Growing writers Teaching Writing k-2

1. Growing writers Teaching Writing k-2

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.

3. Mary, Mary, quite contrary, how does your garden grow? Briseis-sunflower by Cliff Ross

4. Seeds by Jason Vance How does a garden grow? Jane the Gardener by Kathleen Tyler Conklin Seeds 2011 by Joni McFarland-Johnson A yellow watering can by Oatsy40 Sea and Sun by Serge Freeman

5. Seeds of Writers Put the characteristics of writing in the order you think writing development progresses. Seeds by Jason Vance Seeds by Jason Vance Seeds by Jason Vance

6. 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.

7. 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.

9. 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.

11. 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.

13. Implications for Teaching Seeds by Jason Vance 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.

14. Growth of a Writer Seeds by Jason Vance • 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

15. How to build a snowman

18. 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-Alphabetic Pre-phonemic Pre-literate

19. 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-Alphabetic Early Phonemic Early Emergent Letter-Name Emergent

20. 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

21. Plant carrots in January, and you’ll never have to eat carrots. – Author Unknown • Process • Genre • Conventions Conventional Fluency Self-extending Advanced

23. SOIL The golden rule of gardening is to pay attention to the local conditions of weather and soil. -Carol Williams Seeds 2011 by Joni McFarland-Johnson

24. Think about it… classroom instruction: writer :: soil : seed Seeds 2011 by Joni McFarland-Johnson Garden tools by Duane Mind

25. Time Teachers tell me there’s no time to put writing at the center of the curriculum. There is if you value it. -RegieRoutman Seeds 2011 by Joni McFarland-Johnson

26. 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

27. 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 ideasas the students watch. Classrooms that Work, They Can All Read and Write: Patricia Cunningham and Richard Allington. Flower by Orange Leaf

28. 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

29. 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: RegieRoutman

30. 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

31. 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

32. 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

34. Interactive Writing

35. 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.

36. 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: RegieRoutman

37. What is Independent Writing? • Independent Writing is when students are writing by themselves. • Thestudent takes the responsibilityfor working out the challenges of the writing process. Invitations: RegieRoutman Flower by Orange Leaf

38. Benefits of Independent Writing • Builds fluency • Establishes the writing habit • Makes personal connections using their current knowledge • Explores meanings Flower by Orange Leaf

39. 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

40. The Affective Environment Soil is the substance of transformation. -Carol Williams

41. A yellow watering can by Oatsy40 Light & Water Sea and Sun by Serge Freeman

42. Reading – Writing Connection Sea and Sun by Serge Freeman A yellow watering can by Oatsy40

43. The writer processes and manipulates the letters, conventions, meanings, and structures of language to produce a message for the reader to understand. The reader sees and processes the letters, conventions, meanings, and structures of language to interpret (or understand) what the writer is trying to communicate. Comprehension Communication

44. Reading and Writing Processes READING (Fig 19) WRITING (Writing process) Establish Purposes Ask Questions Monitor Comprehension Adjust Comprehension Make Inferences Predict, visualize, draw conclusions Summarize Make Connections Plan Draft Revise Edit Publish

45. Making the Connection • Mentor Text • Teaching skills in context • Teach function of conventions • Reading Response

46. The Gardener Jane the Gardener by Kathleen Tyler Conklin

47. Jane the Gardener by Kathleen Tyler Conklin 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)

48. A Tale of Two Gardeners Read both stories. What similarities and differences do you notice between the two classrooms? Stacey Hannah

49. How does your garden grow? 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