Writing and Rigor part 1 Achieving Rigor in

Writing and Rigor part 1 Achieving Rigor in Language Arts Kindergarten & First Grade USOE Professional Learning Series

“Twenty-six letters are all I need. I can stitch them together to create oceans and ecosystems. I can fit them together form planets and solar systems. I can use letters to construct skyscrapers and metropolitan cities populated by people,

Are we creating authors? u. Is our writing instruction directed at increasing skills that can be applied to all genres of writing or do we teach a formula or recipe? u Are we creating writers and authors who use their writing as a form of artistic self expression and a creative process? u Do we model writing as art and creative expression or is the art of writing absent from our writing instruction and students’ written responses?

Objectives • To understand how to develop authorship and intentional thinking about writing through the apprenticeship model. • To develop strategies for modeling writing using interactive writing instruction. • Develop strategies for effectively using mentor texts. • To develop instruction that creates a “writer’s toolbox” set of skills and techniques for writing that are applicable across genres. • To develop strategies for creating collaborative opportunities for writing and editing, creating a community of writers in the classroom.

The Apprenticeship Model The apprenticeship tradition – Since ancient times, teaching and learning was done through apprenticeship. Apprenticeship is a model of transmitting knowledge required for expert practice in a field through a mentor/apprentice relationship. In an apprenticeship, learners can see the process of work. In a cognitive apprenticeship, mentors teach their apprentices the process of thought. The apprenticeship model effectively integrates the skills, knowledge, and thinking processes necessary to become a master in a field of study.

The Apprenticeship Model Cognitive apprenticeship: Making thinking visible Collins, Brown, Holum (1991) 6 Steps of cognitive apprenticeship: Modeling – Explicit demonstration of the skill, including the underlying thought processes. Coaching – Providing feedback and hints while students perform a task. Scaffolding – Supporting students in learning Articulation – Apprentice Verbalizes knowledge and thinking processes to clarify Reflection – Apprentice compares his work with that of a master to refine performance Exploration – Independent problem solving, strategizing, and practice with gradual withdrawal of support

Modeling Writing A Model for Scaffolding Writing Instruction: IMSCI Sylvia Read, Utah State University I - The first step is Inquiry. Explore a topic through reading or demonstration. M – Modeling thinking about the topic and brainstorm ideas for writing. Ask questions and engage the students in inquiry about what can be written about the topic. Modeling applies to every phase of the writing. Thinking out loud about each step in the process provides the students with access to expert thinking about writing.

Shared Writing S – The next step is shared writing, co-writing with the students to create a written product. Throughout this process, the teacher models thinking and guides the students’ thinking with questions. Together, teacher and students make decisions about what to write, how to organize, how to construct sentences, etc. – All of the decisions that they will make when they write independently , along with the thoughts that guide these choices.

Collaborative Writing C – Two students work together to discuss, plan, and produce a written piece. Pair a strong student with a weaker student. Apprentices work together to explore and develop mastery of the skill.

Independent Writing Gradually release responsibility to develop writing independently, with the teacher available for scaffolding, guidance, and suggestions, as a master guides an apprentice to mastery.

Think-Aloud Modeling Think aloud modeling provides deeper understanding of the writing process. Students tend to hold naïve beliefs about the thought processes behind expert writing, thinking that writing is a smooth and easy process based on sheer talent that one does or does not possess. Modeling the thought processes of expert writing demonstrates the complexity of good planning, higher -level thinking, deep exploration of the topic, and strategizing, as well as exposing struggles, false starts, and topic revision helping students identify the skills and tools of expert writing.

Interactive Writing Instruction In addition to using a large writing pad and a marker, most of our classrooms are equipped with the technology to do this activity using the computer or document camera.