Writing ElementsP-12Loddon Mallee Region

BuildingLeadershipCapacityMoral

Purpose

ProfessionalLearning

Precision

Pers

onal

isat

ion

‘Breakthrough Framework’Breakthrough- Fullan, Hill & Crevola

Precision

Assessment Data

Daily Instruction

Personalisation

Readiness to learn

Appropriate Pedagogical experiences

Professional LearningFocused daily learning of teachers

individually and collectively

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LITERACY BELIEFS1. All students come to school with individual

strengths, needs and diverse literacy experiences2. Parents and the wider community are partners in

the success of school literacy learning3. All teachers are teachers of literacy4. Extended blocks of time are essential to practice

and apply skills and strategies, modelled by teachers and by other students

5. Immersion in meaningful print, and access to a rich array of texts develops literacy learning

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LITERACY BELIEFS (CONT)6. Whole class, small group and individual

instruction, allows students to learn from instruction and from each other

7. Students become independent, experienced readers and writers when each day includes time to be read to, to read with peers and to undertake independent reading and writing challenges

8. Students learn literacy best when they have real life purposes for reading and writing

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CLIMATE FOR LEARNINGStrong literacy learning environments provide students with choices, responsibilities and the opportunity to interact as they read, write, speak, listen and view.

Classrooms are settings where interactive and individual activity takes place, supported by organisation and access to essential resources.

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WRITING CONDITIONS IN CLASSROOMS

• Time• Choice• Feedback• Demonstration• Expectation• Routines• Evaluation

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GRADUAL RELEASE OF RESPONSIBILITY

MODELLINGThe teacher

demonstrates and explains the literacy focus being taught. This is achieved by thinking aloud the

mental processes and modelling the

reading, writing, speaking and

listening

The student participates by

actively attending to the demonstrations

SHARINGThe teacher continues

to demonstrate the literacy focus,

encouraging students to contribute ideas

and information

Students contribute ideas and begin to

practise the use of the literacy focus in

whole class situations

GUIDINGThe teacher provides scaffolds for students

to use the literacy focus. Teacher

provides feedback

Students work with help from the teacher and peers to practise the use of the literacy

focus

APPLYINGThe teacher offers

support and encouragement when

necessary

The student works independently to apply the use of

literacy focus

Role of the teacher

Role of the student

Pearson & Gallagher

DEG

REE

OF

CO

NTR

OL

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LITERACY ELEMENTS

• Read Aloud

• Shared Reading

• Guided Reading

• Independent Reading

• Write Aloud

• Shared Writing

• Guided Writing

• Independent Writing

SPEAKING & LISTENING

OBSERVATION&

ASSESSMENT

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WRITE ALOUDDescriptionWriting Aloud occurs when a teacher writes in front of students. The teacher models techniques, frameworks & behaviours, verbalising thinking and what is being written.

It could involve whole class, small groups and individual students.

Writing aloud increases student interest and motivation and develops the quality of writing.

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WRITE ALOUDClassroom Indicators- Instruction• Teachers demonstrate writing as a valuable and

enjoyable activity and show this through their own personal writing

• The text being composed can be seen by all students

• The teacher makes explicit what she is doing, both authorial and secretarial [the thinking, ideas, content, discussion of vocabulary, format, layout, spacing, handwriting, spelling, punctuation]

• Students observe the teacher in the act of writing• Sessions are brief e.g. 10 minutes

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WRITE ALOUDClassroom Indicators- Resources

• Text developed is displayed and used as reference point

• Easel• Chart pad• Interactive whiteboard• Overhead projector• Large textas• Chalk board

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Modelled Writing

SHARED WRITINGDescription Shared writing is defined as the teacher and the

student composing writing collaboratively. The teacher acts as scribe and expert and makes decisions about where students may scribe.

The teacher enables, supports and encourages. They invite students to participate and enjoy writing experiences they might not be able to do on their own.

Writing is negotiated, discussed, and jointly decided by students and the teacher.

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SHARED WRITINGClassroom Indicators- Instruction

• Planned and explicit focus in writing skills and strategies is based on student needs across the domains

• Teachers leads students to develop more complex ideas and language and foster their critical awareness as writers

• Teachers scaffold the learning• Teachers lead students to make explicit what they are

doing- the thinking, format, layout, spacing, handwriting, spelling, punctuation and discussion of vocabulary

• Sessions are brief e.g. 15 minutes daily

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SHARED WRITINGClassroom Indicators- Resources

• Text developed is displayed and used as reference point

• Easel• Chart pad• Interactive whiteboard• Overhead projector• Large textas• Chalk board

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Shared Writing

GUIDED WRITING Description

The teacher facilitates writing with a group of students of similar needs. Students are observed closely and write with the scaffolded support of the teacher. Students do the writing.

Students receive explicit instruction and feedback. They are guided to write more complex texts than would usually be written independently.

Guided writing extends the thinking of students and generally builds on the instruction of Shared Writing.

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GUIDED WRITINGClassroom Indicators- Instruction• Scheduled within writing workshop• Students are given opportunities for choice and decision

making• Teachers suggest, support and assist students to clarify their

ideas and understandings as writers • Teachers:

– model questions that help the writer to clarify– expect students to begin asking similar questions of

each other – expect student to eventually ask questions of themselves

• Teachers confer with individual students about their writing

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GUIDED WRITINGClassroom Indicators-Resources• References e.g. charts, writing samples,

dictionaries• Students have access to a variety of writing

supplies: variety of paper, books, markers, pencils, crayons, and well resourced publishing centres

• Information about authors• Computers• Quality literature and texts used as models for

writing - print rich classrooms

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Guided Writing

INDEPENDENT WRITING Description

Independent writing focuses on students taking charge of their own writing. Students apply understandings, processes and strategies learnt through supported teaching elements.

It builds fluency, establishes the writing habit, makes personal connections, explores meanings, promotes critical thinking and encourages the writer to use writing as a natural, pleasurable, self chosen activity.

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INDEPENDENT WRITINGClassroom Indicators- Instruction

• Students may choose their own topics, draft, revise, edit and sometimes publish their own writing

• Students take risks and have responsibility for working through challenges and problem solving

• Students refer to previous instruction in writing skills and strategies, and this experience is evident when they write

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INDEPENDENT WRITINGClassroom Indicators- Instruction (continued)

• Organisation for peer and teacher conferencing is evident

• Writing occurs across the curriculum, in a variety of text types and for real life purposes

• Spelling attempts are viewed as not incorrect but incomplete

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INDEPENDENT WRITINGClassroom Indicators- Resources

• References e.g. charts, writing examples, dictionaries, books, internet

• Students have access to a variety of writing supplies: variety of paper, books, markers, pencils, crayons, and well resourced publishing centres

• Information about authors• Computers- word processing & investigation• Quality literature and texts are used as models for

writing - print rich classrooms

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Independent Writing

Roving Conferences

Write Aloud (1)

WALT: develop a character

TIB: to create an image in the reader‘s head

WILF: alterations that enhance the image of a character

Write Aloud (2)

WALT: use a plan to compose a fictional narrative (‘made up story)

TIB: it helps me to organise my thoughts for writing

WILF: ideas from your plan in your story

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Your task….

• Know exactly what you are teaching for in the writing session: use WALT, TIB and WILF.

• Model and think aloud to show children what competent writers do.

• Bring an example of your write aloud to share in a fortnight.

• Bring an example of a student’s piece of work which reflects the learning from that session.