The Writing Block In a balanced literacy classroom By Leigh Daley.

The Writing BlockThe Writing BlockIn a balanced literacy classroomIn a balanced literacy classroom

By Leigh Daley

Goals of the Writing Goals of the Writing Block:Block:

See writing as a way to tell about See writing as a way to tell about thingsthings

Write fluentlyWrite fluently Learn to read through writingLearn to read through writing Apply grammar and mechanics in Apply grammar and mechanics in

their own writingtheir own writing Learn particular forms of writingLearn particular forms of writing Maintain the self-confidence and Maintain the self-confidence and

motivation of struggling writersmotivation of struggling writers

What does the Writing What does the Writing Block look like?Block look like?

Segment One – Mini Lesson/Teacher Segment One – Mini Lesson/Teacher WritingWriting– Five to ten minutesFive to ten minutes– The teacher presents a mini-lesson in which The teacher presents a mini-lesson in which

real writing and a skill or strategy is modeled. real writing and a skill or strategy is modeled. This includes:This includes:

A focus on writing, adding to, or editing a pieceA focus on writing, adding to, or editing a piece Reference in made to the word wall or other places in Reference in made to the word wall or other places in

the room to model how words available in the the room to model how words available in the classroom can help with spellingclassroom can help with spelling

A modeled use of an Editor’s checklist to promote A modeled use of an Editor’s checklist to promote and guide self-checking, peer revision, and editing. and guide self-checking, peer revision, and editing. This checklist will grow throughout the year.This checklist will grow throughout the year.

The Writing Block, cont’dThe Writing Block, cont’d

Segment Two – Children Writing/Teacher Segment Two – Children Writing/Teacher ConferencingConferencing– Students writing on self-generated topics, Students writing on self-generated topics,

individually paced at various stages of the individually paced at various stages of the writing process, perhaps working for multiple writing process, perhaps working for multiple days on one piece.days on one piece.

– Individual conferences occur between some Individual conferences occur between some students and the teacher while the other students and the teacher while the other students write. Each student picks one piece, students write. Each student picks one piece, from three to five good first drafts, to revise, from three to five good first drafts, to revise, edit, and publish during the conference.edit, and publish during the conference.

The Writing Block, cont’dThe Writing Block, cont’d

Segment Three – SharingSegment Three – Sharing– Selected students share briefly in the Selected students share briefly in the

Author’s Chair (approximately two Author’s Chair (approximately two minutes each) something they have minutes each) something they have written.written.

– The “author” answers several The “author” answers several questions from classmates about the questions from classmates about the writing. The teacher models the writing. The teacher models the types of thoughtful questions types of thoughtful questions students should learn to ask.students should learn to ask.

Mini - LessonsMini - Lessons

The writing block begins with a mini-The writing block begins with a mini-lesson. The teacher works with the lesson. The teacher works with the overhead projector or with a large overhead projector or with a large piece of chart paper. She writes and piece of chart paper. She writes and models all the things writers do – models all the things writers do – although not all on any one day! The although not all on any one day! The teacher thinks aloud, deciding what to teacher thinks aloud, deciding what to write, and then writes. While writing, write, and then writes. While writing, the teacher models looking at the the teacher models looking at the Word Wall as well as inventive Word Wall as well as inventive spelling.spelling.

Keep in mind….Keep in mind….

A successful mini-lesson is short, A successful mini-lesson is short, teacher-directed, and discusses teacher-directed, and discusses only one topic.only one topic.

Must Have Mini - LessonsMust Have Mini - Lessons

Procedures/rules to follow during the Procedures/rules to follow during the writing periodwriting period

Four Square writingFour Square writing 6+1 Traits6+1 Traits Choosing a topicChoosing a topic What to do if you can’t spell a wordWhat to do if you can’t spell a word Punctuation and grammarPunctuation and grammar Adding on to a pieceAdding on to a piece RevisingRevising editingediting

More mini-lesson topicsMore mini-lesson topics

Shared writingShared writing Words authors useWords authors use How to set a sceneHow to set a scene Different genres of writingDifferent genres of writing Adding feelings into my writingAdding feelings into my writing Books as models for writingBooks as models for writing How to add to or change a storyHow to add to or change a story Staying on topicStaying on topic Rhyming wordsRhyming words Synonyms/antonyms/homonymsSynonyms/antonyms/homonyms

Even more topics…Even more topics…

PoetryPoetry Figurative languageFigurative language Humorous writingHumorous writing RubricsRubrics Editing checklistsEditing checklists Anchor papersAnchor papers Viewing student piecesViewing student pieces Letter writingLetter writing The writing processThe writing process HooksHooks Responding to promptsResponding to prompts

Children WritingChildren Writing

Children choose topics and write Children choose topics and write about what they know. about what they know.

