Queen’s Printer For Ontario, 2005 04-319 ISBN 0-7794 .

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Ministry of EducationPrinted on recycled paperISBN 0-7794-8184-404-319 Queen’s Printer for Ontario, 2005

Kindergarten to Grade 3

ContentsPreface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .viiOrganization and Features of This Guide . . . . . . . . . . . . . . . . . .vii1.Overview of Effective Instruction in Writing.1.1Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.3The Goals of Writing Instruction . . . . . . . . . . . . . . . . . . . . . . . . .1.4The Stages of Writing Development . . . . . . . . . . . . . . . . . . . . . .1.5Becoming an Effective Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.10Five Key Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . 1.22Setting High Expectations for All Students . . . . . . . . . . . . . . . . . 1.22The Role of Technology in Writing Instruction . . . . . . . . . . . . . . 1.23Planning and Classroom Organization . . . . . . . . . . . . . . . . . . . . 1.24A Framework for Effective Early Writing Instruction . . . . . . . . . . . 1.25Thumbnails of Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.26Appendix 1-1: Some Suggested Picture Books for Teachingthe Elements of WritingReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.272.Modelled Writing.2.1The Frequency of Modelled Writing . . . . . . . . . . . . . . . . . . . . . .2.3The Role and Responsibilities of the Teacher inModelled Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.4Teaching Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.5Sample LessonsSample Modelled Writing Lesson: Kindergarten . . . . . . . . . . . . .2.6References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .2.8Une publication équivalente est disponible en français sous le titresuivant : Guide d’enseignement efficace de l’écriture, de la maternelleà la 3e année.

3.4.5.6.Shared Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.1The Frequency of Shared Writing . . . . . . . . . . . . . . . . . . . . . . . .3.3Roles and Responsibilities in Shared Writing . . . . . . . . . . . . . . . .3.4Similarities and Differences in Shared and Interactive Writing . . .3.5Teaching Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.5Sample LessonsSample Shared Writing Lesson: Grade 2 . . . . . . . . . . . . . . . . . . .3.6References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3.8Interactive Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.1The Frequency of Interactive Writing . . . . . . . . . . . . . . . . . . . . .4.3Roles and Responsibilities in Interactive Writing . . . . . . . . . . . . .4.4Teaching Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.5Sample LessonsSample Interactive Writing Lesson: Grade 1 . . . . . . . . . . . . . . . .4.6References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4.9Guided Writing.5.1The Frequency of Guided Writing . . . . . . . . . . . . . . . . . . . . . . . .5.3Roles and Responsibilities in Guided Writing . . . . . . . . . . . . . . . .5.4How Group Members Are Selected . . . . . . . . . . . . . . . . . . . . . . .5.4Teaching Points . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.5Activities for the Rest of the Class . . . . . . . . . . . . . . . . . . . . . . . .5.5Sample LessonsSample Guided Writing Lesson: Grade 2 . . . . . . . . . . . . . . . . . . .5.6References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5.9Independent Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6.1The Frequency of Independent Writing . . . . . . . . . . . . . . . . . . .6.4Roles and Responsibilities in Independent Writing . . . . . . . . . . .6.5Independent Writing and the Writing Process . . . . . . . . . . . . . . .6.6Sample LessonsSample Independent Writing Lesson:Writing Workshop, Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.7Sample Independent Writing Lesson:Persuasive Writing, Grade 3 . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.11ivA Guide to Effective Instruction in Writing, Kindergarten to Grade 3

Thumbnails of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.15Appendix 6-1: Writing Workshop “Where We’re At” ChartAppendix 6-2: Writing Workshop “Where I’m At” ChartAppendix 6-3: Sample Writing Conference RecordAppendix 6-4: Independent Writing Revising and Editing ChecklistAppendix 6-5: Writing Self-Assessment FormAppendix 6-6: Persuasive Letter PlannerAppendix 6-7: Persuasive Letter Revising and Editing ChecklistReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6.187.Assessment and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . .7.1Categories of Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7.4Assessment Strategies and Tools . . . . . . . . . . . . . . . . . . . . . . . . .7.4Assessment Criteria . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7.7Exemplars . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7.8Assessing Writing Across the Curriculum . . . . . . . . . . . . . . . . . . .7.8Report Card Evaluation of Writing . . . . . . . . . . . . . . . . . . . . . . . .7.9Thumbnails of Appendices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.10Appendix 7-1: Writing Interview FormAppendix 7-2: Writing Skills ChecklistAppendix 7-3: Portfolio Assessment FormsReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7.12Glossary. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . GL.1Contentsv

