Small Group Writing Shannon Burgess SWP June 2014

Small Group Writing Shannon Burgess SWP, June 2014

Quick Write What does small group writing instruction look like in your classroom?

My Roadblock!! Small group writing instruction Goal: Benefit and help each of my students Grow as a writer!

According to Donald Graves Teachers & Children at Work and A Fresh Look at Writing A Good writer spends: 85% of time prewriting 2% drafting 13% Revising Average/Lesser Ability spends: almost NO time on prewriting 98% drafting 2% on revision

What are the benefits of Small Group Instruction? ü Teachers are better able to observe, monitor, and attend to the needs of learners ü Students are more comfortable taking learning risks in a small group ü Students are afforded more opportunities to interact with one another ü Instruction can be targeted and focused to meet the needs of the group members (Strickland, Ganske, & Monroe, 2002)

Six Characteristics of small group writing conferences 1. Have a predictable structure 2. Focus on a FEW points 3. Demonstrate solutions to student’s problems 4. Permit role reversals 5. Encourage use of vocabulary appropriate for writing 6. Stimulate pleasure in writing (Graves, 2002)

A writing classroom has: lots and lots of literature shared and read lots of talking and sharing of ideas and beliefs planned instruction in the writing process much practice in using the writing process people writing individually, with a partner, in a small group lots of reflecting on writing - whole class, small group selecting and organizing writing portfolios teacher-led mini-lessons on specific writing skills

Explaining that questions play an important role in the conference process, Milner & Milner (2003) list some generic questions and prompts that teachers may find helpful as they conference with students. Tell me more about that. I don't understand that. Read it to me again. What's the most important thing you're trying to say? What's your favorite part? How can you build on it? How could you find out more about your topic? Is all this information important? What parts don't you need? Why is this significant to you? Does this lead bring your reader right into the piece? What do you want your reader to know or feel at the end of your piece? (p. 300)

Christenbury (2000) identifies some typical questions that Donald Murray recommends using in conferences: What did you learn from this piece of writing? What do you intend to do in the next draft? What surprised you in the draft? Where is this piece of writing taking you? What do you like best in the piece of writing? What questions do you have of me? (p. 233)

How to group and size? Groups can be formed in several different ways: Randomly Teacher-selected Seat Proximity Strengths/ Skills According to Graves the ideal size for small group is 4 -5 students!

An ideal Writer’s Workshop: Writer's Workshop Closing: 5. 0 mins. Mini-lesson: 10 mins. Write, Write: 30 mins. Get started: 5. 0 mins. Closing Mini-lesson Get started Write, Write meta-chart. com

Young writers learn best in the company of an adult who willingly guides and eagerly joins them in the process of writing. You should share your love of language and excitement about writing. You should "romance" students into writing. Teachers must BE THERE for the whole writing process - not leaving students to grade papers while they write. Teachers must roam the room - provide praise, ask questions, and allow PLENTY of time. Barbara Gross Davis

The focus should not be on teaching writing, it should be on teaching people to be writers. Pam Petty

Small Group Conference in Action

Let’s give grouping a try! You have six writing samples in your packet. You are to read each sample as a group, Decide strengths/weaknesses Group the students in a way that would be most beneficial to them.

My favorite place: Strengths Weaknesses

Throw Away… Strengths Weaknesses

Good night everybody… Strengths Weaknesses

Dad deserves an award… Strengths Weaknesses

Many people Strengths Weaknesses

The Ocean Strengths Weaknesses

Works Cited Christenbury, B. Making the Journey. New York: Random House, 2000. Print. Graves, Donald H. . Writing: teachers and children at work. Exeter, N. H. : Heinemann Educational Books, 1983. Print. Supporting Struggling Readers and Writers: Strategies for Classroom Intervention 3 -6. New York: Steinhouse, 2001. Print.