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Writing: Part 4: Teaching Strategies
How Do I Teach Writing?
Modeling Writing
Good writing teaching begins with the teacher modeling writing.
One way to do this is to share your own writing with your class
and talk through your thought process as you edit your work. That
is called a “think aloud.”
Interactive Editing
Interactive editing is a process in which students and teachers
examine the writing of others. Typically this is done on the overhead
with a transparency of text. The class identifies the most useful
words and phrases and edits out what is less essential. What they
are left with is the gist of meaning of the passage. This is a good
reading comprehension technique as it gets to the heart of the meaning
of a passage. As a writing tool, it allows a class to examine how
authors use language to convey meaning. Through it, teachers can
focus on a variety of aspects of language, such as idioms, vocabulary,
adverbs, adjectives, how character is conveyed, and how authors
show rather than tell.
Video Teaching Example of Interactive Editing
 |
Watch
a VIDEO CLIP (click here) |
| Description: Heather is introducing the concept
of editing out litter or extraneous details in writing. She
has a paragraph written by a second grader that the group will
edit together. |
Interactive Writing
The pen is in the hand of the child in interactive writing. This
would be considered shared or guided writing on the literacy backbone.
The difference between shared writing and guided writing is the
level of support of the teacher. Guided writing, like guided reading,
is likely to be taught in small groups. Typically, interactive writing
is done on a chart tablet. The children negotiate the topic and
the sentence to be written. Different children contribute to the
writing. If a child makes a mistake, correction paper is stuck over
the mistake and the child is allowed to try again. An example of
this is classroom rules developed and written out by the children.
The results of interactive writing are displayed in the classroom
so that children can read them whenever they want. Interactive writing
allows children to use their phonics and word knowledge to figure
out how to write words and sentences.
Interactive writing is a whole-class activity. While the child
is writing, the rest of the class may be practicing the sound on
individual white boards or doing a mini-lesson with the teacher.
Magna-Boards or white boards work well for the mini-lessons. Interactive
writing is an essential component of kindergarten, first, and second
grade classrooms when children need lots of support to learn reading
and writing skills.
Independent Writing
In independent writing, children write their own stories and expository
text. It is important for them to practice both forms of writing
since the state tests address both. Portfolios are excellent for
keeping track of writing and showing growth over time. Children
may keep a variety of writing samples in their portfolio. These
may be in different drafts. When they are in a writing conference,
they will select the piece they wish to edit. The teacher may want
to keep track of writing conferences with anecdotal records.
6+1 Trait® Writing - Teaching
The link between writing assessment and instruction is so strong
that teachers everywhere are embracing the 6+1 Traits with open
arms. Revision has been the hardest part of fully implementing the
writing process in classrooms at all age levels. For the first time,
we have language to explain to students WHAT to revise and we have
many ways to teach students HOW to revise. When we use the language
of the traits, students learn that they need to examine their work
for clarity of ideas, the appropriate form of organization, the
alignment of purpose and audience in their voice, the precision
and accuracy of their word choice, and to make sure their sentences
are not only formed correctly, but also have a rhythm and cadence
that makes their work read smoothly and with style. The traits also
reinforce the difference between revision and editing activities–another
often-confusing part of the writing process. By separating these
two processes, writers learn that conventions and presentation are
the traits that they go to when it's time for a final, clean copy.
First, however, they need to hone their work so it makes sense and
shows the best they can do with the first five traits. Traits and
the writing process are a perfect fit. The traits make teaching
writing more focused and purposeful and allow teachers everywhere
to maximize the power of the writing process.
—from the North West Regional Educational Laboratory http://www.nwrel.org/assessment/teaching.php?odelay=2&d=1
Good ideas for teaching writing can be found at Kim’s Korner
for Teacher Talk: http://www.kimskorner4teachertalk.com/writing/menu.html.
She also uses the Six Trait Analytic Writing Model for teaching
and assessing writing. The six traits are as follows:
1. Ideas and Content
2. Organization
3. Voice
4. Word Choice
5. Sentence Fluency
6. Writing Conventions
The “Plus 1” is Presentation, described above.
These are live links that take you to teaching ideas for writing.
Example of Classroom Teaching Idea for Ideas and Content
TRANSPARENCIES OF PICTURES AND PAINTINGS
Collect a variety of transparencies that contain pictures and paintings.
Several language arts textbook series now come with art transparencies.
Choose items that may be interpreted several different ways.
Number each transparency. For the activity, the students will need
pencil and paper.
Show one transparency at a time. The students are to write down
a title, phrase, or sentence describing what they see. There is
no talking during this part of the activity. Give the students a
few minutes, then move on to the next transparency. Do this until
the students have responded to each transparency.
Now go back to each transparency and have the students share what
they wrote down. The point of this activity is to show that different
ideas can evolve from the same image. In the same way, students
may have a similar topic to write about, but each will have different
ideas relating to that topic.
