| Instructional Decision-Making | Before Reading | During/After Reading | Letter/Word Work | Reading/Writing Connections |
|---|---|---|---|---|
When teachers and students plan the message that the children will write together, the teacher still plays the leading role in ensuring that the story provides opportunities to work on appropriate skills and strategies. When children use their own language to express ideas, they often understand more easily, and their motivation and enjoyment of writing are stimulated. Comprehension can be developed through capturing a summary of the story or important details or lessons through the writing.
Emily Garrett introduces the summarizing strategy of “Somebody-Wanted-But-So” to this guided reading group at text level 4 through negotiating the story in the guided writing portion of her lesson.
How does guided writing with a co-constructed story support struggling readers and writers at emergent text levels?
Supporting Documents: Text transcript of Kitty Cat and the Bird, Student writing journal pages for Kitty Cat and the Bird
How and why does the teacher negotiate the story with the students?
Video: Negotiating the Co-Constructed Story, Level 4;
Transcript
First Grade, Emily Garrett
What strategies does the teacher teach the children to support their writing? How does their reading also benefit?
Video: Teaching Strategies in Writing 1; Transcript,
Commentary on the Lesson 1; Transcript
First Grade, Emily Garrett
Video: Teaching Strategies in Writing 2; Transcript,
Commentary on the Lesson 2; Transcript
First Grade, Emily Garrett
Video: Teaching Strategies in Writing 3; Transcript,
Commentary on the Lesson 3; Transcript
First Grade, Emily Garrett
What are the benefits of negotiating a co-constructed story with struggling readers and writers in early text levels?
Supporting Documents: Student writing journal pages for Ben’s Tooth and A Bad Day for Little Dinosaur
Video: Supporting Comprehension in Writing, Level 14; Transcript,
First Grade, Emily Garrett
Video: Constructing Complex Sentences Level 8; Transcript,
First Grade, Katie Babb
What additional insights can we gain to maximize the effect of guided writing with struggling readers and writers?
Supporting Documents: Student journal writing pages for Baby Tadpole, Where Are You Going, Aja Rose, and Mrs. Spider’s Beautiful Web
Video: Negotiating Stories Not From the Text, Level 10; Transcript,
First Grade, CC Bates
Video: The Cut-Up Story: Using Children’s Oral Language; Transcript,
First Grade, CC Bates
Video: Reciprocity in Using Analogies; Transcript,
First Grade, CC Bates
Video: Letter Boxes; Transcript,
First Grade, CC Bates
Video: Calling Attention to Visual Information 1, Level 6; Transcript,
First Grade, Maryann McBride
Video: Calling Attention to Visual Information 2, Level 13; Transcript,
First Grade, Maryann McBride