July 28, 2011IWP Summer Leadership Institute

continuous learnerscontinuous learners

responsible, caring responsible, caring citizenscitizens

Inspiring…Inspiring…

In a global communityIn a global community

The act of modeling sends powerful messages about a teacher’s beliefs and practices.

Continuous Continuous learnerslearners

How does modeling the writing process help students as writers?

Explain the importance of modeling the writing process

Describe key aspects of model the writing process

Identify ways to increase modeling their classrooms

Six word memoir: In six words introduce yourself to the group. Include as much information as you can.

College and Career Readiness Anchor Standards for Writing

◦ Production and Distribution of Writing

5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

ALL K-5 strand 5 standards begin with the stem: With guidance and support from adults…

“In regular practice and behavior, the teacher is a model of thoroughness, or self-evaluation, or courtesy, or whatever else is expected of students.”

( Saphier, Haley-Speca, Gower,2008)

Think, Pair, Share

◦ How do you use modeling think alouds in the writing class?

Beth Davey, is credited in 1983, for an article in Journal of Reading which shows how the think aloud technique of modeling can be used to teach reading comprehension strategies.

Other researchers published similar work on using the think aloud model for reading instruction e.g. Clark, 1984; Meichenbaum, 1985.

In 1983, Donald H. Graves writes about modeling in Writing: Teachers and children at work.

In 1986, Lucy Calkins includes modeling as a protocol during the mini-lesson in her text, The Art of Writing.

Nancy Atwell joined the ranks in 1987 with In the Middle, in which the idea of modeling is integral throughout the writing process.

◦Writing instruction has to come during the writing process, not after.

◦You must show students your process

◦Make your thinking visible◦You don’t need to be perfect

◦(Kittle, 2008)

10

Instruction should be scaffolded to meet the students’ needs.

GRR allows students multiple attempts before they go solo.

Good instruction takes time.*See rubric on purpose and modeling.

(c) Fisher & Frey, 2006

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Focus Lesson

Guided Instruction

“I do it”

“We do it”

“You do it together”

Collaborative

Independent “You do it alone”

A Structure for Instruction that Works

Purpose is intentional and based on formative assessments

Lessons contain guided, collaborative, and independent tasks

Students can explain the purpose in their own words (student friendly targets)

Teacher provides an authentic model Students use strategies that were modeled

Internal dialogue made externalAsking yourself questionsWeighing alternatives and using

criteria to chooseFalse starts and self-correctingPersistence*See handout for step-by-step directions.

( Saphier, Haley-Speca, Gower,2008)

During the pre-writing process teachers can use think aloud to model the strategies writers use to get the process started by brainstorming ideas or demonstrating use of a writer’s notebook.

During the drafting process, teachers can model by drafting in front of the students

During the revision process, teachers can model how to ask questions and think about audience, purpose and craft.

During the editing process, teachers can model how to use mechanics and conventions to help readers understand the message

Give One, Get One, Move On◦On a sheet of paper write ideas from today’s

presentation that you learned, inspired you, or validated your practice.

◦Stand up and move around.◦Compare notes with other participants.◦Add one of their ideas to your paper and share

one of your ideas with them.◦Move on to the next person and do the same

thing.

Atwell, N. (1987). In the Middle. New Hampshire: Heinemann. Calkins, L. (1986). The Art of Teaching Writing. New Hampshire:

Heinemann. Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading

comprehension. Journal of Reading, 27(1), 44-47. Fisher,D. & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a

gradual-release framework. New York: Scholastic. Graves, D. (1983). Writing: Teachers and children at work. New Hampshire:

Heinemann. McCarrier, A., Pinnell, G. S., & Fountas,I. (2000). Interactive Writing. New

Hampshire: Heinemann. Routman, R. (2005). Writing Essentials. New Hampshire: Heinemann. Saphier, J. Haley-Speca, M.A., & Gower, R. (2008). The Skillful Teacher, 6th

ed. Massachusetts: Research for Better Teaching.