Modelled Writing 

Modelled writing focuses on teacher demonstration of the thoughts, skills and strategies that go into creating a text. It is an opportunity for students in K-6 to observe the teacher as a proficient writer going through the process of putting ideas into a written form. 

Teachers plan what they will say and write, keeping the session brief and pitched at the student learning intention. Teachers make visible the thinking a writer does by using a 'think aloud' protocol as the text is constructed. Teachers can focus on authorial elements of writing (such as sequencing and linking ideas, choosing appropriate words, etc.) or secretarial elements (employing spelling strategies, using correct punctuation, etc.). 

The students do not offer their suggestions in modelled writing. Instead, the teacher will engage students by asking them to watch for and take notice of the decisions being made. Discussion can happen afterwards in order for students to reflect on the effectiveness of the choices and techniques modelled by the teacher. The rationale is that students will utilise the strategy, skill or process demonstrated in their independent composition of texts.

Modelled writing examples:

Depending on the year level, 5 to 15 minutes would be sufficient in order to model different aspects of authorial or secretarial writing.

Early Years

• The teacher might verbally model the actions around where to begin the writing on the page or screen, directionality, spaces between words, etc.

• The teacher might model spelling strategies drawing on phonic or visual understandings:

Middle Years 

• The teacher might model the layout and language conventions of a formal letter

• The teacher might model how to structure an argument 

• The teacher might model past tense verb choices when writing narratives or recounts.

Upper Years

• The teacher might model higher level revision, re crafting and editing as part of the writing process 

• The teacher might model more sophisticated use of grammar.
  
  

Before Modelled Teaching of Writing:

• use your assessment data to inform the teaching focus

• immerse students in the content area prior to writing

• determine the learning intention of the session

• write your own short text and develop awareness of your own decision-making while you write

• decide on the explicit language to be used

• establish the audience for your text.

During Modelled Teaching of Writing:

• explain the learning intention 

• model skills or strategies linked to the learning intention

• make links to students’ experience and activate prior knowledge

• use a script /plan as a reference while modelling. A series of sticky notes could be placed on the whiteboard as reminders

• as you write, make verbal statements that describe your own decision-making processes

• make sessions short and enjoyable

• pause often to provide the students with insights into the writing process through the use of ‘Think Alouds’

• display the modelled writing sample prominently to provide a clear reference point for the students’ writing.

After Modelled Teaching of Writing:  

• co-construct a success criteria for student reference

• provide opportunities for students to practise and apply their understandings by taking part in shared, guided or independent writing sessions

• repeat modelled writing sessions on the same focus using different contexts, as required, until students can independently apply their understandings to their writing.