10-15 minutes Whole group, partner or independent writing, Writing Workshop: Whole group focus lesson shared writing, and writing stations followed by partner/independent writing and writing Specific skill or strategy instruction conferences. WRITING Writing With Children FOCUS Writing-read aloud Write To (Write-Aloud)/ Write With (Shared LESSON Writing demonstration Writing): Teacher and/or students write aloud in Interactive write aloud order to build background, develop writing structure to include revising and editing. Whole Group BLOCKS THE TEACHING/LEARNING STRUCTURE Instruction INSTRUCTIONAL DELIVERY COMPONENTS I Do Using Write With/Write By (Guided Writing): 30-50 minutes teacher-selected text, the teacher works with Writing Children With small, flexible groups of students to develop Interactive write aloud comprehension and fluency of increasingly INDEPENDENT Shared writing difficult texts. WRITING Guided writing Write By (Independent Daily Writing): Writing workshop Students write on independent levels and respond Writing conferences accordingly, depending on teacher directions. Small Group Intervention Students develop and maintain a proofreading Instruction/ Writing Children By consciousness that reflects pride in the quality of Guided Practice Guided writing their work. Partner/independent writing Intervention Writing workshop Partner Share-Pair Share Literacy/Writing Work Stations: Students Literacy/Writing Work Stations work independently to maintain skills. Authentic writing practice We Do/ You Do Independent work time Intervention REFLECTION 5-10 minutes Reflection: Students reflect on their own learning by Whole Group (Whole class/individual/conferences) discussing how they applied a skill or process, sharing writings elections, or thinking about growth as writer. This may happen in whole group discussions, small groups, or through independent written responses. Grade Level Guides for Writing 4-5 This tool is for organizing instruction in a writing workshop approach. It is a guideline for arranging schedules and integrating the curriculum components into the instructional day. The schedule is flexible, allowing for numerous variations in content, student groupings, daily time frames, and the level of teacher–directed instruction.
WRITING FOCUS LESSON Whole Group Instruction I Do 10-15 minutes Whole group, partner or independent writing, shared writing, and writing stations Specific skill or strategy instruction Writing With Children Writing-read aloud Writing demonstration Interactive write aloud Writing Workshop: Whole group focus lesson followed by partner/independent writing and writing conferences. Write To (Write-Aloud)/ Write With (Shared Writing): Teacher and/or students write aloud in order to build background, develop writing structure to include revising and editing. Write With/Write By (Guided Writing): Using teacher-selected text, the teacher works with small, flexible groups of students to develop comprehension and fluency of increasingly difficult texts. Write By (Independent Daily Writing): Students write on independent levels and respond accordingly, depending on teacher directions. Students develop and maintain a proofreading consciousness that reflects pride in the quality of their work. Literacy/Writing Work Stations: Students work independently to maintain skills. INDEPENDENT WRITING Small Group Instruction/ Guided Practice Intervention We Do/ You Do 30-50 minutes Writing With Children Interactive write aloud Shared writing Guided writing Writing workshop Writing conferences Intervention Writing By Children Guided writing Partner/independent writing Writing workshop Partner Share-Pair Share Literacy/Writing Work Stations Authentic writing practice Independent work time Intervention REFLECTION Whole Group 5-10 minutes (Whole class/individual/conferences) Reflection: Students reflect on their own learning by discussing how they applied a skill or process, sharing writings elections, or thinking about growth as writer. This may happen in whole group discussions, small groups, or through independent written responses. Grade Level Guides for Writing 4-5 This tool is for organizing instruction in a writing workshop approach. It is a guideline for arranging schedules and integrating the curriculum components into the instructional day. The schedule is flexible, allowing for numerous variations in content, student groupings, daily time frames, and the level of teacher–directed instruction. BLOCKS THE TEACHING/LEARNING STRUCTURE INSTRUCTIONAL DELIVERY COMPONENTS