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Teacher Tools - Reading Structures & Routines

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Teacher Tools - Reading Structures & Routines

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Fishtank Learning helps teachers engage, challenge and inspire their students with free, high-quality K–12 math and ELA curriculum.

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The Road to Writing Independence Google Slides (RPS Building TRI)

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The Road to Writing Independence Google Slides (RPS Building TRI)

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Article: Possibilities for Interactive Writing in a Bilingual Classroom

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Article: Possibilities for Interactive Writing in a Bilingual Classroom

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Interactive writing is one of my favorite literacy activities to do with kindergarteners because it is so versatile. It can serve multiple purposes from labeling parts of the classroom to writing a letter, composing a story, making a list, or writing a class book. It can be used in a whole or small group. It gives children opportunities to demonstrate their level of understanding of previously taught skills. And, it allows the teacher to differentiate and scaffold instruction on the spot for individual students.

In a bilingual classroom (mine is English / Mandarin), it is so important to build community around speaking, listening, and writing together. Children need to see there is a connection between the languages, and that all their teachers are committed to the goal of helping them develop and deepen their skills as bilingual readers, speakers, and writers. When students partake in something collectively like cooking or a field trip, it makes everyone an expert with firsthand knowledge of how it went. This, in turn, helps build community and establish common ground. The interactive writing process can bring closure to and help students reflect upon a shared classroom experience.

Last year my co-teacher, Danna Zhang and I used interactive writing to align our work in writing workshop. It was the start of the Lunar New Year and we had just begun our How-To unit, so we thought it fitting to make dumplings with the class and then use that shared experience to write an instructional class book about it. We brainstormed a few different ways to do this, and ultimately decided to make a four-page book that alternated languages on each page. I led the English page creation while Danna led it in Mandarin. The entire process took place over multiple sessions per page, so this was also an exercise in patience and stamina!

Before Danna and I got to the physical writing with the kids, we wanted to make sure they could retell the steps that we followed and could say them in their own words-in both languages. Oral production before writing is important because it helps children plan and find the words to express their ideas before putting pen to paper. What did we do first, next, then, and last? We prompted them with photographs we had taken during the dumpling-making activity, and in partners, had them orally retell the process to one another.

Something else we did to front load the writing process was to have every student illustrate each step of the book on a sticky note. They then arranged their steps sequentially on a giant piece of butcher paper that had been sectioned off into four columns: first, next, then, and last. These sticky notes were repurposed and rearranged like a vast sea of yellow squares as the illustrations for each page.

The rest of the process followed along the lines that much interactive writing does. The children helped compose the text, the pen was shared between individual students and the teacher, care was taken to correctly spell high frequency and other phonetically predictable words (in English), and we worked on basic writing conventions such as using appropriate capitalization, spacing, and end punctuation.

For the pages written in Mandarin, the children composed the sentences orally and wrote the characters using a combination of key vocabulary and high frequency word flashcards. In some cases, drawings were used in place of particular characters as a strategy to help children write words that they were not yet familiar with or could not yet identify.

Our bilingual How To Make Dumplings book was a grand experiment of sorts, and in the end it was a truly worthwhile experience. Not only did the kids take so much pride in writing it, but it became a class book we could read and reread all year long. If you have the chance to do interactive writing in a bilingual setting, use it as an opportunity to think outside the box and celebrate the many ways bilingual literacy can serve to bring people-and the curriculum-together.

I am a mother to two young children, an early childhood educator, and a writer. View all posts by Jenna Komarin

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Possibilities for Interactive Writing in a Bilingual Classroom

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In a bilingual classroom, it is so important to build community around speaking, listening, and writing together. Interactive writing is a fantastic tool that can support this goal.

