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GROWING WRITERS TEACHING WRITING K-2

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Page 1: Growing writers Teaching Writing k-2

GROWING WRITERS

TEACHING WRITING K-2

Page 2: Growing writers Teaching Writing k-2

Can a child really become a better reader by learning to write? Yes! Even with all of the research to support the reading/writing connection, writing still tends to be neglected in the early years of education. This workshop will address teaching strategies that support writing throughout the day and that emphasize the use of writing to strengthen early reading skills. Teachers will walk away with a better understanding of how to differentiate writing instruction, as well as how to teach K-2 students both the art and mechanics of writing.

Page 3: Growing writers Teaching Writing k-2

Mary, Mary, quite contrary, how does your garden grow?

Briseis-sunflower by Cliff Ross

Page 4: Growing writers Teaching Writing k-2

How does a garden grow?

Seeds 2011 by Joni McFarland-Johnson

Seeds by Jason Vance

A yellow watering can by Oatsy40

Jane the Gardener by Kathleen Tyler Conklin

Sea and Sun by Serge Freeman

Page 5: Growing writers Teaching Writing k-2

Seeds of WritersPut the characteristics of writing in the

order you think writing development progresses.

Seeds by Jason VanceSeeds by Jason Vance

Seeds by Jason Vance

Page 6: Growing writers Teaching Writing k-2

Writing Progression•Random scribbling - The starting point is any place on the page.

•Controlled scribbling - Progression is from left to right.

•Circular scribbling - Circles or ovals flow on the page.

•Drawing - Pictures tell a story or convey a message.

Page 7: Growing writers Teaching Writing k-2

•Mock letters – These can be personal or conventional symbols, such as a heart, star, or letters with extra lines.

•Letter strings - These move from left to right and progress across the page as actual letters. They have no separations and no correlation with words or sounds.

•Separated words-Groups of letters have space in between to resemble words.

Page 8: Growing writers Teaching Writing k-2
Page 9: Growing writers Teaching Writing k-2

Writing Progression

•Picture labeling - A picture's beginning sound is matched to a letter.

•Awareness of environmental print - Environmental print, such as names on cubbies, is copied.

•Transitional stage spelling or invented spelling - First letter of a word is used to represent the word.

•Beginning and ending letters are used to represent a word.

Page 10: Growing writers Teaching Writing k-2
Page 11: Growing writers Teaching Writing k-2

Writing Progression

•Medial sound is a consonant.

•Medial sound is in correct position, but the vowel is wrong.

•A child hears beginning, medial, and ending letters.

•Phrase writing develops.

•Whole-sentence writing develops.

•Transitional stage spelling (or invented spelling) is replaced by full, correct spelling of words.

Page 12: Growing writers Teaching Writing k-2
Page 13: Growing writers Teaching Writing k-2

Implications for Teaching

In order to guide children through the stages of writing development, it is imperative that our instruction is individualized for each student. We must recognize the growth that occurs and nurture it.

Seeds by Jason Vance

Page 14: Growing writers Teaching Writing k-2

Growth of a Writer

• First Grader• English Language Learner

• January-April

Keep on sowing your seed, for you never know which will grow – perhaps it all will.

Albert Einstein

Seeds by Jason Vance

Page 15: Growing writers Teaching Writing k-2

How to build a snowman

Page 16: Growing writers Teaching Writing k-2
Page 17: Growing writers Teaching Writing k-2
Page 18: Growing writers Teaching Writing k-2

Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown

• Teach letters and sounds

• Write his/her name• Letters on highlighted

lines• See themselves as

writers• Use poetry and rhymes• Phonemic awareness

activities• Read alouds

Non-AlphabeticPre-phonemicPre-literate

Page 19: Growing writers Teaching Writing k-2

Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown

• Letter-sound correspondence

• Attend to initial sounds• Phonemic isolation and

substitution activities• Letter boxes, finger

spelling• Build confidence as

writer

Pre-AlphabeticEarly PhonemicEarly Emergent

Letter-NameEmergent

Page 20: Growing writers Teaching Writing k-2

Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown

• Audience, purpose

• Letter and word chunks

• Spelling patterns

Full-alphabetic

Transitional

Page 21: Growing writers Teaching Writing k-2

Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown

• Process

• Genre

• Conventions

ConventionalFluency

Self-extendingAdvanced

Page 22: Growing writers Teaching Writing k-2
Page 23: Growing writers Teaching Writing k-2

SOILThe golden rule of gardening is to pay attention to the local conditions of weather and soil. -Carol Williams

Seeds 2011 by Joni McFarland-Johnson

Page 24: Growing writers Teaching Writing k-2

Think about it…

classroom instruction: writer :: soil : seed

Garden tools by Duane Mind

Seeds 2011 by Joni McFarland-Johnson

Page 25: Growing writers Teaching Writing k-2

Time

Teachers tell me there’s no time to put writing at the center of the curriculum. There is if you value it.

