In LISD, writing is viewed as an integral part of a balanced literacy program where reading and writing are complementary processes.

Writing is a complex life-skill which requires instruction in the use of higher level thinking skills.

Instruction will occur through the writing process and be guided by on-going assesssment of individual student needs.

Writing will be taught daily (K-5) in a safe environment where students can freely express original thoughts and ideas while addressing a variety of authentic purposes and audiences. Writing will be included in content area instruction.

Oral communication must be modeled and taught in order to master written communication (they write as they speak.)

Your child will be encouraged to use "invented spelling" (i.e. bcz for because and skl for school) in words that have not been covered in the spelling curriculum. I will not correct errors on most papers, but will ask students to interpret their writing when needed. Studies show that when students are worried about spelling words correctly, the flow of ideas becomes inhibited. Spelling will be emphasized when editing a paper for final copy to be displayed.

Your child will be learning how to write through:

Modeled Writing is a component in which teachers write in front of children, putting words together to make meaning of print. Teachers verbalize their thoughts as they write (think out loud). Materials used might include an easel, chart paper, large white board, pens, pencils, white correction tape, and markers. The purpose of Write Aloud/Modeled Writing is to demonstrate how writing works by showing children that ideas can be recorded on paper.

Shared Writing is a teaching process where the teacher and children collaborate to write a text together. In a large or small group, the teacher uses chart paper and markers while acting as scribe. The purpose of Shared Writing is to demonstrate how writing works by showing children that their ideas can be recorded on paper and they can participate in the recording process/writing. In addition, Shared Writing provides opportunities for younger children to develop concepts about print (directional movement, return sweep, one to one matching, etc.), and to participate and behave like writers. In the upper grades, it allows for the teacher and students to discuss and compose a common text related to an experience or an area of study. The final product will reflect changes, deletions or corrections the teacher has made.

Interactive Writing is a teaching process where teachers and children compose messages and stories that are written together using a “shared pen,” a technique that involves children in the writing. The teacher and children negotiate what they are going to write and then share the pen to construct the message. The teacher serves as the facilitator of the discussion--summarizing, confirming and synthesizing the children’s ideas. The final product should be of published quality and error free. (Cover and correct errors using matching paper or correction tape and marker).

Guided Writing is a teaching component designed to teach a specific skill or strategy to the whole group, a small group, or individuals and to give children practice in writing. Each child has his/her own writing materials and space. The children do the writing, but are supported as needed by a teacher who provides instruction through mini-lessons and conferences. The purpose of Guided Writing is to expand writing knowledge based on the student’s needs.

Independent Writing provides children the opportunity to write their own writing pieces. The purpose of Independent Writing is to practice using writing skills and strategies and to support reading development. The teacher needs to provide time for children to write every day, across all areas of the curriculum.

Whole Group Instruction/ Mini-Lesson (10 minutes)
Mini-lessons are short, focused, and direct. The topic of the mini-lesson varies according to the needs of the class but tpicalls falls into one of the following categories:
*Procedures- Important information about how the workshop runs- how to get/ use materials, where to confer with a classmate etc.
* Writing process- Strategies writers use to help them choose, explore, organie a topic, revision strategies etc...
* Qualities of a god writing- Information to deepen students' understanding of literary techniques: use of scene, point of view, rich language, leads, conclusions, traits of writing.
* Editing skills- information to develop understanding of spelling, punctuation, and grammatical skills.
Teachers use the mini-lesson to introduce a skill or strategy that seems relebant and timely for the students. the students might practice the skill during the mini-lesson, but once the lesson ends, students return jto their ongoing writing projects, with the focus on the goals they have set for themselves. The students may or may not choose to use the strategy learned that day in their writing.

Writing time: (30 minutes) During this time, students choose their own topics and set their own purposes for writing. Throughout the year, students should write in a variety of genres (narrative, memoir, poetry, fiction, persuasive, non-fiction). Students are prewriting, drafting, revising, editing, rereading their writing, conferring with other students, and conferring with he teacher. Students may be at different stages of the writing process at different times.

Conferences: While students write, the teacher uses this time to move around the room and confer with students as they write throughout all the stages of the writing processs. Conferences are kept short, less than 5 minutes. Teachers go to students for conferences. A lot of good teaching takes place during a studnet-teacher conference. Although conferences are designed for a particular student, nearby studnets will eavesdrop and also benefit.


Sharing (5 minutes): Students may share their writing ideas or pieces of their writing with he whole class, or students may share in small groups. During share time, the teacher coaches students how to give and receive response to each other's writing.

Prewriting (rehearsal or brainstorming)- The writer comes up with the ideas for writing

Drafting- The writer gets ideas down on the paper as quickly as possible in rough draft form.

Revising- The writer makes reflective choices to enhance the piece of writing by changing the content.

Editing- The writer prepares a piece to be "reader friendly" by focusing on spelling, capitalization, punctuation, and usage.

Publishing- The writer prepares a piece to be "reader friendly" by focusing on spelling, capitalization, punctuation, and usage.

Publishing- The writer prepares the presentation of a piece of writing to go public.

Rereading-is the glue that connects each stage of writing craft cycle. "You should be the best expert in the world on your own writing, and the way to do that is by rereading it over and over as you write (Ralph Fletcher)."