PrefaceA Guide to Effective Instruction in Writing, Kindergarten to Grade 3, 2005 is designed toprovide classroom teachers of Kindergarten to Grade 3 with practical approaches andresources for delivering an effective writing program. The document is intended tosupplement A Guide to Effective Instruction in Reading, Kindergarten to Grade 3, 2003,published by the Ontario Ministry of Education.Research indicates that, because reading and writing are interdependent, students’learning in one area supports their learning in the other. This guide complementsand builds on material in the reading instruction guide, to help teachers plan programsthat will enhance students’ overall literacy development.Organization and Features of This GuideThis guide has seven chapters. Chapter 1 provides an overview of effective writinginstruction. Subsequent chapters address the five key instructional approaches of aneffective writing program: modelled writing, shared writing, interactive writing, guidedwriting, and independent writing A final chapter discusses assessment and evaluation.A glossary of terms used in this guide is provided at the end of the document.Supplemental appendices accompany several of the chapters. The appendices containvarious kinds of information and tools intended for use with the teaching approachesand strategies outlined in the text. Thumbnail images of these appendices are providedin this guide; the full-sized versions can be downloaded from the eWorkshop website, i

1.Chapter ContentsOverview ofEffective Instructionin WritingIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1.3The Goals of Writing Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . .1.4The Stages of Writing Development . . . . . . . . . . . . . . . . . . . . . . . .The Emergent Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Early Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Developing Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Student Attitudes Towards Writing . . . . . . . . . . . . . . . . . . . . . . .1.51.61.71.81.9Becoming an Effective Writer . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Writing Process . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .The Elements of Writing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .Text Forms, Genres, and Formats . . . . . . . . . . . . . . . . . . . . . . . .1.101.111.141.20Five Key Instructional Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . 1.22Setting High Expectations for All Students . . . . . . . . . . . . . . . . . . . . 1.22Teaching Writing to English As a Second Language/English Literacy Development (ESL/ELD) Students . . . . . . . . . . 1.23The Role of Technology in Writing Instruction . . . . . . . . . . . . . . . . . 1.23Planning and Classroom Organization . . . . . . . . . . . . . . . . . . . . . . . 1.24A Framework for Effective Early Writing Instruction . . . . . . . . . . . . . 1.25Thumbnails of Appendix . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.26Appendix 1-1: Some Suggested Picture Books for Teachingthe Elements of WritingReferences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1.27

Overview of EffectiveInstruction in WritingIntroductionReaders and writers are involved in similar activities. Readers create meaning forgroups of words based on their knowledge and experiences. Writers take ideas,thoughts, and emotions and transfer them onto paper (or a computer screen) usingtheir knowledge of language conventions and the writing process to create meaningfultext. These activities are embedded in all aspects of the curriculum.Since both reading and writing focus on meaning, development in onereinforces progress in the other: students learn to read and write betterwhen the two processes are linked. As in teaching reading, writingteachers use a balance of modelling, direct instruction, guided instruction, and facilitation of students’ independent learning and practice.Critical literacy plays an important part in both reading and writing.It encourages students to become actively engaged with the text as theymake connections to their prior knowledge, other texts, and the worldaround them. It also encourages them to move beyond the text as they askquestions about the author’s purpose and make inferences, evaluations,and judgements.Writing is a powerful instrument for students to use to express theirthoughts, feelings, and judgements about what they have read, seen,or experienced. As students continue to develop an understandingof the writing process; the elements of writing; text forms, genres,and formats; and technology, they are able to express themselvesmore confidently and effectively.Teachers use their professional judgement and careful observation inorder to provide explicit instruction that will support students as theybecome effective writers.“The interconnectednessof reading and writingis profound andinescapable Fragmenting thesecomplex literacyprocesses interfereswith the greatest goalof literacy education –the construction ofmeaning from andthrough text. Usingreading and writingtogether in harmoniousconcert enables learnersto draw on thesecomplementaryprocesses at the sametime as they work toconstruct meaning.”(Fountas and Pinnell,2001, p. vi)Because of the interconnectedness of reading and writing, this guide buildson material already presented in A Guide to Effective Instruction in Reading,Overview of Effective Instruction in Writing1.3

Kindergarten to Grade 3 (Ontario Ministry of Education, 2003;This guide builds on materialpresented in A Guide toEffective Instruction inReading, Kindergarten toGrade 3, 2003, which is oftenreferred to in this documentsimply as “the readinginstruction guide”.hereafter referred to as the Guide to Effective Instruction in Readingor, simply, the reading instruction guide). For example, Chapter 3,“Oral Language and Reading”, explains oral language developmentand its relationship to reading and writing, while Chapter 10,“The Role of Writing in Reading Instruction”, addresses theinterrelatedness of reading and writing and provides specificexamples of ways in which writing supports reading and readingsupports writing. It is hoped that teachers will refer to these andother chapters in the reading instruction guide as they familiarizethemselves with this writing guide.There are five key instructional approaches to writing – modelled writing, sharedwriting, interactive writing, guided writing, and independent writing – each of whichforms the subject of a later chapter. Each approach provides opportunities for orallanguage instruction and practice, and each chapter contains one or more samplelessons that can be used for planning purposes or as a source of new ideas.First, however, this overview examines the understandings teachers must have tosuccessfully deliver an effective writing program. Teachers need to understand thegoals of writing instruction, the stages of development writers pass through, thestrategies used by proficient or “good” writers, and the knowledge and skills studentsrequire to become effective writers. These understandings will guide teachers inestablishing goals, planning programs, delivering instruction, and assessing studentprogress in ways that address the needs of all students.The Goals of Writing InstructionWriting instruction has four main goals for student achievement:1. To write clearly and creatively to convey a message2. To communicate ideas, thoughts, feelings, and experiences3. To understand that writing is a reflective and interactive process4. To understand the different purposes, audiences, and forms for writingTo enable students to achieve these goals, teachers need to provide effectiveinstruction in: oral language skills; activating prior knowledge and experience; understanding audience, purpose, and form for writing; understanding the writing process; understanding the elements of writing; applying higher-order thinking skills.1.4A Guide to Effective Instruction in Writing, Kindergarten to Grade 3