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Pictorial Input Chart Classroom Demonstration! Ft. 7 Hip Pocket Tools

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Sentence Patterning Chart Activities Article

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Sentence Patterning Chart Activities Article

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Professional Development for Language Acquisition and Literacy | Be GLAD

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Short example of a Guided Write within the Classroom

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Spanish Sentence Patterning Chart Images for making your own chart

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Shared Writing Article - "Shared Writing 101: A Crash Course In Writing Together"

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Shared Writing Article - "Shared Writing 101: A Crash Course In Writing Together"

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If you teach writing workshop, then chances are you value student independence. You encourage kids to solve problems on their own, do their very best work, choose their own topics to write about, and to work at their own pace.

For the most part, kids will improve as writers by practicing writing themselves. However, there are times when kids might need a little extra scaffolding. Shared writing can support their work in a variety of ways.
What is shared writing?
Simply put, shared writing is when the kids come up with the ideas as a group, and the teacher does all or most of the actual physical writing on the page. Most often, shared writing happens on chart paper or on a SmartBoard, so that the whole class can work together on a story (or essay, song, poem, or any kind of writing). But shared writing can also happen in small groups, or even one-one with a student on smaller paper.

Shared writing is not the same as independent writing, and it doesn't take the place of it. But it can be a helpful method to use a certain points in a unit, and with small groups of students.
How does shared writing go?
There are many ways that shared writing might go, but after lots and lots of practice, I have found myself following a pattern.

Here's what I usually do:

1. We meet in the class meeting area so that all the kids are close to me and the easel I'm using for writing (this is across the grades K-8).

2. I invite the kids to come up with ideas for a piece of writing. I usually steer them toward the genre that we'll be studying in writing workshop. I might say, "Soon you'll all be writing your own personal narratives. Today we're going to write one together. First, let's come up with an idea for a story. It should be something that all of us experienced together so that we can all remember how the story goes. What should our story be about?"

3. Kids turn and talk to a partner about their ideas. I move around the meeting area, listening in on kids and gathering ideas.

4. As I move around, I briefly coach kids to be active listeners, and to lift the level of their storytelling.

5. I select one of the ideas I heard (sometimes restating or embellishing it a bit, perhaps making it easier for the rest of the class to understand), and convene the class. "One of you had a great idea that I think all of us could work on together..."

6. I point to the page that I'll be writing on, and say something like, "What should we write here? How should our story begin? Turn and tell your partner what I should write here?"

7. Again, kids turn and talk. I listen in and coach again. Again I gather ideas by listening in.

8. I convene the class. I share what I plan to write. "I heard one of you say..." and then I write it as quickly as I can.

9. I move on to the next sentence or the next page in the same way. I ask kids for ideas, they turn and talk, I coach, and I write what they said.

This pattern works for any genre or type of writing, I just change my prompts accordingly.

What I don't usually do:

1. Shared writing doesn't take the place of the usual writing workshop-it's in addition to it.

2. I don't usually call on one kid at a time (I use turn and talk instead).

3. I try not to spend an inordinate time with just one partnership-I try to move around.

4. I don't try to make their storytelling perfect. I coach briefly, and then accept their approximations.

5. I don't spend a long time on only a tiny bit of writing.

6. During shared writing I don't usually focus on spelling or mechanics. I just write it. (However, interactive writing is another story, for another post someday.)

Some tips to keep in mind for shared writing:

I use large paper that looks just like the paper the children use during writing workshop. I write on chart paper or perhaps a SmartBoard so the whole group can easily read it.

The children are engaged and involved in telling the story (or essay, song, poem, or other kind of text).

I restate/scaffold children's language by modeling rich language and coach them when they storytell.

Over time, children see each step of the writing process modeled:

Coming up with ideas

Planning across the pages, rehearsing how the text will go

Drafting words and sentences

Revising

Editing

Publishing

Over time, children see qualities of good writing modeled:

This kindergarten teacher created this information book with her students by asking them to decide what she should write on each page. They were also working on writing pattern books, so you'll see that she's coached them to use the same pattern across the pages. When students in this classroom went to write their own information books, they knew just what to do to get started, because they had already written several as a class.

