1. Modelled, Shared, Guided and Independent Writing

2. Balanced writing components
Modelled
Shared / Interactive
Guided
Independent
Table group activity
Sort statements into the four writing instructional frameworks in table groups.
Share back in large group and discuss as needed.

3. Where does each component fit in literacy instruction?
Modelled, shared and interactive writing mini lessons in literacy block
Guided writing as part of ongoing small group guided reading instruction.
Independent writing as part of differentiated independent practice. .
Discuss at table groups and then fade in text on the slide
Pre-K to Grade 1 modelled, shared, and interactive writing are the primary instructional strategies that are used to build foundational skills.
Guided writing is scaffolded instruction designed to move the student towards independence
Guided reading texts serve as mentor texts to introduce genre as well as craft conventions and process. Genre is first experienced as a read aloud, and then through shared or interactive writing. Through immersion in a variety of texts student learn the characteristics of writing in various genres. Their ability to
craft pieces expands as they write with voice and more skill in their presentation of ideas.
All four components can be built into the guided reading program by connecting the writing tasks with guided reading selections.

4. Across the Curriculum
All components can be integrated across the curriculum within a writer’s workshop model.
Small temporary guided writing groups work well when students are working on ongoing writing projects. .
In Pre-K to Grade 1 modelled, shared, and interactive writing are the primary instructional strategies that are used to build foundational skills.
Guided writing is scaffolded instruction designed to move the student towards independence
Guided reading texts serve as mentor texts to introduce genre as well as craft conventions and process. Genre is first experienced as a read aloud, and then through shared or interactive writing. Through immersion in a variety of texts student learn the characteristics of writing in various genres. Their ability to
craft pieces expands as they write with voice and more skill in their presentation of ideas.

5. F & P Continuum of Literacy Learning Pre-K to Gr 8
The four areas of learning apply to all students from Pre-K to grade 8.
Goals are presented by grade level with goals ideally achieved by the end of the grade.
Spiral - Many of the goals are repeated across the grades with students working toward these goals in increasingly sophisticated ways.
Purpose and Genre
Craft
Conventions
Process
Explore the continuum at table groups. How is it organized?
Essential understandings in F & P writing continuum:
Writing is a basic tool for learning and communicating with others
We want students to be able to use writing for a wide range of purposes and audiences throughout their lives.
Need to learn how to vary the process for different purposes and genres
Spiral – like guided reading the text levels and comprehension skills increase in complexity…within, above and beyond the text.

6. How can the coach support writing instruction?
Using student evidence to set learning goals for responsive guided instruction.
Look at student evidence with the teacher and set learning goals
Model – teachers can observe guided writing in LLI lesson
Model and / or side by side small group student-centered instruction to support writing instruction
Provide responsive instruction that enables each student to engage in meaningful independent writing practice.
Teaching students how to write about what they are reading helps them to connect reading, thinking and writing processes in a holistic way.
Flexible groupings according to student needs.

7. Students at the center…
Begin with writing samples.
Identify strengths and areas for growth.
Student centered model….need to look at student work to establish learning goals. Use Seravallo look Fors to assess the student writing samples and identify individualized learning goals for students.
Look at Serravallo Look Fors on curriculum connections
Record keeping and goal setting with students
Learning goals and writing tasks are selected from F&P writing continuum by purpose and genre. The individualized student centered goals (focus, elaboration, structure, detail and other craft elements) are the focus of the small group guided instruction and individual conferring during skills instruction connected to guided reading and writing instruction in the literacy block and small group and individual support during writer’s workshop. During writers workshop students can be grouped into small flexible pods with similar writing goals.

8. How do we select writing goals using a student-centered coaching model?
Purpose and genre
Craft focus
F & P Writing Continuum
Serravallo Look Fors
Engagement
Cross curricular content
What tools can we use to select goals?
Serravallo Look Fors are grouped into K-2 and 3-6 and take into account and roughly correspond to the developmental levels of readers: Emergent, Early, Developing and Fluent.
Serravallo Look Fors are a strength based approach and are organized by genre and developmental level.
Other considerations?
Engagement
Across the curriculum

9. How can the coach support guided writing?
Connect reading, thinking, talking and writing in a meaningful holistic way that prepares students for independence.
Model – teachers can observe guided writing in LLI lesson
Look at student evidence with the teacher and set learning goals
Model and / or side by side small group student-centered instruction to support the development of writing skills.
Provide responsive instruction that enables each student to engage in meaningful independent writing practice.
Teaching students how to Write about what they are reading helps them to connect reading, thinking and writing processes in a holistic way.
Flexible groupings according to student needs.
Model guided writing

10. How can the coach support independent writing instruction?
Collaborate with teacher to create coherent independent writing activities connected to guided reading lessons
Model – teachers can observe guided writing in LLI lesson
Look at student evidence with the teacher and set learning goals
Model and / or side by side small group student-centered instruction to support the development of writing skills.
Provide responsive instruction that enables each student to engage in meaningful independent writing practice.
Teaching students how to Write about what they are reading helps them to connect reading, thinking and writing processes in a holistic way.
Flexible groupings according to student needs.