To enable students to achieve these goals, every writing program should include: a balance of direct instruction, guided instruction, and independent learning andstudent practice; large-group, small-group, and individual instruction; discussion; and collaboration; a variety of assessment and evaluation techniques, used to inform programplanning and instruction; an uninterrupted literacy block every day; the integration of phonics and word study into reading, writing, and oral languageactivities; the introduction of a variety of text forms, genres, formats, and electronic media; authentic and motivating literacy experiences and learning activities; activities and an environment that promote higher-order thinking skills; guidance, coaching, and feedback for students; interventions for students who are at risk of not developing literacy skills; a supportive classroom culture and effective classroom organization and management; parental and community involvement.The Stages of Writing DevelopmentAll children come to school with a variety of print and oral language experiences,and teachers recognize and make accommodations for the differences among studentswhen planning an effective writing program. A carefully planned program providesa meaningful context within which students can develop the skills and strategiesneeded to communicate ideas and information in writing. Program planning shouldbegin by considering the three initial stages of writing development: emergent,early, and developing fluency. There are many examples of writing continua availablein professional resources for teachers. The developmental continuum shown below,in the “Developmental Stages” graph, is one example.Students do not develop their writing skills evenly fromstage to stage. There is considerable overlap from one stageDevelopmental Stagesto the next. It is common for developing writers to exhibitEmergentbehaviours from more than one stage of development.KThe three charts1 provided on the following pages outline1the main indicators of students’ understanding of writing,and their interest and ability in writing, at each stage ofdevelopment. Accompanying each indicator is a suggestedEarlyDevelopingFluency23teaching approach that will best support student progressin that particular aspect of writing.1. Adapted from Toronto District School Board, 2000, Appendix, pp. 69–70.Overview of Effective Instruction in Writing1.5

The Emergent WriterEmergent writers learn that their oral language can be recorded in print. They developan understanding that writing is used to communicate a message. They imitate adultwriting by using pictures, symbols, and some conventional letters.The Emergent StageThe student:The teacher: understands that writing records a personalmessage; uses modelled, shared, and interactive writingto record students’ ideas on a classroom chartduring discussions, sharing time, and the morningmessage (e.g., sending notes to the principal,making shopping lists for the house centre,recording recipes); understands that writing is a form of communication and conveys a meaningful message; progresses to writing a simple message using acombination of pictures, symbols, and letters; models a variety of ways of message making(e.g., environmental print, classroom labels,morning message, shared writing, sentence strips)to help students understand that meaning canbe conveyed in a variety of forms; begins to use the conventions of oral language(often with a tendency to overapply newlylearned conventions), while progressing fromsimple descriptions to retelling events andexplaining ideas; models correct oral language structures, andrephrases grammatically incorrect responses fromstudents (e.g., Student says, “I goed to the store.”Teacher responds, “You went to the store.”); demonstrates interest in playing at “writing”and willingness to do so; provides an inviting environment and a varietyof tools and media for student writing; develops the understanding that illustrationand writing are different, and progresses fromscribble writing to letter approximations toconventional letters and spaces, with few orno attempts at punctuation; demonstrates through read-alouds the differencebetween illustrations and print, and reinforcesthese concepts through modelled and interactivewriting, using an alphabet picture chart andmagnetic letters; progresses from demonstrating beginningawareness of directionality to using left to right,top to bottom (i.e., concepts of print); uses a “think-aloud” strategy, during modelledreading of a big book, to demonstrate that thetext is read from left to right and from top tobottom; progresses from using symbols representingprint to spelling words with one or more letters,with a focus on letters representing the soundsof consonants (e.g., his/her own name, andhigh-frequency words such as “mom”, “I”,and “to”). engages in phonemic awareness activities andmodels how sound awareness translates to print.1.6A Guide to Effective Instruction in Writing, Kindergarten to Grade 3

The Early WriterEarly writers are developing a greater understanding of the concepts of print. Theybegin to understand some purposes for writing and to use some basic writing forms.They express their ideas in simple sentences, often using invented spelling.The Early StageThe student:The teacher: understands that writing is a way to preservethoughts and information; encourages students to share their journalwriting, create books for the classroom library,write notes and cards, and s

This guide has seven chapters. Chapter 1 provides an overview of effective writing instruction. Subsequent chapters address the five key instructional approaches of an effective writing program: modelled writing, shared writing, interactive writing, guided writing, and independent writing

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