Elements of the writing process and its recursive nature: prewriting, drafting, peer- and self-evaluation, revising, proofreading/editing, publishing and presenting, and reflecting.
Like reading, writing is a process, and it is often taught via similar instructional methods such as direct teaching and modeling of strategies, whole group, small group, and individual practice, peer sharing and feedback, teacher guidance and feedback, and goal-setting. Writers must also be readers--frequently rereading and critiquing their own texts. Effective educators synchronize instruction in reading and writing to create a reader/writer bond in each student that furthers their literacy intelligence.
My first artifact is chapter 15 in in Block & Parris' book, Comprehension Instruction: Research-Based Practices (2008). This chapter describes past and present research in support of total literacy development. The authors discuss teaching the writing process through a reading comprehension lens by direct instruction and modeling of planning, drafting, revising, editing, and publishing in conjunction with peer and teacher feedback. The second artifact is chapter 4 in Katie Wood Ray's book, About the Authors: Writing Workshop With Our Youngest Writers (2004). In this chapter, she discusses uses a Writing Workshop model teach the writing process (prewriting, drafting, revision, editing, and publishing). She takes readers through a classroom teacher's perspective of teaching the process model--brainstorming and growing ideas, getting words down on the page, possibilities for adding and changing, proofreading, publishing, and daily opportunities for peer conferencing. My third artifact is a YouTube playlist of books my students created. They used each stage in the writing process to create these. Our final theme of the year in Kindergarten is "beach and ocean." After learning about the wonders of the ocean and several creatures who live in it, students were asked to choose one creature they were interested in and would like to learn more about. Next, they used child-friendly sites (myOn Reader and PebbleGo) to do some research and record notes on graphic organizers. Then, they used their notes to craft a story including facts, connections, and opinion. Finally, students used an iPad app called 30 Hands to create presentations of their work. Our final writing genre of the year is persuasive/opinion, so almost every student started their book with something like "My favorite ocean creature is _______ because...". The students were provided daily opportunities for peer conferencing, and conferencing throughout their process with myself and our Media Specialist. Families and friends were invited in for an "Author Share" in which the students shared not only their finished products, but their notes and memories of the process as well. We also watched all of the videos together while the students beamed with pride! The first two artifacts demonstrate my knowledge of the writing process, the third exemplifies my application of this knowledge in the classroom.
Like reading, writing is a process, and it is often taught via similar instructional methods such as direct teaching and modeling of strategies, whole group, small group, and individual practice, peer sharing and feedback, teacher guidance and feedback, and goal-setting. Writers must also be readers--frequently rereading and critiquing their own texts. Effective educators synchronize instruction in reading and writing to create a reader/writer bond in each student that furthers their literacy intelligence.
My first artifact is chapter 15 in in Block & Parris' book, Comprehension Instruction: Research-Based Practices (2008). This chapter describes past and present research in support of total literacy development. The authors discuss teaching the writing process through a reading comprehension lens by direct instruction and modeling of planning, drafting, revising, editing, and publishing in conjunction with peer and teacher feedback. The second artifact is chapter 4 in Katie Wood Ray's book, About the Authors: Writing Workshop With Our Youngest Writers (2004). In this chapter, she discusses uses a Writing Workshop model teach the writing process (prewriting, drafting, revision, editing, and publishing). She takes readers through a classroom teacher's perspective of teaching the process model--brainstorming and growing ideas, getting words down on the page, possibilities for adding and changing, proofreading, publishing, and daily opportunities for peer conferencing. My third artifact is a YouTube playlist of books my students created. They used each stage in the writing process to create these. Our final theme of the year in Kindergarten is "beach and ocean." After learning about the wonders of the ocean and several creatures who live in it, students were asked to choose one creature they were interested in and would like to learn more about. Next, they used child-friendly sites (myOn Reader and PebbleGo) to do some research and record notes on graphic organizers. Then, they used their notes to craft a story including facts, connections, and opinion. Finally, students used an iPad app called 30 Hands to create presentations of their work. Our final writing genre of the year is persuasive/opinion, so almost every student started their book with something like "My favorite ocean creature is _______ because...". The students were provided daily opportunities for peer conferencing, and conferencing throughout their process with myself and our Media Specialist. Families and friends were invited in for an "Author Share" in which the students shared not only their finished products, but their notes and memories of the process as well. We also watched all of the videos together while the students beamed with pride! The first two artifacts demonstrate my knowledge of the writing process, the third exemplifies my application of this knowledge in the classroom.