-Regie Routman

Seeds 2011 by Joni McFarland-Johnson

Page 26: Growing writers Teaching Writing k-2

What’s the big deal?1st-2nd grade Introduction:Students should write and read (or be read

to) on a daily basis.

Garden tools by Duane Mind

Page 27: Growing writers Teaching Writing k-2

What is Shared Writing?

• Shared Writing is a process in which the teacher and students write together.

• Generally, the teacher leads the students to share ideas and then records the ideas as the students watch.

Classrooms that Work, They Can All Read and Write: Patricia Cunningham and Richard Allington.

Flower by Orange Leaf

Page 28: Growing writers Teaching Writing k-2

Benefits of Shared Writing• Reinforces and supports the reading process

• Makes it possible for all students to participate

• Encourages close examination of text, words, and opinions of authors

• Demonstrates the conventions of writing (spelling, punctuation, and grammar)

• Provides reading texts that are relevant and interesting to the children

Flower by Orange Leaf

Page 29: Growing writers Teaching Writing k-2

Benefits of Shared Writing, cont.• Focuses on composing and leaves writing

(transcribing) to the teacher

• Helps students see possibilities they might not see on their own

• Recognizes the child who may have a wealth of verbal story material but be unable to write it down

• Gives both teacher and students confidence in their writing ability

Invitations: Regie Routman

Page 30: Growing writers Teaching Writing k-2

What is Interactive Writing?

• Interactive Writing is a process in which the teacher and students write together.

• Teacher and students “share the pen”.

(This is the difference between Shared and Interactive Writing.)

By Sunshine city

Page 31: Growing writers Teaching Writing k-2

Benefits of Interactive Writing• Demonstrates and engages students in

the writing process, including composition and construction of text

• Creates readable text that can be used again

• Helps children become aware of the structures and patterns of written

language

By Sunshine city

Page 32: Growing writers Teaching Writing k-2

Benefits of Interactive Writing• Demonstrates and involves children in

constructing words using letter-sound relationships and other strategies

• Helps children learn to use the conventions of written language

Interactive Writing: How Language and Literacy Come Together, K-2: Andrea McCarrier, Gay Su Pinnell & Irene C. Fountas

By Sunshine city

Page 33: Growing writers Teaching Writing k-2
Page 34: Growing writers Teaching Writing k-2

Interactive Writing

Page 35: Growing writers Teaching Writing k-2

What is Guided Writing?

• Guided Writing takes place when students have time to write and the teacher is available for guidance.

• It is the heart of the writing program and occurs only after students have had many opportunities to see writing demonstrated aloud.

• Teachers are supportive rather than directive.

Page 36: Growing writers Teaching Writing k-2

How Does Guided Writing Occur?*whole class *journal writing

*small groups *letter writing

*one-on-one *content area writing

*story writing *report writing

*as part of writing workshop

*any other form of authentic writing

Invitations: Regie Routman

Page 37: Growing writers Teaching Writing k-2

What is Independent Writing?

• Independent Writing is when students are writing by themselves.

• The student takes the responsibility for working out the challenges of the writing process.

Invitations: Regie Routman

Flower by Orange Leaf

Page 38: Growing writers Teaching Writing k-2

Benefits of Independent Writing

• Builds fluency

• Establishes the writing habit

• Makes personal connections using their current knowledge

• Explores meaningsFlower by Orange Leaf

Page 39: Growing writers Teaching Writing k-2

Benefits of Independent Writing• Promotes critical thinking

• Uses writing as a natural, pleasurable self chosen activity

• Constructs words using current knowledge of letter-sound relationships and other strategies

Page 40: Growing writers Teaching Writing k-2

The Affective EnvironmentSoil is the substance of

transformation.-Carol Williams

Page 41: Growing writers Teaching Writing k-2

Light & Water

A yellow watering can by Oatsy40

Sea and Sun by Serge Freeman

Page 42: Growing writers Teaching Writing k-2

Reading – Writing Connection A yellow watering can by Oatsy40Sea and Sun by Serge Freeman

Page 43: Growing writers Teaching Writing k-2

Comprehension

Communication

The reader sees and processes the letters, conventions, meanings, and structures of language to interpret (or understand) what the writer is trying to communicate.

The writer processes and manipulates the letters, conventions, meanings, and structures of language to produce a message for the reader to understand.

Page 44: Growing writers Teaching Writing k-2

Reading and Writing Processes

READING (Fig 19)WRITING (Writing

process)• Establish Purposes• Ask Questions• Monitor

Comprehension• Adjust Comprehension• Make Inferences

o Predict, visualize, draw conclusions

• Summarize• Make Connections

• Plan• Draft• Revise• Edit• Publish

Page 45: Growing writers Teaching Writing k-2

Making the Connection

• Mentor Text• Teaching skills in context• Teach function of conventions• Reading Response

Page 46: Growing writers Teaching Writing k-2

The Gardener

Jane the Gardener by Kathleen Tyler Conklin

Page 47: Growing writers Teaching Writing k-2

What has become increasingly clear through research that probes more deeply into the inner workings of effective classrooms is that the teacher is the crucial factor in the classroom.

