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Click on the arrows below for practical ways to help your student in the writing process.
Helping My Student Write Responding to My Student's Writing
Helping my student write:
Helping my student write:
Scaffolding
Scaffolding is just providing something for the student to make it easier for them
to move forward in their writing.
For example, have your student verbally discuss what they want to write before they start writing. Another way to scaffold is by using Thinking Maps. You can also give your student a sentence starter. Finally, when you model for your students how to write something, it provides insight, instruction, and inspiration.
“I Do, We Do, You Do”
The learning coach demonstrates a specific skill. Next, the learning coach works with the student to use the skill. Finally, the student independently uses the skill.
Modeling
The learning coach does each writing step before the student
to show them how it’s done.
Helping my student write:
Helping my student write:
Oral Rehearsal
The student talks about what they want to write before they write it. This is very helpful because it allows the student to get their ideas out and prepares them to write those ideas.
Thinking Maps
This helps the students visually organize their thoughts before they write.
Movement
A short movement break during a writing session helps people's brains process information,
remember information, and focus.
Music
Music can help some people focus, but can distract others; use it when appropriate.
Commenting on student writing:
Commenting on student writing:
Content
"I noticed that you talked about..."
Noticing the ideas that our students produce can be empowering.
Word Choice
"The way you said this brought out your own style."
Words are important to notice. Noticing even one word that works will inspire the student to use it again, or will inspire them to write something you will notice.
Flow
"This felt a little choppy, and I wondered if a few transition words might help it flow more seamlessly."
Transition words can be found on page 217 of the Heartland Student Writing Journal.
Clarity
"I understand what you are saying here. It is very clear."
If your student's writing is unclear, show them that moving some words around or adding a word or two can make a huge difference.
Visual Images
"The adjectives you used helped me see it in my mind."
Maybe your student used a strong verb or a quality adjective. When you point it out, your student will get the idea to keep using those types of words.
Commenting on student writing:
Commenting on student writing:
Questions
"What did you mean when you wrote...?"
Asking your students for clarification can help them know that when their writing has an audience, the reader will need to understand what they are saying.
Sentence Structure
"I noticed that you varied the length of your sentences. That keeps it interesting for the reader."
The way a student starts their sentences and the length of the sentence can make a difference in the quality of the overall writing.
Mechanics
"Consider indenting your paragraphs to make it easier for the reader to move into the next idea."
Things like indenting, using punctuation, and capitalization can make a piece of writing more easily understood.
Wonderings
"I wonder if you took this word out, how it might sound."
If we are tentative with our language when we respond to our students' writing, it can show them that we trust their thought process and want to partner with them rather than tell them exactly what to do.
Check out these tips for responding to your student's writing. They will make all the difference in the world.
Engage with the content of your student's writing. For example, "I didn't realize ____," "Tell me more about ____," "What you said here reminds me of ____, " or "I found ____ interesting."
When your students make mistakes in their writing, it shows that they are learning and growing, and taking risks! Mistakes are a vital part of the human experience. They are not a bad thing!
When reading your student's writing, point out something your student did that was right. They are trying so hard. Be sure to see the things you definitely want them to repeat next time.
Point out one thing your student needs to improve upon. It could be as simple as spacing, end marks, the spelling of a word, or clarity. Use positive feedback to help them forward.
Click on the pictures below for resources that will make a difference for your student's writing experience.
In "The Four Deadly Errors of Teaching Writing," Andrew Pudewa redirects us from overcorrecting to editing and pointing out just one or two things our students can work on. He admonishes us to not hold back help but to spoon-feed our students when they need it. He encourages us to stay away from unclear assignment-giving and instead give clear and detailed expectations. Finally, he condemns over-expectations and helps us to understand that our students need time and practice to get good at writing. The article is well worth the read!
