The Writing Process in Primary Classrooms

1. The Writing Process in Primary Classrooms Sylvia Abell AAEC, Inc.

2. Place for children to talk, listen, and write Gathering place in front of an easel Special chair Book display (tubs by genre, etc.) Word walls/ banks Storage place for writing Writing surfaces of all sorts Notebooks for journaling Sentence-strips paper Pictures ABC strips at eye level and taped to tables or put in writing folders Self sticking labels (compliments or questions during peer conferences) Clipboards Big books Microphone for author’s chair. (Freeman) LogisticsRoom set-up: lower primary

3. Logistics Room set up – upper primary • Carefully arrange desks or tables into pods, but provide options • Some may write using clipboards while sitting on the floor • Others may prefer to sit at a desk in a quiet corner • Some might like a bean bag chair or soft couch • Provide a specified place where writers can go to conference with peers • Provide a place where you can group conference or where writers can come to you to conference • Provide a place for materials (Writing Center) • Could be a small desk, a cart, baskets, etc. (Fletcher, Forney)

4. Materials for Writing Center Paper of all kinds Tape Post-it notes Dialogue bubble post-its Pencils and erasers Highlighters Bright pens for revising Colored pencils for editing Note cards Writing plans Models of genre pieces Dictionaries and thesauri Colored dots, stickers, etc. Envelopes, etc. Logistics

5. Steps of the Writing Process • Prewriting • Drafting • Revising • Editing • Publishing

6. Prewriting in Primary • Talking (telling stories, show and tell) • Reading and manipulating models • Brainstorming • Mapping • Webbing • Story boarding • Building a writing plan • Drawing • “Researching” their topics • Talking some more

7. Drafting in Primary • Modeling • Writing together • Doing a whole-class piece • Stressing the use of invented spelling • Using interactive writing and word banks • Encouraging drawing and labeling to begin

8. Drafting: Writing Time • This may be free writing, a choice of topics, a whole class piece, or a directed topic. • Avoid anything that will disturb concentration or focus. • Circulate to help kids who are stuck or who need extra help. • Wear a carpenter’s apron for instant validation (stickers, stamp, stars, hole punch, etc. to reward good skills and good workshop behavior when you see it). (Forney)

9. Revising in Primary • Adding more • Describing something • Answering an unanswered question • Changing an ordinary word to a “sizzling word” • Adding a new writing skill • Model each revision skill individually; then, send students back to their own work. (Melissa Forney)

10. Editing in Primary • Practice editing skills together for the fun of it • Work on the specific editing skill the students are attempting to use in their writing - only one at a time • Use sentence strips, manipulatives, computer programs, or other active devices for teaching editing skills • Provide manipulatives for skills such as dates, names on papers, parts of a letter, etc. • Have editing conferences, again focusing on only one correctness issue at a time.

11. Publishing • Exchange writing with other classes and students • Read to principal • Display on bulletin board • Author’s chair • Mail or e-mail • Type on computer (school website or blog) • Newsletters • Media center • Pop-up books • Pen pals • Gifts (Marcia Freeman) “If you give writers only one thing, give them an audience.” Peter Elbow

12. Publishing: Sharing Time (lower primary) • Gather class to author’s chair and share your piece first. • Ask what they liked the best. • Invite 4 to 6 children to the chair and praise their efforts. • Invite all students to read to one other classmate before they put their pieces away. (Freeman)

13. Publishing: Sharing Time (upper primary) • Pick three or four to share aloud. • Pick carefully. • No goofy or silly pieces. (That will encourage everyone to do this.) • Pick a range of abilities to share. Send the message that all writing is valued. • Ask class – what did you learn? What did the writer do well? What questions do you have? • Or use three plusses and a wish… (Fletcher, Abell)

14. Resources • Calkins, Lucy. The Art of Teaching Writing. • Fletcher, Ralph. The Writing Workshop • Forney, Melissa. Primary Pizzazz Writing • Freeman, Marcia. Teaching the Youngest Writer