You can see in the above example that all of the writing was done by the teacher (you can tell by the handwriting that the kindergarteners did not write the words). The kids did help with the pictures in this case, but that might not be the case in every piece of shared writing. With older students, there might not be pictures at all-the shared writing should mirror what the kids will be doing on their own.
How long does shared writing take?
One session of shared writing usually takes me about ten minutes, fifteen tops. I find that engagement is highest when ideas are fresh and the pace is moving along. It's easy to get sucked in and wind up spending half an hour-time that I just can't afford when I think about all the other things I would like to do in a day. I also find that splitting shared writing into smaller chunks and revisiting it daily gives kids time to think about our piece across days, rather than all in one-shot.

Writing in front of the kids can take a while, especially if you're working with older kids and you want to model writing with lots of detail and elaboration. Occasionally I might say to the kids, "Is it okay with you if I take this home and finish up this part using the great ideas you gave me? I'll share it with you tomorrow so you can make changes to it." This speeds up the process a bit so that we can have a complete piece of writing in a matter of days, rather than weeks, while still ensuring that the kids feel ownership over the text. It's their story after all, not mine.
What's the difference between "shared writing" and "interactive writing?
My colleagues and I at TCRWP refer to shared writing when we are talking about creating a text together with the class (or small group), and the focus is on the kids coming up with the ideas and language. The teacher does the physical writing. Shared writing takes kids through the entire writing process together through oral storytelling: from gathering ideas, to drafting and revising a complete piece. By rehearsing ideas aloud, kids are getting lots of practice with language-they are able to rehearse an idea multiple times in a relatively small amount of time when compared to the time it may take to write. For some kids, oral language/rehearsal is their preferred mode or learning style while others struggle with sharing their thoughts verbally. Shared writing helps you reach those verbal kids who need to and like to talk in order to think and understand, while at the same time supporting the kids who are less comfortable and need extra practice in the speaking and listening department.

On the other hand, we refer to interactive writing when the kids come up to the chart paper and actually do some of the physical writing on the page. Some call this "sharing the pen" or "guided writing." In interactive writing, the goal is to coach the kids to write a conventionally sound text-spelling, grammar, and mechanics are front and center. These pieces of writing tend to be shorter so that each spelling pattern or grammatical feature can be discussed along the way. In grades K-2 an interactive writing text might only be a one-word label, or a sentence that states the classroom news of the day. In grades 3-5 an interactive writing text might be a bit more than that, but still pretty short. I highly recommend the book Interactive Writing by Andrea McCarrier, Irene Fountas, and Gay Su Pinnell if you're interested in learning more.

An example of interactive writing:

You can see that the teacher wrote most of the words, but students wrote the initial consonants, G, T, F, and T. In the process of creating this text, the teacher discussed capitals/lower cases, apostrophes, spaces, listening for the first sound in each word, and end punctuation.

Of course, sometimes I might add a sentence or two to a pre-existing shared writing text, using interactive writing-but that's getting fancy.
What is shared writing good for?
Shared writing provides kids with a mentor text that they had a hand in creating, so that their understanding of the meaning of text, as well as the craft and structure is very strong. For example, if you're about to begin a unit of study on realistic fiction, you might write a realistic fiction piece together with your class before the unit even begins, giving students the big picture of how the unit is going to go. Then as the actual unit progresses, you'll find yourself referring back to the shared class story often, saying "Remember when we wrote our class story? Well today I'm going to teach you that you can do the same thing in your own stories..."

Additionally, early stage English Language Learners especially benefit from the shared experience of creating a story together before being expected to go off and come up with the language to write a story from scratch. In a unit of study on personal narrative, for example, your class story should be about something that the whole class experienced together so that they can all contribute something to it. Then, when it is time for kids to write their own stories, there may be a few individual students who decide to write the same story that was told as a class. For students who are just learning English, using the class story idea and then putting it into their own words is a nice scaffold-one that they will grow out of as they learn more and more vocabulary.