11. Look at samples here if time…if not refer to serravallo look fors on writing tab
Writer’s workshop

12. “You only learn to be a better writer by actually writing”
By extension you only learn to be a better teacher of writing by actually writing with the students
Writing orchestrates thinking, language and mechanics.
Important quote from Fountas and Pinnell
“The writing process can be described as a series of steps (getting an idea, drafting, revising, editing and publishing) but it is in fact a recursive process in which all of these things may happen almost simultaneously.”
Writing…
“You only learn to be a better writer by actually writing”
Doris Lessing

13. Holistic Writing Model, K. Carlisle 2016
SHARE Authentic Integrated
Experiential
Synthesize / Create
PROCESS
How is the writing instruction
delivered?
SKILLS / CRAFT
What makes the writing good?
Shared vision – common assumptions about writing
I DO
Modelled
Teacher as writer
Mechanical skills / Expressive skills
Genre awareness
WE DO
Guided instruction
Personalized responsive learning environment
Student
YOU DO
Application
Integrated holistic content across the curriculum
PRODUCTS
What form will the writing take?
Student is the centre. Individualized learning goals and responsive instruction
CONTENT
What are we writing about?
Holistic Writing Model, K. Carlisle 2016

14. Holistic Writing Model, K. Carlisle, 2016
PROCESS
How is the writing instruction
delivered?
SKILLS
What makes the writing good?
Shared vision – common assumptions about writing
Skills
Engagement
Differentiation
Flexibility
Interdependence
Personalization
Choice
Process
Engagement
Differentiation
Flexibility
Interdependence
Personalization
Choice
Student
Products
Engagement
Differentiation
Flexibility
Interdependence
Personalization
Choice
Content
Engagement
Differentiation
Flexibility
Interdependence
Personalization
Choice
PRODUCTS
What form will the writing take?
CONTENT
What are we writing about?
Genre awareness
Holistic Writing Model, K. Carlisle, 2016

15. Shared vision
Quality writing instruction begins with shared foundational beliefs and an understanding of how key beliefs impact instruction.
Last spring Penny Kittle tweeted the ncte guideline document which summarized key research and foundational beliefs about writing for English teachers. The document resonated with me and I spent some time reading and summarizing it and thinking about how it applies to writing instruction in our division. This activity is designed around some of the ideas in this document.
Divide into grade alike groupings) Distribute 2 or 3 questions to each group and instructions. Table talk , distribute responses and complete doc for further discussion and then share back.
Discuss the question at your table group and try to arrive at a consensus.
Brainstorm potential implications for teaching.
Look at the NCTE guideline research summary.
Report back to large group

16. Implications for teaching…
Opportunities to write:
Variety of purposes and audiences
Variety of technologies and modalities
Variety of tools for thinking
Variety of composing modalities (digital design, illustrated text forms)
Authentic experiential learning
Summary of important implications for teaching from the ncte guideline doc

17. Implications for teaching…
Safe differentiated learning environment
Holistic process
Students own lives as content and process
Opportunities for talk
Integrate reading and writing
Quality instruction and ongoing assessment

18. TheTraits
The six traits can provide a useful focus for guided writing and formative assessment throughout the writing process.
At the same time students should be encouraged to think about their writing holistically.

19. The traits and… What makes writing good? Content / Learning
Critical thinking
Creativity
Authenticity
Expression

20. Mentor Text
A mentor text is a piece of writing that can be used to teach a writer about some aspect of a writer’s technique and inspire the writer to try out these techniques.
Ideas
Structure
Craft
The text can also be used to inspire an original idea based on one from the text and to demonstrate an organizational structure that the writer can attempt to emulate with their own original ideas.
It can be a book or a sample created by the teacher.

21. How to use a mentor text Read it like a reader Read it like a writer
Write like the writer with your own ideas 
When you read like a writer you are reading to learn about the writing and to identify the choices the author made to better understand how you might improve your own writing.

22. Penny Kittle http://pennykittle.net/index. php?page=home
Middle years and high school Resources – mentor texts

23. The workshop model Small group instruction by genre and with a focus
Lessons focus on the needs of the students
Highlight qualities of good writing specific to the genre
Writers workshop planning template

24. Student-centered Coaching
The Writers workshop model can be used to integrate writing with the content areas and allows seamless integration of content and process with emphasis on deeper levels of thinking and speaking.
How do we define writer’s workshop? How does it connect to student centered coaching?
Why should we do it?

25. READ
Mentor text: Analyze a text for the qualities in the lesson focus and specific to the students
Teacher as writer: teacher pre-writes and thinks through the steps …
Ideally both!
Share the writers workshop template

26. THINK
Include a visible thinking strategy
Talk about the Making thinking visible book and list of strategies in it

27. Six hats thinking routine
Video link:
Source: Edward DeBono, Parallel Thinking. He is most known for his 6 hats activity – In which you explore and problem solve an issue from a variety of perspectives. I think it would help with thinking and talking before writing persuasive pieces. The hats can be real (for younger students) or metaphorical…white hat – provide information about the topic, yellow hat –positive thinking, Green hat – creative thinking, red hat – emotional responses, black hat – judgment / evaluation and blue hat – guiding the process and think about the thinking. There are quite a few video clips on youtube that explain it…here is one: There are some funny ones as well that students might like.

28. TALK
Talk about the importance of talk

29. Drafting- write an initial draft

30. CRAFT
Revise the text based on the learning goal / craft technique from the lesson…substantive changes at this stage
Revise again : based on formative assessment ….individual support from teacher and / or peer suggestions

31. EDIT Polish your writing
Final edit involves polishing the writing…final copy editing

32. Writers workshop
Fatty Legs

35. On-line resources
Writing mini lessons using mentor texts 6 Traits lessons on Writing fix.com LSKY curriculum connections

36. On line resources
North East School Division: The SPDU website: The Stevenson scale Traits of Writing contains K-5 exemplars, descriptors and rubrics: C0/main.htm
Take 6 traits Stevenson continuum

37. Feedback form
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