Key Terms for T&L 321 Writing

A scheduled time when students meet to study the art and craft of writing

Mini Lesson/Focus Lesson
Writing Time
Group Sharing
Teach to needs and intentions

Whole class lesson on writing that typically occurs at the beginning of writing workshop

Demonstrations w/teacher writing and student writing

Picture book that exemplifies a writing skill or strategy

students contribute ideas of the piece of writing while the teacher records them

Shared writing in which the teacher and students share the pen (write story together)

Conversation between a teacher and a student about a piece of writing

Conversation between 2+ students about a piece of writing

Research
Decide
Teach
Link

Observe and interview to understand what the student is attempting as a writer

Make a decision about what you want to teach and how you will teach it

Help the student get started doing what you hope he/she will do

Name what the student has learned to do as a writer and remind him/her to do this in future writing

Natural Learning Approach vs. Direct Instruction Approach
* always use a blended approach

Written versions of words based on the sound-symbol relationships that children know

Pre-Phonemic
Early Phonemic
Letter-Name Stage
Transitional
Correct Spelling

Phonemic awareness activities
Personal Dictionaries
Word study
Spelling lists
Word Wall
Writing notebook

Spelling patterns
Commonly used words
words from students writing

Direct instruction in mini lessons based on students writing needs

Writing opportunities that provide a meaningful context for correct grammar

Atmosphere of Trust
Organization
Tools that authors use (computers, clipboards, dictionaries)
Classroom management

allow students to write what is on their "hearts and minds"
Gradually introduce new genres
Occasionally provide prompts for practice

differentiation (stations for diff.writing skills, conferencing)
High (but not the same) expectations for all your students

Choose a predictable/set time each day or several days a week for writing workshop
Write across the content areas (history, science, etc)

Regular, frequent time to write
Feedback from peers, teachers, and others
Opportunities to publish for an audience
Choice of topics-write better when interested
Teacher modeling
Opportunities to collect work overtime (portfolio)
Writing is not just assigned but is TAUGHT
Links to books and materials of writers

A series of stages that writers work through in a cyclical manner in the act of producing text

growing ideas for writing projects

recording thoughts in written words

rereading the text and changing words and ideas to better reflect the author's intent

correcting errors in the mechanical aspects of writing

creating a copy of the text to share with an audience
*teach the steps as options that might work for students writing

verify student progress
compare student performance to state standards
determining future teaching goals
evaluate the/your curriculum
*the purpose will determine the method of assessment

relies on the regular collection and observation of student work to illustrate student knowledge and understanding

observation
anecdotal records
conferences
check lists
rubrics
portfolios
student reflection

teaching and learning come to a stop during a special time set aside for testing student knowledge

*standardized test