In "The Four Deadly Errors of Teaching Writing," Andrew Pudewa redirects us from overcorrecting to editing and pointing out just one or two things our students can work on. He admonishes us to not hold back help but to spoon-feed our students when they need it. He encourages us to stay away from unclear assignment-giving and instead give clear and detailed expectations. Finally, he condemns over-expectations and helps us to understand that our students need time and practice to get good at writing. The article is well worth the read!
For best results, it is recommended to teach writing skills in short bursts. Keep it...
For best results, it is recommended to teach writing skills in short bursts. Keep it...
Simple
Brief
Focused
Concise
Reflective of student needs
Non-threatening
Daily
Fun
Consistent
Responsive to students
Gentle
Light
Informative
Humorous
Playful
Inviting
Interactive
Hands-on
Modeling...
Modeling...
Is done by the teacher or parent/learning coach
Shows instead of tells
Offers an example
Is inspiring for students
Provides a reference
Is sensitive to the student's level of ability
Focuses on a specific skill
Is the first step of a gradual release toward student independence
I DO - WE DO - YOU DO
a teaching method that works
First, the learning coach or teacher models the use of the writing skill.
First, the learning coach or teacher models the use of the writing skill.
Let's say your student doesn't use end marks such as a period, exclamation point, or question mark to complete their sentences.
Model it for them first by writing a sentence in front of them and noting that you are using an end mark to tell the reader that you are finished with that thought. You may have to do this several times for several days before your student sees and understands it.
Something important to note is that when we are exposed to something new, it takes an average of seven times for it to "click" in our brains (sometimes more if it is more complex and sometimes less). We can be patient and allow our students' brains time to process and take in the new information. This gentle patience will provide the foundation for a positive learning experience.
Next, the learning coach or teacher uses the writing skill with the student.
Next, the learning coach or teacher uses the writing skill with the student.
Participate in the writing task with your student by writing a sentence together and deciding what kind of end mark to put after your complete thought.
Don't be afraid to use the language "complete thought" as this will help them hear vocabulary about writing. Have your student work with you to determine which end mark best fits. You can even create an end-mark garden, where the student "picks" the best one for the job. You can help too!
Finally, the student uses the writing skill independently.
Finally, the student uses the writing skill independently.
It is now time to allow your student to show you what they can do all by themself.
Have your student complete the writing task independently. You can assign a sentence and let them know that they will need to use an end mark to complete their thought.
When they use an end mark, be sure to let them know that they did it and that you are proud of them!
If they did not put an end mark, you know that they still need a little help and a little more time and practice in the I do and We do sections. It's okay to move backward to reinforce the concept until your student can produce the skill on their own.
Be sure to notice when they independently use the skill. That positive reinforcement will help them to continue using end marks and will show that you are paying attention to their hard work.
Here are some ideas to help your student write more.
Here are some ideas to help your student write more.
Write with your student! It is so empowering to the child to have their learning coach or teacher sit down with them and write. Don't concern yourself with being perfect. As they see you deal graciously with your own mistakes, they will learn to do the same.
Get special items to write with, like their favorite colored gel pen or an interesting notebook.
Write across the curriculum. This means that your student can write about science, social studies, and even math and art!
Interact with their writing in a positive way.
Use Thinking Maps to help generate and organize ideas.
Here are some ideas to help your student become a better writer.
Here are some ideas to help your student become a better writer.
Deliberate practice is a great place to start. This means that you can guide them in one or two writing skills that they need to improve upon. You can say to your sixth grader, "I see that you are starting your sentences in the same way. One way to improve your writing is to find different ways to start your sentences. I'll show you three different ways so you can start using them."
The next time they write, you can lead with, "Here are the different ways you can start your sentences. I'd like you to change it up a bit as you complete your writing assignment today."
Continue to challenge them as you see them struggle to implement the improvements. You can say something like, "I see that you are continuing to start your sentences in the same way. Let's work together to change some of these around so you can start using this technique to improve your writing."
When you see them implement the improvement, you can note, "Your writing is much more interesting because you have started your sentences differently. Great job for remembering to do that!"
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