Brainstorming- Pre-reading activity that identifies a broad concept reflecting the main topic to be studied in an assigned reading and organizes students in small groups to generate a list of words related to the topic
Buddy journal- Written conversations between children in a journal format; promotes student interactions, cooperation, and collaboration.
Dialogue journal-A journal written as conversation between child and teacher that emphasizes meaning while providing natural, functional experiences i both writing and reading.
Double-entry journals- A two-column journal format that gives student an opportunity to identify passages from tests and explore in writing why those passages are interesting or meaningful.
Group share sessions- Discussion period intended to help students reflect on the day’s work, as part of a writing workshop plan, the session focuses on specific writing concerns.
Guided writing- An instructional framework in which teachers guide students as they write.
Key pals- The electronic equivalent of pen pals.
Mini-lessons- A brief, direct instruction exchange between teacher and students to address specific observed learning needs of students.
Multigenre projects- A paper that is a collection of genres that reflect multiple responses to a book, theme, or topic. Examples of genres are post cards, letters, posters, and comic strips.
Plot scaffolds- An open-ended scrips in which students use their imaginations to create characters, a setting a problem and a solution.
Reading journals- A journal used in conjunction with literacy texts. After a period of sustained reading, teacher use prompts to guide students’ written responses.
Response journals- A journal entry without a teacher prompt.
Writing notebooks- Places where students can gather observations, thoughts, reactions, ideas, unusual words, pictures and interesting facts for future writing.
Writing workshop-Classroom writing time during which students are given the structure and direction they need to understand, develop or use specific writing strategies in planning and revising drafts.
How to create an informal writing environment-
- Use student’s’ experiences and encourage them to write about things that are relevant to their interests and needs.
- Develop sensitivity to good writing by reading poetry and literature to students
- Invent ways to value what students have written
- Guide the writing personally
- Write stories and poetry of your own and share them with your students
- Tie in writing with the entire curriculum
- Start a writing center in your classroom
- Create a relaxed atmosphere
How to use technology to teach writing-
Relationships between reading and writing and what the research states-
Suggestions to encourage classroom writing:
Traditional writing process-
- Brain storm what they want to writing about
- draft their thoughts
- Revise their thoughts after input from the teacher or peers
- Edit their writing for errors and such
- Publish their writing
Practical classroom application
- I love the idea of the Dialogue journal-A journal written as conversation between child and teacher that emphasizes meaning while providing natural, functional experiences in both writing and reading. This would be such a fun way to create a story with a student and have more meaningful connection with them.