Lastly, for very reluctant writers-I mean, EXTREMELY reluctant writers-the kid who will literally sit for the entire writing workshop day after day without writing anything. Sitting down one-one and starting a shared piece of writing together isn't a terrible idea. The student comes up with the words, you write it down. Don't kid yourself into thinking that this counts as independent writing-it does not. But it is better than nothing and it might help a student get over the toughest part-taking a risk and getting started. It also might help forge a more positive relationship between you and the student, and more confidence about writing in general if the student likes what she/he sees once the words are recorded on the page. Perhaps you start out by writing down the first page or two (depending on the age and needs of the student), and then they finish it. Then the next time you only write a few paragraphs. Then finally you only write a sentence or two. In this way you can gradually release responsibility to the learner, and give them a little boost to get over whatever hang-up is keeping them from getting going.
In Conclusion...
While shared writing can never take the place of giving kids time and space to practice their own writing, you might find that it can play an important role along side your minilessons, conferences, small group work, and all the other important methods you have in your teaching repertoire.

My questions for you:

1. What do you think? Does this match what you thought shared writing was? Or is this different than what you had heard in the past?

2. Do you use use shared writing in your classroom? When do you use it? When do you not use it?

Please share your thoughts and comments below. Let's have a conversation!

Literacy Coach, Consultant, Author, Graduate Course Instructor, and Mom. Passionate about fostering a love of reading and writing in learners of all ages. View all posts by BethMooreSchool

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Shared Writing 101: A Crash Course in Writing Together

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A quick, down and dirty, overview of shared writing and how it might support your students.

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Here are images for making your own Sentence Patterning Chart

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Writing for Comprehension Research Article

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Writing for Comprehension Research Article

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Improving Writing Fluency in Reluctant Writers

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Improving Writing Fluency in Reluctant Writers

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Improving Writing Fluency in Reluctant Writers - Model Teaching

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This article provides teachers with the knowledge to implement three key strategies that will improve the writing fluency of their students.

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Report: Evidence for How Writing Can Improve Reading

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Report: Evidence for How Writing Can Improve Reading

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Using Read Alouds with Critical Literacy Literature in Grades K-3

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Using Read Alouds with Critical Literacy Literature in Grades K-3

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Chafel, J.A., A.S. Flint, J. Hammel, & K.H. Pomeroy. 2007. Young children, social issues, and critical literacy: Stories of teachers and researchers. Young Children 62 (1): 73-81.

Cunningham, P. 2005. Struggling readers: "If they don't read much, how they ever gonna get good?" The Reading Teacher 59 (1): 88-90.

Harste, J.C. 2000. Supporting critical conversations in classrooms. In Adventuring with books: A booklist for pre-K-grade 6, 12th ed., ed. K.M. Pierce, 507-54. Urbana, IL: National Council of Teachers of English.

Pressley, M. 2006. Reading instruction that works: The case for balanced teaching, 3rd ed. New York: Guilford.

Simpson, A. 1996. Critical questions: Whose questions? The Reading Teacher 50 (2): 118-27.

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Using Read Alouds with Critical Literacy Literature in K-3 Classrooms

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Teacher read alouds are a vital part of literacy instruction in primary classrooms. Learn how to conduct read alouds that feature high-quality children's books which will prompt children to think and talk about social issues that impact their daily lives.

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Take new readers to the next level with strategies that help them analyze, interpret, critique and make connections to texts.

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Talking to a Partner - Responsive Classroom

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Talking to a Partner - Responsive Classroom

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Talking to a Partner (Interactive Modeling)

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Video 3: Dialogic Reading With Expository Text (REL Southeast) (REL Southeast)

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Text Talk: Developing Text Comprehension

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Kindergarten Read Aloud from Achieve the Core

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Kindergarten Read Aloud from Achieve the Core

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In this lesson, kindergarten students experience a read aloud of a narrative nonfiction text about how roads are built. The teacher first completes an unencumbered first read aloud of the anchor text. Students then listen to the text a second time, pausing to discuss text-dependent questions about the machines needed to complete construction of a new road in partnerships and as a whole class. Finally, students engage in a text-based drawing prompt with writing support from the teacher. The anchor text used in this lesson is "Roadwork" by Sally Sutton. It is included as a Literature Big Book in the Wonders curriculum used by this teacher. For more specific information about adapting the Wonders program, please visit the Wonders Materials Adaptation Project.

