writing strategies

Writing Part 4: How to get kids to stay on topic

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by C. Elkins, OK Math and Reading Lady

I support you, OK teachers!!! I walked with you in 1990 and in 2007-2008. I feel your frustrations and have been contacting OK representatives and senators this past year on your behalf. Last in pay, overcrowded classes, lack of supplies, on and on – I experienced it myself and see it everyday when I visit classes. I am proud of you, your goals, and your actions to affect change.  I am with you all the way!!!

Today’s post will focus on moving children toward more independent writing. A strategy I love to use addresses the following writing points:

  1. Composing sentences
  2. Staying on the chosen topic
  3. Practicing temporary spelling strategies (sounding out, stretching sounds, clapping syllables, thinking of words that rhyme, using related known words)
  4. Applying conventions of print (spacing within and between words, left to right, return sweep, etc.)
  5. Using class word wall (or individual word book)
  6. Proofreading and fluency

I have used this strategy and have felt successful with it. After students have seen me model writing in various forms (example: class news or other shared writing experiences), I usually follow these steps: Continue reading →

Writing Part 3: Modeling and Shared Writing

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by C. Elkins, OK Math and Reading Lady

I will share several writing strategies via this series of posts on Writing. Part 1 was a focus on the continuum and word-writing strategies. Part 2 focused on the importance of letter formation and handwriting (printing) with a way to incorporate it with concepts of print, phonics, and composing sentences. In this part, I would like to focus on a modeling / shared writing strategy I call “Class News.” I utilized this strategy with KG-3rd grade classes and will share some pictures and ideas with you. I also wrote an article about this that appeared many years ago in the Oklahoma Reader, a publication by the OK Reading Association.

What is it?  I called students together each day for math talk time. After this, we held a class news session. Writing the date was part of the routine (but it doesn’t have to be). Students took turns sharing news of importance to them – and sometimes some other news about the day was added. For younger students it was a definite time to emphasize a variety of concepts of print:

  1. Directionality and return sweep (going to the next line from left to right)
  2. Spacing within and between words (see part 2 reference to “spaghetti and meatballs”)
  3. Letter formation – tall letters vs. short letters vs. below the line letters
  4. Use of capitals and punctuation
  5. Noticing the difference between letters, words, and sentences
  6. The opportunity to think aloud about letter sounds and sight words

After a sentence was orally agreed on, I wrote parts of it and solicited help from students for parts I felt they could be successful with. This often varied depending on what I wanted to emphasize. At first it was beginning letters or ending letters. Then I would try leaving out the vowels for students to work on. Gradually, different word parts or whole words were left for students to complete (usually with a different colored marker). All the while I was right next to them guiding them.

I also kept a few learning aids handy (alphabet chart with pictures, letter formation chart, vowel pairs chart, etc.) so we could reference them when needed. I have linked some FREE mini charts at the end of this post. Example:  A student is finishing the word “toad” and is thinking of the correct vowel pair, so I show my vowel pairs chart and point to the word “boat” and say, “Do you see a word / picture that has the same middle sound as the word toad?” . . . child finds boat to see the letters oa.  I also kept a small white board (or clip board) handy. For example, if the child came to write the sight word “have” on the chart, I might ask them to write it on the white board or clipboard first to check their thinking – that way all the kinks were worked out and the news chart stayed in a non-smudged condition. I also used the whiteboard to make sound boxes for a student to work out the sounds (like for a cvc word). Continue reading →

Writing Part 1: How to get students to write

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by C. Elkins, OK Math and Reading Lady

So many teachers have asked for assistance with writing – so here is Part 1. Stay tuned for more parts devoted to helping students become better writers.

Sometimes it’s hard to know where to start with writing. Do you have these thoughts?

  • What type of paper is best? Lined, unlined, wide rule, college rule, dotted lines?
  • How much should I help them with spelling? Does it need to be spelled correctly?
  • Should I use prompts or free choice journaling?
  • How do I get students to space correctly?
  • How do I get students to stay on a topic?
  • How do I get students to use the conventions we have worked on (capitalization, punctuation, etc.)
  • What do I do about handwriting issues?
  • How can I connect it with reading, math, or other subjects?

At the root of all of these issues above, I believe the following are musts for any grade level:

  1. Students must be exposed to quality literature which highlights a variety of writing styles. This is accomplished through the books you use in guided reading, whole group reading, and especially your daily read aloud time. Through this rich exposure to literature students become familiar with various authors and their styles of writing, as well as how authors use their “voice” to relay their message. Voice is the ability to project the way you talk into print. (More info in later posts about books that really show different types of “voice.”)
  2. Students can’t be expected to write if they don’t see the teacher model writing. Through modeling, teachers can use dozens of “think alouds” to share the decisions they are making. In this way, the strategies a writer (the teacher) uses are being exposed. Then the students are more likely to emulate these strategies.
  3. Writing needs to be scaffolded in the same way as other lessons: I do – we do – you do. Students observe and watch the teacher as he/she models various writing strategies. With shared writing, the teacher and students work together to “share the pen.” Then we gradually release students through guided writing sessions before expecting independent writing. This is a year-long process.
  4. Sometimes your writing strategy lessons might best be accomplished through your small group literacy time. Students are probably grouped based on their reading needs, so they likely have similar writing needs. From my experience, it’s a lot easier to monitor 4-6 students’ writing than a whole class. In this case a  goal could be to write once a week as part of your weekly routine. (Example: Monday and Tuesday are spent on the guided reading text for the week, Wednesday on word work, and Thursday for writing.)

Continue reading →