To extend the activity, students can write about the image in one
of the transparencies. This activity is enjoyable because students
come up with a variety of interesting interpretations.
Example of Classroom Teaching Idea for Organization
GRAPHIC ORGANIZERS
Here is a list of ideas on how to use graphic organizers with your
students.
1. Provide a graphic organizer tailored to a specific reading assignment
in a content area textbook, such as science or civics. The students
can use the graphic organizer to take notes. The notes can be used
as discussion starters in the content area class or as study guides
for an upcoming test or quiz.
2. Provide graphic organizers for your students to use as alternatives
to book reports. Graphic organizers can be created for comparing
characters, identifying the setting, mapping out the plot, etc.
3. Provide graphic organizers that your students can use to organize
thoughts during brainstorming or pre-writing exercises.
4. Provide graphic organizers that your students can use to create
the rough draft of a writing assignment.
Example of Classroom Teaching Idea for Voice
HOW TO PUT YOUR OWN VOICE IN YOUR WRITING
When it comes to writing with voice, there are a few things to remember.
1. Voice isn't as hard as it seems. Just be yourself. Otherwise
the voice won't be your own.
2. Think of your audience. Your voice changes as your audience changes.
For example, the way you would tell your friends you wrecked your
mother's car is not the same way you tell your mother. If you feel
that you have no personal connection to the reader, pretend you
are writing for your best friend--the one you can tell anything.
3. Think of your topic. How do you feel about it? Put those feelings
into your writing. Get emotional, but don't tell your reader how
you feel, show him/her how you feel. Do not hold back! (However,
please remember to keep your writing appropriate for school. You
have to watch your choice of words.)
4. What is your opinion? Don't be afraid to share it. Opinions give
us our voice. If you truly believe in something, prove to the reader
that yours are right. Support your opinions with specific details
and reasons.
5. Look at your topic from different angles, and choose the one
you are most comfortable with presenting. Humor, seriousness, sarcasm,
and mysteriousness are just a few of the angles you can use. If
you get stuck, try using an unexpected angle. For example, if you
are writing about a serious topic, like taking your driver's test,
approach it with humor.
Example of Classroom Teaching Idea for Word Choice
HOW TO USE WORD CHOICE THAT CATCHES THE READER'S ATTENTION
You want your reader to see what you are writing about, but you
have to create the images with words, not pictures. Be sure to follow
the descriptors for word choice when you write.
1. USE LANGUAGE THAT IS NATURAL AND NOT OVERDONE—If you overdo
the language or use language that just doesn't sound right, your
reader will know you are "faking" it.
2. USE SLANG AND CLICHÉS SPARINGLY—In fact, you should
avoid them altogether if possible. It is better to use something
original than something everyone has heard or even said before.
3. AVOID REPETITION—Don't use the same word over and over.
Use a thesaurus to find another way to say it.
4. USE WORDS CORRECTLY—If you aren't sure of a word, look
it up. Use not only a thesaurus, but a dictionary. Just because
a word is a synonym for another does not mean they are interchangeable,
so double check it.
5. BE CONCISE—Use words that are as descriptive as possible.
You'll get your meaning across better and use fewer words. The fewer
words you use, the more likely you'll keep your reader's attention.
6. USE POWERFUL ACTION VERBS—Write sentences that have the
subjects doing something. Avoid linking verbs such as am, are, is,
be, being, and been. Use verbs that create specific images in the
reader's mind. If you do this, you will show rather than tell your
reader what is happening, you will be able to describe without stopping
the action, and you will give more information with fewer words.
7. To ensure you are using active verbs, find the doer of the action
and make it the subject of the sentence.
a. Example: The car was hit by the tractor.
b. Doer = tractor
c. The tractor hit the car.
8. USE SPECIFIC, NOT GENERAL, NOUNS—Be descriptive with nouns.
Instead of saying, "the woman," give her name. Give the
type of car. Instead of "football player," tell his position.
Be as specific as you can.
9. USE ADJECTIVES THAT ARE AS DESCRIPTIVE AS POSSIBLE—Big,
huge, and gigantic all mean the same thing, but gigantic is a better
choice if you are describing a tyrannosaurus.
10. CREATE A MENTAL PICTURE WITH WORDS FOR THE READER—Choose
your words carefully. Look for the best word or phrase to describe
what you are writing about. Similes and metaphors are good ways
to describe something so your reader can picture it.
a. Example: They were out of control, running all over the place.
b. Simile: They had no more direction than a splattered egg.
c. Example: The candle in the window helped us find our way home
in the dark.
d. Metaphor: The candle was a beacon in the night.
11. AVOID VAGUE, BORING, AND OVERUSED WORDS
Example of Classroom Teaching Idea for Sentence Fluency
SENTENCE FLUENCY READ-ALOUD CHECKLIST
The best way to evaluate sentence fluency in a writing piece, is
to listen to it read aloud. As it is read aloud, ask the following
questions.