This video shows a real-life classroom, with all the real-life challenges and successes found in daily interactions between students and teachers. It has been selected because it includes illustrations of the Core Actions and Indicators embedded in the day-to-day work happening in schools, and so it offers opportunities to practice using and norming expectations around the Instructional Practice Guide.
Instructional Practice Toolkit
We recommend watching this lesson in the context of using the Instructional Practice Toolkit, a professional learning module designed to support understanding of planning and instruction aligned to college- and career-ready (CCR) standards. Included on this page with the lesson video is the Instructional Practice Guide, which is included in the Instructional Practice Toolkit.
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Learning about Road Construction through Read Aloud

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In this lesson, kindergarten students experience a read aloud of a narrative nonfiction text about how roads are built. The teacher first completes an unencumbered first read aloud of the anchor text. Students then listen to the text a second time, pausing to discuss text-dependent questions about the machines needed to complete construction of a new road in partnerships and as a whole class.

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Focus Lesson on Talk Moves in First Grade

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Reading Comprehension Strategies for English Language Learners

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Reading Comprehension Strategies for English Language Learners

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Reading Comprehension Strategies for English Language Learners

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Note: This article originally appeared in ASCD Express: Vol. 5, Issue 11, “Reading to Learn.” Comprehension is the reason for reading, but it can be the most difficult skill to master — especially for English language learners (ELLs). ELLs often have problems learning science, math, or social studies concepts, for example, because they cannot comprehend the textbooks for these subjects.ELLs at all levels of English proficiency and literacy development will benefit from improved comprehension skills, which allow them to:read more accuratelyfollow a text or story more closelyidentify important events and concepts in a textmaster new concepts in their content-area classescomplete assignments and assessmentsfeel motivated to read in school and for pleasureThere are a number of ways to build ELLs’ comprehension skills. Often standard strategies that are used in mainstream classrooms are a good starting point — they just need to be tweaked with ELLs’ language and academic needs in mind! This article focuses on strategies that are part of three main approaches: building background knowledge, teaching vocabulary explicitly, and checking comprehension frequently.I. Build background knowledgeDraw on students’ existing knowledgeStudents may already possess content knowledge that they cannot yet demonstrate in English. Look for opportunities to make associations between students’ experiences and new content. Allow students to use their native language with peers for a quick brainstorm about what they know about a topic before presenting their ideas to the whole class.Related Videos Video bonus: See classroom videos and interviews about reading comprehension in our related resource section and classroom video library!Build students’ background knowledgeStudents with limited or interrupted schooling may not have that same level of knowledge as their peers, especially when it comes to historical or cultural topics. When starting a new lesson, look for references that may need to be explicitly explained.Take students on a “tour of the text”At the beginning of the year and each time you hand out a new textbook, take students on a “virtual tour.” Show them different elements of the text, such as the table of contents and the glossary, and discuss how these sections can be helpful. Explain how the text is organized, pointing out bold print, chapter headings, and chapter summaries. Once students learn how to recognize these elements, they will be able to preview the text independently. Remember that students need to know how to use a tool in order for it to be useful. Learn more about this strategy in Teaching ELLs to Navigate Textbooks Effectively.Use a “picture-walk”This strategy can be used for fiction or non-fiction books. “Walk through” the book with the students, pointing out pictures, illustrations, and other graphic elements. Ask them what they notice about the pictures and how they think those details may be related to the story or content.Use outlines to scaffold comprehensionProvide a brief, simple outline of a reading assignment or an oral discussion in advance of a new lesson. This will help ELLs pick out the important information as they listen or read.II. Teach vocabulary explicitlyFocus on key vocabularyChoose vocabulary that your students need to know in order to support their reading development and content-area learning. Provide student-friendly definitions for key vocabulary.Include signal and directional wordsRemember that students may also need explicit instruction in signal or directional words (“because” and “explain”), in addition to key content vocabulary (“photosynthesis” and “revolution”).Use a “picture-walk” for vocabularyOnce students know a new word’s definition, ask them connect those new words to the pictures they see in the text.Teach students to actively engage with vocabularyTeach students to underline, highlight, make notes, and list unknown vocabulary words as they read.Give student practice with new wordsEnsure that your students can:Define a wordRecognize when to use that wordUnderstand multiple meanings (such as the word “party”)Decode and spell that wordIncorporate new words into discussions and activitiesFor students to really know a word, they must use it — or they will lose it. Use new words in class discussions or outside of class in other contexts if appropriate, such as on field trips. Give the students as many opportunities to use and master the new vocabulary as possible.III. Check comprehension frequentlyUse informal comprehension checksTo test students’ ability to sequence material, for example, print sentences from a section of the text on paper strips, mix the strips, and have students put them in order.Test comprehension with student-friendly questionsAfter reading, test students’ comprehension with carefully crafted questions, using simple sentences and key vocabulary from the text. These questions can be at the:Literal level (Why do the leaves turn red and yellow in the fall?)Interpretive level (Why do you think it needs water?)Applied level (How much water are you going to give it? Why?)No matter what the proficiency level of the student, ask questions that require higher-level thinkingTo probe for true comprehension, ask questions that require students to analyze, interpret, or explain what they have read, such as:What ideas can you add to…?Do you agree? Why or why not?What might happen if…?How do you think she felt…?Use graphic organizersGraphic organizers allow ELLs to organize information and ideas efficiently without using a lot of language. Different types include Venn diagrams, K-W-L charts, story maps, cause-and-effect charts, and timelines.Provide students lots of different ways to “show what they know”Drawings, graphs, oral interviews, posters, and portfolios are just a few ways that students can demonstrate understanding as they are beginning to develop their reading and writing skills in English.SummarizeAsk students to use the following strategies to summarize what they have read (orally or in writing):Retell what you read, but keep it short.Include only important information.Leave out less important details.Use key words from the text.It may be challenging to get ELLs’ comprehension skills where you want them to be, but the extra effort it takes will be well worth it as you put them on the path to becoming successful readers.