DritingDriting. . Half and HalfHalf and Half. . The Process.The Process. Focused Writing. Focused Writing. Journal Writing.Journal Writing.

Goals of Teacher Goals of Teacher Conferencing:Conferencing:

Encourage the student to apply the Encourage the student to apply the mini-lessons that have been taught mini-lessons that have been taught consistentlyconsistently

Support the student individually in Support the student individually in his area of greatest potential his area of greatest potential growth by evaluating the student’s growth by evaluating the student’s writingwriting

Build the confidence of the student Build the confidence of the student as a writeras a writer

Teacher’s Self-evaluation for Teacher’s Self-evaluation for Writing Conferences:Writing Conferences:

Have I let the student retain ownership Have I let the student retain ownership of the piece of writing?of the piece of writing?

Have I helped the student grow Have I helped the student grow individually in at least one area?individually in at least one area?

Have I focused the conference narrowly Have I focused the conference narrowly enough so that growth can occur?enough so that growth can occur?

Have I asked questions that will allow Have I asked questions that will allow the student to make choices, rather the student to make choices, rather than making the choices for him?than making the choices for him?

Have I helped the student realize that Have I helped the student realize that correctness is not what good writing is?correctness is not what good writing is?

Have I remained positive with the Have I remained positive with the student to encourage his ideas and student to encourage his ideas and attempts?attempts?

Common problems and mini-Common problems and mini-lessons to address them:lessons to address them:

““I don’t know what to write-itis” (ideas)I don’t know what to write-itis” (ideas) I have soooo much to say… (organization) I have soooo much to say… (organization) Repeated phrases - and so, then, and Repeated phrases - and so, then, and

(fluency)(fluency) Weak adjectives like cool, awesome, Weak adjectives like cool, awesome,

pretty, neat (word choice)pretty, neat (word choice) Each sentence on a new line in a Each sentence on a new line in a

paragraph (conventions)paragraph (conventions) No imagination in writing (voice)No imagination in writing (voice) Sloppiness (presentation) Sloppiness (presentation)

Things to remember…Things to remember…

Don’t expect a finished piece every day. Don’t expect a finished piece every day. It is not necessary to grade every piece. It is not necessary to grade every piece. Use a Use a rubricrubric or give content/mechanics grades. or give content/mechanics grades. Save samples to show progress. Save samples to show progress. Children will be at all stages in the writing Children will be at all stages in the writing

process. process. Teaches MUST model what writers do. Teaches MUST model what writers do. It is important to write EVERY day. It is important to write EVERY day. Write for an authentic audience/publish or Write for an authentic audience/publish or

share. share. The 4th Grade Writing Assessment is REALLY The 4th Grade Writing Assessment is REALLY

K-4. K-4.

Another way children learn to read is by Another way children learn to read is by writing. For some children, their own writing. For some children, their own writing provides the first successful writing provides the first successful reading experience. Many children love reading experience. Many children love the combination of writing and the combination of writing and illustrating that leads to a published illustrating that leads to a published work. Children’s writing samples, prior work. Children’s writing samples, prior to the publication stage, serve as a rich to the publication stage, serve as a rich portrait of how well young minds are portrait of how well young minds are applying important language skills and applying important language skills and strategies, as well as what they knew strategies, as well as what they knew about words.about words.

The Writing Block includes a mini-lesson The Writing Block includes a mini-lesson that provides children with a model of that provides children with a model of what writers do. During the block, children what writers do. During the block, children engage in various writing activities from engage in various writing activities from starting a new piece, finishing a piece, starting a new piece, finishing a piece, revising, editing, or illustrating. Another revising, editing, or illustrating. Another component includes conferences that lead component includes conferences that lead to a final published piece. In the Author’s to a final published piece. In the Author’s Chair, children share their writing and Chair, children share their writing and respond to each other’s writing at various respond to each other’s writing at various stages in its development.stages in its development.

References:References:

Cunningham, P, Hall, D, & Sigmon, C Cunningham, P, Hall, D, & Sigmon, C (1999). (1999). The Teacher's Guide to the The Teacher's Guide to the Four BlocksFour Blocks. Greensboro: Carson-. Greensboro: Carson-Dellosa. Dellosa.

Sigmon, C (2001). Sigmon, C (2001). Modifying the Modifying the Four Blocks for Upper Grades.Four Blocks for Upper Grades. Greensboro: Carson-DellosaGreensboro: Carson-Dellosa