Shared Writing: Day 1
In this video, you’ll observe day one of Shared Writing. Shared Writing is an essential component of balanced literacy. Simply put, shared writing is when the kids come up with the ideas as a group, and the teacher does all or most of the actual physical writing on the page. Most often, shared writing happens on chart paper or under the document camera, so that the whole class can work together on a story (or essay, song, poem, or any kind of writing). But shared writing can also happen in small groups, or even one-one with a student on smaller paper.
Shared Writing should take place everyday outside of writing workshop and last anywhere from 15-20 minutes. On day one, you might choose to rally the students around a genre and create a class piece of writing. You also might choose to use an already created student mentor text within the genre of study and practice elaboration, revising, or editing strategies. We are suggesting that all 4th grade writing teachers incorporate Shared Writing into their schedule for the authentic teaching of revising and editing strategies as well as the creation of compositions in order to prepare students for the Texas STAAR exam.
In this particular video, you’ll observe an example of 4th grade shared writing with adaptations for the Texas STAAR writing exam. Notice how Colleen uses an authentic student mentor text from the units of study online resources and STAAR stems to engage students in doing authentic revising and editing work.
Shared Writing: Day 2
n this video, you’ll observe day two of Shared Writing. Yesterday, Colleen used a student created mentor text from the units of study online resources and integrated STAAR stems to engage students in revising and editing work. On day 2, you’ll notice how Colleen transfers the work into her own teacher created mentor text and uses a checklist to co-construct a piece of writing along with her students.
Shared Writing: Day 3
In this video, you’ll observe day three of Shared Writing. Over the past two days, Colleen has used a student created mentor text with STAAR stems to engage students in revising and editing work and her own teacher created mentor text and checklist to construct a paragraph along with her students. On the third day of shared writing, you’ll notice how she links the work back to STAAR by revising and editing the work they did yesterday with STAAR stems.
Worsham Writing Small Group Lesson
This video is about Worsham Writing
5th Grade Writing Research, Decide, Compliment, Teach Conference 2
In this video, you’ll observe a 5th Grade Writing Research Decide Compliment Teach Conference. Watch as Emily Sturges, the literacy coach at Wilson Elementary, leans on the the structure of the RDCT conference and helps a student establish and work towards a writing goal.
5th Grade Writing Research, Decide, Compliment, Teach Conference 1
In this video, you’ll observe a 5th Grade Writing Research Decide Compliment Teach Conference. Watch as Emily Sturges, the literacy coach at Wilson Elementary, leans on the the structure of the RDCT conference and coaches a reader in focusing on the heart of her story.
5th Grade Writing Strategy Group at Wilson Elementary
In this video, you’ll observe a 5th grade writing strategy group. You’ll notice how Emily Sturges, the literacy coach at Wilson Elementary, leads the group on an inquiry to explore the qualities of great personal narratives. Watch as she poses the inquiry question to the group and students lead the work.
3rd Grade Writing Strategy Group at Wilson Elementary
In this video, you’ll observe a 3rd grade writing strategy group. You’ll notice how Emily Sturges, the literacy coach at Wilson Elementary, leads the group through an explain example lesson to highlight for students the qualities of a narrative mentor text. She then sets the students up to try this work in their own writing.
Writing Research Decide Compliment Teach Conference
In this video, you’ll observe a writing RDCT. You’ll notice how Emily Sturges, the literacy coach at Wilson Elementary, leans on the power of the unit and works with a writer on telling her story through a storyteller’s voice. Watch as she researches the writer and decides on the spot the work that will take the student’s writing to the next level.