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How Does Writing Fit into the Science of Reading

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How Does Writing Fit into the Science of Reading

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How Does Writing Fit Into the ‘Science of Reading’?

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Writing in the early grades is often segmented off from reading. Research suggests teaching them together is both efficient and effective.

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The Connection Between Writing, Knowledge Acquisition and Reading Comprehension

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The Connection Between Writing, Knowledge Acquisition and Reading Comprehension

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Article: Writing Undergoes Renaissance in Curricula

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Article: Writing Undergoes Renaissance in Curricula

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Writing Undergoes Renaissance in Curricula

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The subject’s ascent stems from its emphasis in the common core, feedback from colleges and the workplace, and emerging research.

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Engaging with Complex Text: Responding to Text

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Engaging with Complex Text: Responding to Text

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Massachusetts Department of Elementary and Secondary Education

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Literacy Block: Responding to Text - Evidence Based Early Literacy

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The goal of the Massachusetts public K-12 education system is to prepare all students for success after high school. Massachusetts public school students are leading the nation in reading and math and are at the top internationally in reading, science, and math according to the national NAEP and int…

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Writing to Read: Evidence for How Writing Can Improve Reading

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Writing to Read: Evidence for How Writing Can Improve Reading

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Literacy Daily is a space to connect educators, students, and leaders with the latest news, ideas, tools, strategies, and research in literacy instruction.

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Fishtank ELA: Building Stamina for Writing Fluency (Core Tenet #1)

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Fishtank ELA: Building Stamina for Writing Fluency (Core Tenet #1)