To make writing instruction meaningful, students need explicit instruction that presents them with writing models and teaches them skills within a community of writers. By using an “ I do , We do , You do ” approach, shift responsibility to students and help them develop the skills and confidence to write for real purposes.
Research
To make writing instruction meaningful, students need explicit instruction that presents them with writing models and teaches them skills within a community of writers (Roth & Guinee, 2011). Models, presented by teachers in a “Read- Aloud” format can assist students as they become familiar with the features of various texts. In a similar approach, “Write-Alouds,” conducted during a shared writing lesson, engage students as they practice making various decisions they will need to write independently. Collaborating on writing in small groups is another useful approach in which the teacher supports students and students support each other as writing responsibility is gradually released.
Application
By using an “ I do , We do , You do ” approach, gradually shift responsibility to students and help them develop the skills and confidence to write for real purposes.
Steps in the Process
Resources
- Strategy Guide: Shared Writing and Strategy Guide: Write Aloud at Read, Write, Think (IRA).
- Every Child a Reader and Writer professional development opportunities from the Noyce Foundation & the Carnegie Foundation
References
Roth, K., & Guinee, K. (2011). Ten minutes a day: The impact of interactive writing instruction on first grader’ independent writing. Journal of Early Childhood Literacy, 11(3), 331-361.
Read, S. (2010). A model for scaffolding writing instruction: IMSCI. The Reading Teacher, 64(1), 47-52.
