1. Implementing a Writing Program in the Primary Classroom
Presented by
Cyndi Castello-Bratteson
Literacy Consultant
Introduction
Glyph Activity

2. Go back in time to grade school. How does this make you feel. Anxious
Go back in time to grade school. How does this make you feel? Anxious? Sweaty palms?
What can we assume about this writing assignment?
Have you ever had this experience?
Core program writing component evident.
Why failing? Discuss another scenario:
Watch/ listen to another person’s thought process.
Look at pictures.
Think about memorable moments
Talk to a friend and answer their questions about my story
Organize my thoughts
Are you feeling better?
This is the premise for the writing component I am going to discuss with you today.
I do, we do, you do.

3. Overview
A writing program is an essential part of a balanced literacy program. Writing is a cognitive process that involves comprehension of ideas and expressive language as well as mechanical skills. Reading and writing are processes that compliment and enrich each other. Writers must use their own experiences to create meaning through text. When children read and write on a regular basis both of these skills show improvement.
We as teachers must provide the opportunity for children to learn about writing through daily practice. They need to be supported as we guide them from assisted to independent exploration. Children must start with what they know and are comfortable with and move forward. Young writers must be provided with the tools they need to succeed.
Change in philosophy over the years
NCLB
Think about own children’s experience
Cognitive=thinking
Reading and writing are reciprocal
Importance of using your own experiences.
Role as coach to prepare kids to write with stamina- bike race
Key words are REGULAR BASIS Daily practice
Give them the tools and release them gradually.
What we have done in the past is failing

4. Why Implement a Formal Writing Program?
The ability to read and write does not develop naturally, without careful planning and instruction. Children need regular and active interactions with print. Specific abilities required for reading and writing come from immediate experiences with oral and written language. Experiences in these early years begin to define the assumptions and expectations about becoming literate and give children the motivation to work toward learning to read and write. From these experiences children learn that reading and writing are valuable tools that will help them do many things in life.
( NAEYC 2000)
You are the first and most important step.
Model uses for writing- label block structures, items in classroom, housekeeping corner
Value- any time during the day that you use print, let your students know about it so they will see value and motivation

5. Strive for daily writing time
Let’s brainstorm! Where can your teachers fit writing in 3 times a week for minutes?

6. Developmental Stages of Writing
Scribbling
Letter Like Symbols
Strings of Letters
String of letters, some beginning sounds
Consonants representing words
Initial, middle and final sounds
Transitional phase
Standard Spelling
You are very familiar with these. All children must pass thru these developmental stages. Some more quickly than others.

7. At the beginning of the year, most writing for kindergarteners consists of shared or interactive writing and their own approximated attempts. Quickly they learn to use everything they know- their names, a few known words, and known letters- to generate their own pieces of writing. They use drawing extensively to express their ideas and support their thinking.
Irene Fountas and Gay Sue Pinell,
The Continuum of Literacy Learning, Grades Pre K-2
So where do we begin to make sense of this process?

8. Stages in Teaching Writing
Shared Writing
Interactive Writing
Writing Workshop
Independent Writing

9. Shared Writing
Young and inexperienced writers need to observe writing in authentic ways.
This can be taught in small or whole group setting- briskly paced 5-20 minute lessons.
Know your objective and focus on it in your think aloud.
Write the entire text yourself while modeling strategies you want your students to internalize. Limit to several sentences at the beginning of kindergarten and expand as needed.
Re-read to monitor understanding.
Post in an accessible area of the classroom for students to use as reference.
Confusion. Two sentences.
When? Morning meeting, after read aloud, during content area instruction.

10. Interactive Writing: Sharing the Pen
Similar to shared writing, interactive writing allows a teacher and students to literally "share the pen" to create a joint sentence or message.
Powerful instructional medium for teaching phonics, spelling principles, rimes, writing conventions, and other key early writing skills.
Helps support the development of phonological skills and helps children attach meaning to print.
Interactive Writing: How Language & Literacy Come Together, K-2 by Andrea McCarrier, Gay Su Pinnell, and Irene Fountas.
Play video

11. Steps to Interactive Writing
Teacher chosen topic
Teacher writes as much as needed and shares the pen with students when appropriate
Students can write one letter, one word or a phrase
Students not writing should always participate
Jobs: writer, spacer, rereader, practice helper
Topic- Usually response to an activity or reading
Can be a class-created writing piece

12. How do I support my students?
Have a print-rich environment
Label the room appropriately
Create a word wall
Place it in an area that is accessible to all
Teach children to use the word wall
Create an “I Can” list/Conduct surveys
Make sure there is an ABC chart handy
Create an area dedicated to writing tools
Constantly make the reading and writing connection
Print around the room should be put up after a lesson that has focused on it
Print should be teacher and student-gnerated
Print should pertain to the topics at hand in all the disciplines right now
It should be moderate, not bare and not too much JUST RIGHT
Discuss writing paper, pencil sharpening

13. Word Wall

14. What can I write about?
Brainstorm with your students first. Create the chart with them- this provides ownership.

15. Writing Center Procedural mini-lessons. Clear expectations.
How do use the materials.
What if my pencil breaks
How do I return supplies? Table captain?
When do I use crayons?
Can I talk quietly to a friend while working? Maybe 5 mins to chat and 15 to write?

16. Another possibility…
Limited space?

17. Turn and Talk
What do you see as roadblocks in implementing a writing program in your school?
What questions do you have about this information?

18. “ The purpose of independent writing is to build fluency, establish the habit, make personal connections, explore meanings, promote critical thinking and use writing as a natural, pleasurable, self-chosen activity. In independent writing, the student has opportunities, many of which are student initiated, to write without teacher intervention or evaluation. The student takes responsibility for working out the challenges in the writing process.”
Regie Routman (1994)

19. References
Calkins, Lucy. The Art of Teaching Writing. Heinemann: Portsmouth, NH. (1994)
Calkins, Lucy. Units of Study for Primary Writing: A Yearlong Curriculum. Heinemann: Portsmouth, NH. (2003)
Diller, Debbie. Literacy Work Stations. Stenhouse Publishers: Portland, Maine (2003).
Dorn, Linda J. & Soffos, Carla. Scaffolding Young Writers. Stenhouse Publishers Portland, Maine. (2001)
Fletcher. Ralph & Portalupi, JoAnn. Writing Workshop. Heinemann: Portsmouth, NH (2001).
Fletcher, Ralph & Portalupi, JoAnn. Craft Lessons. Heinemann: Portsmouth, NH (2001).
Fountas, Irene & Pinell, Gay Sue. Continuum of Literacy Learning: Grades PreK-2. Heinemann: Portsmouth, NH. (2011)
Routman, Regie. Invitations Heinemann: Portsmouth, NH (1994)
References