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Ever wondered how to help your student as they learn how to write? Click on the arrows below to find out.
Helping my student write:
Helping my student write:
Scaffolding
Providing something for the student to make it easier for themÂ
to move forward in their writing. For example, verbal discussion, Thinking Maps, and modeling.
“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 studentÂ
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.
Thinking Maps
Visually organize your thoughts before you write.
Movement
A short movement break helps students process information,Â
remember, and focus.
Music
This can help some focus but distract others; use it when appropriate.
Commenting on student writing:
Commenting on student writing:
Content
"I noticed that you talked about..."
Word Choice
"The way you said this brought out your own style."
Flow
"I got a little confused and wondered if a few transition words might help it flow more seamlessly."
Clarity
"I understand what you are saying here. It is very clear."
Visual Images
"The adjectives you used helped me see it in my mind."
Commenting on student writing:
Commenting on student writing:
Questions
"What did you mean when you wrote...?"
Sentence Structure
"I noticed that you varied the length of your sentences. That keeps it interesting for the reader."
Mechanics
"Consider indenting your paragraphs to make it easier for the reader to move into the next idea."
Wonderings
"I wonder if you took this word out, how it might sound."
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!
Mini Lessons are...
Mini Lessons are...
Simple
Brief
Focused
Concise
Reflective of student needs
Non-threatening
Daily
Fun
Consistent
Responsive to students
Exposing students to essential criteria of effective writing
A time for students to practice
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
Provides a reference
Teaches organizational structure
Teaches strategies
Is sensitive to the student's level of ability
For Kindergarteners is 5 days a week
For 1st - 3rd graders is 3 days a week
Focuses on a specific skill
Moves into strategies after starting with basic structures
Shows students how to write to prompts
Focuses on the essential criteria of effective writing
Is the first step of a gradual release toward student independence
I DO - WE DO - YOU DO
a method that works
Learning Coach models
Learning Coach models
Your student doesn't use end marks such as a period, exclamation point, or question mark.
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.
Learning Coach does it with the student
Learning Coach does it with the student
Do it with them 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 them work with you as to which one best fits. You can even create an end marks garden that you have handy where the student "picks" the best one for the job. You can help too!
Student does it independently
Student does it independently
Have your student do it independently. You can assign a sentence and let the student know that they will need to use an end mark to complete their thought. When they do, 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 it on their own. Be sure to notice when they do. That positive reinforcement will help them to continue using end marks and will show that you are paying attention to their hard work.
Click on the pictures below for answers to some important questions.
Some Ideas
Some Ideas
Write with your student! It is so empowering to the child to have their learning coach sit down with them and write. Don't concern yourself with being perfect either. 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.
Some Ideas
Some Ideas
Deliberate practice is a great place to start. This means that you can guide them in one or two things 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."Â
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 when 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!"
Templates to use in the writing process coming soon!
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