Scaffolding Young Writers

1. Presented By: Whitney Farris Scaffolding Young Writers

2. Chapter 1 The Development of Young Writers

3. Levels of Writing Competence • The Emergent Writer: • At this level the greatest challenge occurs with transcribing the message; writing letters and words, hearing and recording sounds in words and conventions of print • With teacher guidance the writer learns to use simple resources to assist problem solving efforts • The goal is achieved as young writers work to create a balance between composing and transcribing the message

4. Levels of Writing Competence • The Early Writer • About this time children begin to think about the length of their stories • At this phase children begin to write bed to bed stories where they write about everything that happened in a day • From this children lean how to select one event and develop the idea

5. Levels of Writing Competence • The Transitional Writer • At this level the transcribing skills of young writers are faster and more automatic • By this time the writer has acquired greater competence with the process of writing, including composing multiple drafts, editing, and revising techniques, incorporation changes into the final version, and preparing a piece for publication

6. Chapter 2 Assessing Writing Development

7. Three Modes of Writing • Expressive Writing • This writing is personal • Some forms are journal writing, personal letters, and narrative stories that revolve around the writer life

8. Three Modes of Writing • Transitional Writing • The purpose is to communicate information in a clear, precise, and accurate language • Examples: lists, signs, directions, recipes, reports, and maps

9. Three Modes of Writing • Poetic Writing • This type of literacy writing is more concentrated with the role of language for expressing images and feeling • Examples include: poetry, story innovations, retellings, plays, and personal reactions to literature

10. Your TurnHope you were listening

11. Question 1 • At what level of writing do students work to create a balance between composing and transcribing the message ? Transitional writer Emergent Writer Early Writer

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14. Question 2 • At what phase of writing do children begin to write bed to bed stories? Emergent Writer Transitional writer Early Writer

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17. Question 3 • Which mode of writing are directions an example of? Expressive Writing Transitional Writing Poetic Writing

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20. Question 4 • Which mode of writing are plays an example of? Transitional Writing Expressive Writing Poetic Writing

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23. Chapter 3Organizing for Writers’ Workshop

24. Topic: Why we like our reading class Audience: Future teaching students In class discussions and collaborating with peers Dr. White is AWESOME! Practica gives you hands-on experience Resources for being a future teacher Learning how to take running records This wonderful book presentation!

25. Drafting Intro ideas: • For future teaching students, the introductory reading class is a great way in learning how to teach children the importance of literacy Body ideas: • Dr. White is an excellent instructor because she has hands-on assignments, resources to use… (RTL and Practica) • In class discussions and collaborating with classmates allows you to see other perspectives and gain new ideas. (by analyzing, etc…) Conclusion ideas: • Though this class is mandatory to take before the other reading classes, having Dr. White as an instructor will be beneficial… • You will be surprised with the results in taking this class. This will set the foundation for your understanding of the importance of teaching children literacy. Questions: Is the writer willing to write? make a decision on a topic? stay focused? sustain attention? collect materials to support a topic? organize? knowledge?

26. Revising • Questions to ask: • Willing to revise? • Share text with listeners? • Communicates clearest message • Use revising techniques?

27. Editing • Questions to ask: • Willing to edit? • Edit for spelling errors? • Attempt a correct spelling • Edit paragraph structure? • Use resource such as dictionaries or editing checklists?

28. Publishing • Question to ask: • Understand what publishing is? • Organize final draft for publication? • Share this published work with audience

29. Chapter 4 Designing Productive Mini-lessons

30. What is a Mini-lesson and how do we use them. A mini-lesson gives children the opportunity to show and practice skills in the writing process and for the teacher to asses their abilities. This requires that they teacher have full knowledge of the writing process. This will help the teacher find out where the child falls in the steps of the writing process.

31. Types of Mini Lessons *Organization- This is to help set the children up so that they can be independent. A writing notebook is a great example. A small lesson on where the notebook goes and how it is use. This helps the teacher from having to explain multiple time who the notebook works. • Strategies- Works well with showing children specific strategies in the writing process so that they can become more independent.

32. Types of Mini Lessons cont. *Skill- A great example of this is showing children such things as ending punctuation. This lesson does not require a full weeks worth of lesson so a mini one will do fine. *Author's Craft- a teacher might read the beginning of 2 or 3 books and then ask the children what they thought the author did to get the readers attention. This helps them to realize what it takes to be a good writer in their own stories.

33. Chapter 5Writing Conferences

34. What is a Writing Conference It is when a teacher has a meeting with a student on specific writings that they have been working on will be working on. It is important that the teacher know the writing process and has knowledge of the writer in question.

35. Types of Writing Conferences • Teacher scheduled – this is when the teacher will schedule the children and will try to see each one of them at different times throughout the writing process. • Student Scheduled – The student will request a conference if they feel that they need immediate help.

36. Types of Writing conferences cont • Teacher scheduled small groups – This is when a teacher might put together a small group of children who are needing help in the same areas. • Peer conferences – This gives the students a chance to get help from one another and for them to also use what they have learned from their own conferences with the teacher.

37. References • Dorn, Linda Scaffolding Young Writers A Writers Workshop Approach Library of Congress Cataloging-in- Publication Data 2001