1. Does the reader have any areas where he runs out of breath? If
so, look at those areas for possible run-on sentences.?
2. Do any areas of the reading sound short and choppy? If so, check
those areas for fragments and an overuse of simple sentences. Combine
some of the sentences.
3. Are there any fragments, or incomplete thoughts? If so, do they
add to the message? If not, rewrite the fragments so that they are
complete sentences.
4. Do several sentences begin in the same way? If so, rewrite the
sentences so that they have different beginnings.
5. Do several sentences sound the same? If so, rework some of the
sentence structures.
6. Do the sentences all seem to be of the same length? If so, rewrite
some of the sentences to add variety in the length.
7. Does the reader get lost and have to backtrack in any areas?
If so, look at how the sentences are connected to each other. Rewrite
them so that their relationship is more clear.
8. Does it sound like the way a person would normally speak? If
not, rewrite the sentences to sound the way a person would talk.
9. Do any areas of the reading sound effortless, flowing, and rhythmic?
If so, these areas contain good sentence fluency.
10. Do any areas invite expressive, oral reading? If so, they contain
good sentence fluency.
—from http://www.kimskorner4teachertalk.com/writing/menu.html.
Example of Classroom Teaching Idea for Conventions
Ten Tips for Teaching the Conventions of Writing By Donald
H. Graves
Here's my advice for managing the whole process of teaching kids
to use the tools of the writing trade: conventions such as punctuation,
capitalization, spelling, and the like.
1. Buy a three-hole loose-leaf notebook in which you can keep track
of your mini-lessons with the entire class or with small groups.
2. Make transparencies to teach skills on the overhead projector;
three-hole punch them, and file them in your notebook. When you
go to teach the lesson again, you can simply remove the transparencies
from the notebook. You can also photocopy a transparency and post
it on the bullet in board or hand it out as reference for yourself
and the children.
3. Keep your notebook accessible for children to use as a reference.
Although I like children to keep their own records of skills in
their writing folders, my notebook can be used as another source
for refreshing their memories about lessons they've had.
4. Post the mini-lesson you will conduct a week in advance. Expect
children to experiment with these in advance of the lesson.
5. Encourage children to have a sheet of paper on hand during the
mini-lessons, so they can doodle or practice using conventional
tools.
6. Keep the tone of each mini-lesson as one of discovery, rather
than of preoccupation with accurate use of the convention.
7. Let children teach mini-lessons with you. Bring them in on the
planning and the design.
8. Let children share the conventions they are using. Ask questions
like: Did anyone use a new form of punctuation? Did anyone use quotation
marks today? If you ask children to keep track of the conventions
they use, they'll have much to share.
9. Use trade books to investigate how authors use conventions.
10. Post the names of children who effectively use certain conventions
and can serve as helpers to other students.
—from Scholastic: http://teacher.scholastic.com/professional/teachwriting/tips_new.htm
Example of Classroom Teaching Idea for Forms of Writing
The Writing Web
Look at the Writing Web. This shows
a wide variety of possible writing forms and helps make the point
that language varies with the use to which it is applied. The language
used to write a business letter, for example, is very different
from that used to write a want ad.
Activity:
1. Activate background knowledge by reading The Jolly Postman by
Janet and Alan Allberg to the class. In it, the Jolly Postman delivers
a variety of letters to storybook characters, from a postcard to
the Giant from Jack to an ad for witch’s supplies sent to
the witch in the gingerbread house.
2. Share The Writing Web with the class and discuss how it relates
to The Jolly Postman.
3. Have the children choose a character and a writing form.
4. Ask them to write as if they were the character they choose.
Fairytale or folktale characters work well for this activity, though
you could also use characters related to a book you are reading
or a theme you are studying. If you were the Biggest Billy Goat,
for example, what would your resume say? What would you write as
an invitation to your party? What would your lawyer write to the
Troll?
5. Share the resulting writing with the whole class.
Video Clips of Follow-Up Activities Focusing Upon Story
Structure:
|
Watch
a VIDEO CLIP (click here) |
| Description: Angi describes a writing activity
that is a follow-up to the big book, The Little Mouse, the Red
Ripe Strawberry, and the Big Hungry Bear. She has a strawberry
template for them to write on and gives them a basic story structure
that is similar to the big book. She reminds them to read over
their work to edit it. She supports that editing by providing
a rubric of things they need to look for: periods at the end,
capital letters, space between words, and including all of the
letters in words. This is simple, but appropriate for kindergarten
children. Notice that Angi is very clear in her instructions
to the children. |
|
Watch
a VIDEO CLIP (click here) |
| Description: Heather has finished reading
Albert and is introducing a follow-up activity, a story chain.
The story chain activity will help the children focus upon story
structure. Heather prepares them by reviewing with them what
happens in the beginning, middle, and end of stories. She gives
very clear directions, including indenting so that the glued
ends don’t cover writing. |
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