groups and no more than 5 in each group Consider the times you will take each group for their instruction. If you have a known late-comer and your group is due to begin at 8:45, change that child to another, later group if they have a similar skill need or move the group to another time. Gather a sample of writing from each child Plot the class on a writing continuum Design your groups No more than 5 groups and no more than 5 in each group Consider the times you will take each group for their instruction. If you have a known late-comer and your group is due to begin at 8:45, change that child to another, later group if they have a similar skill need or move the group to another time. Handout - Continuum

9. Whiteboard – preferably a table top one Student whiteboards, markers and erasers in good condition Talking prompts or toys with the same sound, etc – something tangible for students to use to support their talking before writing. Guided Writing book (blank scrapbook) Sharp lead pencil Cut up objective for the lesson to paste in their books Your record sheet Whiteboard – preferably a table top one Student whiteboards, markers and erasers in good condition Talking prompts or toys with the same sound, etc – something tangible for students to use to support their talking before writing. Guided Writing book (blank scrapbook) Sharp lead pencil Cut up objective for the lesson to paste in their books Your record sheet Tools: Handout – record sheet

10. VIDEO Year R/1 Class who are just learning about Guided Writing but have done Guided Reading for a term. Routines for independence are in place. Year R/1 Class who are just learning about Guided Writing but have done Guided Reading for a term. Routines for independence are in place.

11. Next meeting… We will look at: Content How the group works Moving from mark making to dominant consonant sounds and beyond……………. We will look at: Content How the group works Moving from mark making to dominant consonant sounds and beyond…………….