IntermediateIntermediateModeled & Shared WritingModeled & Shared Writing

Created by Lynn Watson & Melissa McMullenEverett Public Schools

WHO: Intermediate Teachers

WHAT: Learn an effective teaching strategy; the teacher-model.

WHY: To show students how writers make decisions as they move through the writing process.

EALR 1: The student understands and uses the writing process. Prewrites to generate ideas and plan writing. Produces draft.

WELCOME

• Read rich literature and talk about the writer’s craft.

• Show examples of student writing

• Show examples of adult writing (i.e. teacher sample)

Models of Writing Products

One day when I was walking home I found a

• On chart paper, the overhead, or the InFocus the teacher writes and shares his/her thinking aloud.

• You are the model of the process that writers go through.

Models of Writing Process

• This is on-the-spot teaching and writing.

• We worry it may not be exceptional writing. The good news is that it doesn’t need to be excellent!

Modeled Writing: A Risk-Taking Approach

Choose a topic that’s meaningful & engaging.

Consider writing about something related to your students’ age.

Framework for Modeled Writing

Briefly share your topic/s with your students. Allow your students to hear and suggest which topic they’d like to see you write about.

If you have more than one possible topic, jot the possible topics on a post-it.

Framework for Modeled Writing

Vacation

HolidaysPets

Favorite

toysBooks read

Tv Shows

AssembliesMovies

Create a new cartoon

character

Immediately share audience and purpose for your writing.

Think out loud and write.

Framework for Modeled Writing

Be yourself and use your truthful writing voice as you write.

Finally…

(Brief Demonstration of Modeled Writing)

Modeled Writing Experience

the decisions you make about writing. how your ideas develop and change. that writing takes effort. writers engage in continuous rereading and

revising.

As You Write Your Students Will See…

Who’s Doing What?

Regie Routman’s Writing Essentials

SHARED WRITING

Teacher Student

Demonstrates Listens

Leads Interacts

Negotiates Questions

Suggests Collaborates

Supports Responds

Explains Tries out

Responds Approximates

Acknowledges Participates

MODELED WRITING

Teacher Student

Initiates Listens

Models Observes

ExplainsMay

Participate on a Limited Basis

Thinks Aloud

Shows How

Purpose for Writing

Elements of fictional narrative Characters Setting Problem Events Solution

Prewriting strategy

After reading The Terrible Thing That Happened at Our House, students created the author’s prewrite.

Reading-Writing ConnectionPrevious Learnings

Fun FactorGet the kids excited before they start writing.

If they’re writing about their favorite season, have students make paper dolls.

If they’re writing about finding a mysterious coat, students design a coat first.

Fun Factor Get the kids excited before they start writing.

If they’re writing about finding a cave in the mountains, have them design their book cover before they begin writing.

Fun Factor Get the kids excited before they start writing.

It’s time to stop and share.

What are some “fun factors” you’ve used to

motivate students?

Modeled Prompt

One day while hiking in the mountains, you come upon a cave. In several paragraphs, write a story telling what happens.

1. Analyze the prompt. What are we being asked to do?

2. Brainstorm. Class generates a list of events, including details about what students could discover in the cave. Teacher leads discussion to get students thinking about how their events will develop.

3. Pair and share. Teacher models this activity with a student partner. Choose one event from the list. Orally share ideas for beginning, middle, and end. Partner gives feedback.

It’s time to stop and practice.

Modeled Prewrite

Teacher models steps for completing a prewrite. Teacher thinks aloud as

they are making decisions about events and details.

Students complete his/her prewrite with teacher

guidance.

* For most classes, this would be a one day writing lesson.

Teacher Model

Topic: Finding a Treasure in a Cave

B:Hiking in the mountains

Finding a treasure chest

M: E:

Details: Details:

• hiking with dad

• go to the cabin

• went exploring

• spotted a cave

• enter the cave

• scared

• something shiny

• open chest

• filled with jewels

• return jewels to

police

• get a reward

• buy a mansion

Details:

Getting the reward

Modeling Prewrite to Draft

Hiking in the mountains

Details:

• hiking with dad

• go to the cabin

• went exploring

• spotted a cave

Non-example: I was hiking in the mountains with my dad to our cabin and I went exploring and spotted a cave.

B:Student points to details on teacher-modeled prewrite as teacher drafts using infocus.

Modeled Draft

Tips for effective modeling:

Think aloud as you make decisions about what you are writing.

Let students hear your in-the-head processes.

What grabber beginning strategy could I use?How can I introduce the character?What’s an interesting way I can begin this sentence?What’s an active verb I could use instead of “walked?”That doesn’t sound right.

Only demonstrate as much as the majority of students are capable of doing at this time. For example, in one day, just model the beginning of a narrative or one main idea of an expository.

Move along quickly.

Stop and reread as you go.

Modeled DraftExample:

I think I’ll choose dialogue as my grabber beginning strategy because it will be a good way to introduce my dad as a character. “We’re almost there,” I yelled to my dad as we entered Mt. Rainier National Park. On the prewrite it says a mountain, we’ve been studying Washington State, what’s a specific mountain it could be? Every summer my dad and I would head to the mountains for a special father-daughter weekend. Notice how we’ve taken one bullet and turned it into two sentences with details.. Now that we’ve arrived at the mountains, who can write a sentence so the reader can picture what comes next? After we arrived at the cabin, my dad started unloading the car. I want to have an adventure, so I asked if I could go hiking. I’m going to use sensory images to describe my

hike. As I headed up a narrow path, I passed wildflowers growing in a meadow. The crisp air felt refreshing after such a long car ride. I think we need a transition here. What would work? Suddenly, I noticed something out of the corner of my eye. Just off the path, there was an entrance to a cave. At first I had “just off the path” at the end of the sentence. But, I decided to do a “flip flop” for better fluency and put it at the beginning of my sentence.

Guided Draft

Remember to have the kids write only as much as you have modeled.

For this lesson, students will each write a one or two paragraph beginning based on their prewrite.

Give students uninterrupted time to write independently.

Ask for volunteers to share their writing.

Point out effective strategies used.

Now it’s time for the students to write!

Continue modeling this process until draft is completed. This will take several days.

Now it’s your turn. Use the teacher-modeled prewrite to write just the beginning of

your own draft. Think about your “in-the-head” process

as you’re writing.

When you’re finished, share with a partner.

Share

Small Group

Partners

Whole Group

Share

Partners

Be sure to let your students share their writing through all stages of the process.

When you’re planning your writing lessons, be sure to…

• add a fun factor• analyze the prompt• brainstorm ideas together• model each stage of the process with “think alouds”• SHARE! SHARE! SHARE!

GOGO