1. Teaching Children to Write The Writing Process Dr. Dennis Corash EDU 3660

2. An Example of Student Writing This is a piece by a ten year old some years ago in my 5/6 class. She was a good writer but before this year really did not like to write. Her talent was significant. Listen for her “voice” in the piece, as well as her creativity, and use of words. I Really Chewed Out My Mother Last Night By Julie A. Norton

3. Importance of Language 1.Communication 2.Can define reality or create it 3.Words are empowering 4.Must actively explore ideas to express meaning 5.Means for fulfilling a purpose

4. Oral vs. Written Language  Parallels  Both communicate ideas  Both have meaning and purpose  Differences  Talk  Informal: hesitant, repetitive. Relies on nonverbal cues  Questions can be asked and clarification given  Writing  More careful and reflective  Requires precision  No chance to clarify

5. Connection of Reading and Writing “We must read like writers and write like readers.” Readers must construct meaning from text. Writers must construct meaning in text.

6. Culture Teachers must accept who and where children are and adapt to their students’ need. Children have an enormous amount of knowledge to tap into and bring out in writing. Teachers can use patterns and structures that value students cultures and reinforce students’ identities.

7. Expectations and Success Children must feel and know that their teacher believes that they can be successful, will help them to achieve success, and will accept no less. Children develop as writers when: They feel safe to experiment and take risks with writing. They can learn from the consequences of their choices. Their teacher values their efforts and acknowledges their progress in writing.

8. HOW DID YOU FEEL AS A WRITER IN ELEMENTARY SCHOOL AND HOW DO YOU FEEL ABOUT WRITING NOW? Discuss in your table groups and then take 10 minutes journaling time to address the above question.

9. Value in Writing and Importance of Response. “Being a successful writer enhances learning and increases self-esteem.” Teacher response is critical. Writing should always be the honest message of the writer. Value students message without attempting to change it. Remember “getting it right” is not the reason for writers writing or sharing.

10. Responding to Student Writing Writer’s voice and messages must be valued. ****Teach the writer not the writing.**** What does this mean to you? Turn to a partner and discuss what it means. Recognize the ways students write outside of school (at least three examples) and that they and you can learn from each other.

11. Immersion  Students learning to write need to be immersed in writing just as they were immersed in talk while learning to talk.  Learners need demonstrations of:  Environmental elements conducive to writing.  How to make good wiring decisions.  What excellent writing looks like.

12. Practice and Use Writing is a craft that can be taught and learnt and continually improved upon. Writing can be used for many purposes all creative. “Writing is not a end in in itself – it is a means to many ends.

13. Engagement  It is essential to engage learners in writing for many purposes.  Learner’s must own and create writing experiences.  Must see personal worth in writing  Must make connections between what is seen and heard and how to use it for their own purposes.

14. Supporting Children As They Learn to Write Modeled Writingpg. 21 Shared Writing pg. 23 Interactive Writingpg. 24 Guided Writingpg. 27 Independent Writing pg. 28 In a small group, you will decided how to demonstrate to the group the support that your group has been assigned.