Modeled, Shared,
and Interactive Writing
for Primary Grades
Created By
Alexandra McElwee
Mary Kay Rockenstire
Erica Simons
Graphics and Layout by Michelle Sekulich, Curriculum and Assessment
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Overview
Three 40 minute sessions
Session 1 - Modeled Writing
Session 2 - Shared Writing
Session 3 - Interactive Writing
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Objectives for Today
• Define modeled, shared, and interactive writing
within the context of an optimal learning model
• Determine the usefulness of modeled, shared, and
interactive writing within a balanced writing
program
• See K – 2 appropriate examples of modeled
writing
• Leave knowing how to use modeled writing to
continue teaching the writing skills we are
already teaching in our classrooms
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“We may show them how to do it, even
demonstrate our own thinking, reading, and
writing, but unless we spend lots of time doing
the task with them—explaining, modeling,
encouraging, supporting, and guiding the
learning-in-process, many of them will never
develop the skills and confidence to master the
task successfully.”
(Routman, p. 76)
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What are Modeled, Shared,
and Interactive Writing?
Modeled Writing:
“Modeled writing is ‘writing out loud.’ The teacher
demonstrates for students the processes involved in
putting ideas down on paper and vocalizing thoughts
while writing. The students are merely observers.”
(Rog, p. 70)
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What are Modeled, Shared,
and Interactive Writing?
Shared Writing:
“In shared writing, the teacher and students
compose collaboratively, the teacher acting as expert
and scribe for her apprentices as she demonstrates,
guides, and negotiates the creation of meaningful
text... Shared writing builds on what the teacher has
already modeled through writing aloud and is the
important scaffold students need in order to attempt
their own successful writing.”
(Routman, p. 83, 84)
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What are Modeled, Shared,
and Interactive Writing?
Interactive Writing:
“Interactive writing is a dynamic,
collaborative literacy event in
which children actively compose
together… At points selected by
the teacher for instructional value,
individual children take over or
‘share the pen’ with the teacher.”
(McCarrier, Pinnell, & Fountas; p. xv)
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Optimal Learning Model
for Writing
From Writing Essentials, Routman, 2005
•Similarly known as:
- Gradual Release of
Responsibility
- “I do,” “We do,” You do”
•Provides a clear framework for a
balanced writing program
•Helps us address GLEs and EALRs
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Optimal Learning Model
for Writing
From Writing Essentials, Routman, 2005
“Once teachers understand how the model works and
how to apply it, teaching and learning become more
explicit, effective, and enjoyable. Implementing the
model lets us teach with higher expectations for what
students can accomplish.”
(Routman, p. 70)
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Modeled Writing
Student
Dependence
Modeled
Writing
Student
Independence
Shared
Writing
Interactive
Writing
Independent
Practice
link
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Nuts and Bolts of
Modeled Writing
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Teacher determines the topic and
lesson ahead of time
Teacher does the writing on a chart
or board in an area where all
students can see
Teacher explicitly models and
shows how
Teacher thinks aloud
Students listen and observe
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Modeled Writing
Demonstration
Things to think about:
1.
Student involvement in the lesson…
2.
The explicit “think alouds” and how they are
helpful to students.
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Modeled Writing Video
Things to look for:
1. Had a clear purpose?
2. Kept lesson moving?
3. Engaged students?
4. Thought aloud?
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“Don’t expect high-quality writing from your kids
unless you’re modeling what high quality writing
looks and sounds like. This is just as critical for
kindergarteners as it is for older students.”
(Routman, p. 180)
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When to Use Modeled Writing
•
Any time you are
teaching a new skill
•
When your assessments
show you the students
are not understanding a
skill
•
Occasionally just to let
your students watch you
enjoy writing… and
learn to enjoy it
themselves
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Tips for Modeling
Writing Effectively
•
Write about topics you enjoy
– students will pick up on
your love of writing
•
Share the purpose and
audience for your writing
•
Model your thinking before,
during, and after writing
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Tips for Modeling
Writing Effectively
•
Keep your modeling
moving at a lively
pace
•
Don’t get distracted
from your purpose by
students’ questions
•
Stop and reread
•
Stop while students
are still engaged!
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Ideas for Modeled
Writing Lessons
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Any form of writing
How to decide what to write about
Beginning and ending sentences
Using correct punctuation
Word choice
Making revisions during and after writing
Editing
How to write with a specific audience in mind
How to organize writing
Stretching out words to hear all of the sounds
Using word walls or other resources for help
How to elaborate
ANY SKILL YOU WANT TO TEACH!
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Reflection/Discussion
Questions
1.
When and how have you used
modeled writing in your
classroom?
2.
How else can you incorporate
modeled writing lessons into your
balanced writing program?
3.
What is one specific skill you can
model or way you can add modeled
writing into your teaching.
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Things we’ve accomplished
• Defined modeled, shared, and interactive writing
within the context of an optimal learning model
• Determined the usefulness of modeled, shared,
and interactive writing within a balanced writing
program
• Saw K – 2 appropriate examples of modeled
writing
• Are leaving knowing how to use modeled writing
to continue teaching the writing skills we are
already teaching in our classrooms
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A Look Ahead to
Session Two
•
We’ll share our successes
- Plan on sharing your experiences with teaching
using modeled writing
- Bring any “artifacts” you created with your
students while modeling writing
-Bring an example of a lesson you modeled to
share
•We’ll learn more about the
next step in the Optimal
Learning Model: Shared
Writing
•See you next session!
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