Gambrell, L.B., Malloy, J.A., & Mazzoni, S.A. (2007)

Jane the Gardener by Kathleen Tyler Conklin

Page 48: Growing writers Teaching Writing k-2

A Tale of Two Gardeners

Hannah

Stacey

Read both stories.

What similarities and differences do you notice between the two classrooms?

Page 49: Growing writers Teaching Writing k-2

Fostering Independence Foster Dependence

• Write every single day• Choose their own topics• Receive differentiated

instruction• Examine writing to develop

a vision of success• Learn from mentor texts• Focus on one or two goals

at a time• Benefit from the rewards

of authentic audience• Revise

• Write sporadically• Given prompts or topics• One-size-fits-all

approach• Focus on weaknesses

“fix it approach”• No reading/writing

connection• All or nothing• Contrived assignments• Product over process

Page 50: Growing writers Teaching Writing k-2
Page 51: Growing writers Teaching Writing k-2

References• Dorn, L.J. & Soffos, C. (2001). Scaffolding Young Writers: A Writer’s Workshop Approach.

Portland, Maine: Stenhouse. • Ehmann, S. & Gayer, K. (2009). I Can Write Like That! A Guide To Mentor Texts and Craft

Studies for Writer’s Workshop, K-6. Newark, Delaware: International Reading Association. • Gentry, J. (2005). INSTRUCTIONAL TECHNIQUES FOR EMERGING WRITERS AND SPECIAL

NEEDS STUDENTS AT KINDERGARTEN AND GRADE 1 LEVELS. Reading & Writing Quarterly, 21(2), 113-134. doi:10.1080/10573560590915932.

• Jacobson, J. (2010). No More I’m Done! Fostering Independent Writers in the Primary Grades. Portland, Maine: Stenhouse.

• Jasmine, J., & Weiner, W. (2007). The Effects of Writing Workshop on Abilities of First Grade Students to Become Confident and Independent Writers. Early Childhood Education Journal, 35(2), 131-139. doi:10.1007/s10643-007-0186-3.

• Lamme, L., Danling, F., Johnson, J., & Savage, D. (2002). Helping Kindergarten Writers Move Toward Independence. Early Childhood Education Journal, 30(2), 73-79. Retrieved from Professional Development Collection database.

• Mermelstein, L.(2006). Reading/Writing Connections in the k-2 Classroom: Find the Clarity and Then Blur The Lines. New York, NY: Pearson Education.

• Routman, R. (2005). Writing Essentials: Raising Expectations and Results While Simplifying Teaching. Portsmouth, NH: Heinemann.

• Schulze, A.(2006) . Helping Children Become Readers Through Writing: A Guide to Writing Workshop in Kindergarten. Newark, DE: International Reading Association.

• Vanderburg, R. (2006). Reviewing Research on Teaching Writing Based on Vygotsky's Theories: What We Can Learn. Reading & Writing Quarterly, 22(4), 375-393. doi:10.1080/10573560500455778.

Page 52: Growing writers Teaching Writing k-2

Robyn Fox, M.Ed, MRTELA Program [email protected]

972-348-1444

Sharon Runge, M.Ed.K - 12 Consultant specalizing in

Middle / High [email protected]

972-348-1514Virginia Gonzalez, M.Ed., LDT, CALT

State Dyslexia [email protected]

972-348-1410

Nancy McGruder, M.Ed.K - 12 Consultant specializing in

Intermediate / Middle School [email protected]

972-348-1404

Gina Mitchell, MLA, LDT, CALT Regional Dyslexia [email protected]

972-348-1454

Terry Roper, M.L.S. K - 12 Consultant specializing in

Library [email protected]

972-348-1414

Kay Shurtleff, M.A.K - 12 Consultant specializing in

Middle / High School [email protected]

972-348-1756

Vicki Reynolds, M.Ed. K - 12 Consultant specializing in

Primary/Elementary [email protected]

972-348-1520

Literacy Team

Page 53: Growing writers Teaching Writing k-2

It is the policy of Region 10 Education Service Center not to discriminate on the basis of race, color, national origin, sex or handicap in its vocational programs, services or activities as required by Title VI of the Civil Rights Act of 1964, as amended; Title IX of the Educational Amendments of 1972; and Section 503 and 504 of the Rehabilitation Act of 1973, as amended. Region 10 Education Service Center will take steps to ensure that lack of English language skills will not be a barrier to admission and participation in all educational programs and services.