What Matters Most in the Teaching of Writing?

1. What Matters Most in the Teaching of Writing? Katie Wood Ray

2. Meaningful Work on the Writing • Whole class teacher modeling 10-15 minutes • Writing independently 30+ minutes • Students need to know what the work entails • Students need to know the deadlines • Students need to know what the teacher expects to see when the work is finished.

3. Time • Students need time each day • Students should work on a variety of genres • Student writing should go into notebook/portfolio. • Students need free choice • Writing may go with units of study • Some writing should be independent. • Some students will finish more than others • The goal is to have students finishing lots of writing to get experience with all parts of the writing process.

4. Talk- Writing Conferences • Conferences with individual students while writing is taking place • 4 to 6 conferences per day • 5 minutes for each conference • Teacher should be familiar with writing students are working on • Be familiar with good writing to share with students Karen share your experiences – how you do it- maybe add something she shared- Cindy –sharing as you conference with students -having literature to show students in conferences

5. Expectation - Vision The vision of how content will be developed into a finished piece of writing is borrowed from the larger world of writing Ivie share 1st part Sarah- examples of non-fictiontexts to use Barbara-maybe share about her writing wall • Help students to know… • Where they are going with their writing • Where they should end • Provide examples of what is expected by the teacher • Read and study at least 5 or 6 meaningful examples of the type of materials you expect. • Share the length you require along with structure or strategies you are teaching “What have you read that is like what you are trying to write?”

6. Mandy Beth –sharing good student strategies Laura –students reading aloud to themselves Teaching- Sharing Student Writing • Students should share their writing with their classmates during Author’s Chair, but not just reading what they have written • The teacher should guide the students to talk about their writing…not just reading what they wrote • The teacher should consider reading the piece to the class to stress the structures, punctuation, voice and other areas of writing study • Students need to “hear” what they are writing

7. Amy • I like the idea of reading aloud your own writing as part of the revision process, since it lets them hear their work and slow down-when reading it silently, they speed through it , missing errors. • Along with this...the idea of the tubaloo? would be great. I think these are largely associated with the younger kids, but would be useful for us, too. • Obviously, a key point: Students must see other examples of the type of writing you expect, so they know what it should look like. This is where the awesome literature comes in AND teacher modeling. • I really would like to spend a lot longer with her to hear more details!!! :) Lots of good lit. to add to my collection!!!

8. Susan 1.  Before there can be RE-Vision there has to be VISION.  Immerse the children in literature so they can see a vision.  Role of the vision - Ask them "What have I read to you or what have you read that you would like to write? 2.  Be aware of all the different kinds of writing people do in newspapers, magazines, picture books, poetry, anthologies, collections, and on the internet.  Teachers should have 5-6 different types of writing they see in the world to show to student.  She cited Ranger Rick as a wonderful source. 3.  Make sure they picture the writer - show them pictures of the author 4.  Perform the "text" they read and/or write aloud to themselves or a small group. 5.  Give a time frame - work by the clock not be task 6.  Small group sharing - sometimes it is good for the teacher to read the child's piece aloud and then ask for a review.  Teacher can put emphasis where needed to guide the instruction and model 7.  Use short text from sources to model writing.

9. Summary “Writing Under the Influence” Students need guidance, structure, space and time to grow as writers Students need to “study” what they read to become good writers