Modeling Writing

There's so much more to tell you about text complexity, but I'm taking a brief bird walk to let the ideas from the book I'm reading percolate a bit.  Instead, I wanted to tell you about a few wise words Jayna and I heard recently from Linda Hoyt and Kelly Boswell (who coauthored Crafting Nonfiction with Linda).  I know they are wise words when they remind me about what I believe in, but have forgotten to put into practice.  These reminders are about how difficult writing can be and the empathy and scaffolding that need to be present for children to name themselves as writers.  Here's my top ten list.  I hop they spur you into a new practice next week.

Top Ten Things to Remember about Writing Instruction

1.  Modeling is not the same as explaining.  At first these two seem like synonyms.  But actually, one is instruction and directions.  The other is us actually doing the things we have asked the kids to do.  As we explain or instruct we position ourselves as teachers.  We tell kids what we want them to do.  We create anchor charts with them.  When we model writing we are positioning ourselves as writers and thinkers.  this isn't shared writing.  The kids are watching and listening and noticing.  We actually write in front of them while making our thinking visible.  See the nuance?  I wonder about the power of keeping these two things separate for kids.

2.  Keep your modeling short and keep it focused.  Ok, so this is a huge one for someone who just wants to squeeze one more thing in.  :-)  But the power is in the one, concise, well focused lesson.  What is the one thing I want them to notice in their writing and practice?  Find a way to make that visible and then stop!  Kelly talked about the lesson lasting 1 minute for every year the children are old.  First graders=6 minutes.  Second graders=7 minutes.  You get the idea.  Maybe I will.  :-)

3.  Limit the focus of your modeling language.  Ok, this is really part of number two, but don't go overboard with those 6 or 7 minutes by cramming too much in.  Kelly used a great analogy.  She asked us to imagine a garden hose that was on half pressure.  You can hold the hose up, but the water doesn't spray very far.  The grass a foot or two in front of you might get wet, but that's about it.  If you take that same water and focus your thumb on the front, you can get a smaller stream of water to go quite a distance.  This is what we need to do with modeling.  Narrow and focus the modeling and it will have farther reaching impact.

4.  Let them practice immediately.  Kids need an opportunity to practice while what you've modeled is still fresh. Too much time and space without practice is easily forgotten.  Oh, how true about so many things.  ;-)

5.  Go on a listening tour.  I love the way this is phrased.  It sounds like a vacation.  :-)  Actually, it means to wander and listen to what kids are saying.  To listen to them read.  To pay attention to their successes and frustrations.  You can learn so much about the next lesson when they are practicing.

6.  Be authentic.  Kids need to see you really writing.  This can make some of us sweat with anxiety.  That's ok.  Let the kids see it.  It's authentic.  It is worth pure gold for kids to see us authentically write and to be authentic writers.  Did you make a list of Christmas shopping?  Tell them about it.  It's writing.  Did you write a family Christmas letter?  Perfect.  Show them that you write and they'll be able to see they can too.  I've written a few things for reading intervention lessons and I'm always surprised at the attention I get.  When kids know they will learn something about me, they sit up and listen more closely.  They'll sit up for you too.

7.  Write high quality writing.  Write like an adult, not a 2nd grader.  We don't read them books written by 4th graders because they can only read at the 4th grade level.  We don't fall down in front of toddlers while we are walking to make them fell better about themselves as walkers.  :-)  We use mentor texts written by highly respected and published authors.  Give them your best writing when you model!

8.  Gradual Release of Responsibility is HUGE!  Kids really, really, really (even GT kids, seriously) need to have an opportunity to experience I Do, We Do, You Do.  Make sure to model, work side-by-side, and then let go for a practice.  I would also add (thank you Jeff Wilhelm and Jim Fredricksen) that kids also need to Compose to Transfer.  This means that after the I DO, We Do, You Do, we also add an I Own opportunity where kids reflect on what they've learned and how it will impact their future writing.  THIS IS HUGE!  Brain research tells us that reflection and processing on a learning experience plays a key role in helping that learning stick.  Don't skip the reflection!

9.  Model everything!  Pay attention on your listening tours.  You might be surprised about what kids really need.  Maybe it will be a conference with one child, but I bet, if you listen, the lessons you need to model for all the kids will begin to surface.

10.  Don't forget that writing is hard.  Have empathy.  Remember that it's ok for kids to see you struggle.  Model not giving up.  Model keeping after.  Just model!