July 28, 2011
IWP Summer Leadership Institute
Inspiring…
continuous learners
responsible, caring citizens
In a global community
 The
act of modeling sends powerful
messages about a teacher’s beliefs
and practices.
How does modeling the
writing process help
students as writers?
Continuous
learners
 Explain
the importance of
modeling the writing process
 Describe key aspects of model
the writing process
 Identify ways to increase
modeling their classrooms
 Six
word memoir: In six words
introduce yourself to the group.
Include as much information as you
can.

College and Career Readiness Anchor
Standards for Writing
◦ Production and Distribution of Writing
 5. Develop and strengthen writing as needed by
planning, revising, editing, rewriting, or trying a new
approach.
ALL K-5 strand 5 standards begin with the stem:
 With guidance and support from adults…
 “In
regular practice and behavior,
the teacher is a model of
thoroughness, or self-evaluation,
or courtesy, or whatever else is
expected of students.”
( Saphier, Haley-Speca, Gower,2008)

Think, Pair, Share
◦ How do you use modeling think alouds in the
writing class?
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Beth Davey, is credited in 1983, for an article in Journal of Reading
which shows how the think aloud technique of modeling can be
used to teach reading comprehension strategies.
Other researchers published similar work on using the think aloud
model for reading instruction e.g. Clark, 1984; Meichenbaum, 1985.
In 1983, Donald H. Graves writes about modeling in Writing:
Teachers and children at work.
In 1986, Lucy Calkins includes modeling as a protocol during the
mini-lesson in her text, The Art of Writing.
Nancy Atwell joined the ranks in 1987 with In the Middle, in which
the idea of modeling is integral throughout the writing process.
◦ Writing instruction has to come
during the writing process, not after.
◦ You must show students your
process
◦ Make your thinking visible
◦ You don’t need to be perfect
◦ (Kittle, 2008)
10
 Instruction
should be scaffolded to
meet the students’ needs.
 GRR allows students multiple
attempts before they go solo.
 Good instruction takes time.
*See rubric on purpose and modeling.
TEACHER RESPONSIBILITY
“I do it”
Focus Lesson
Guided Instruction
“We do it”
Collaborative
“You do it
together”
Independent
STUDENT RESPONSIBILITY
A Structure for Instruction that Works
(c) Fisher & Frey, 2006
“You do it
alone”
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Purpose is intentional and based on formative
assessments
Lessons contain guided, collaborative, and
independent tasks
Students can explain the purpose in their own
words (student friendly targets)
Teacher provides an authentic model
Students use strategies that were modeled
 Internal
dialogue made external
 Asking yourself questions
 Weighing alternatives and using
criteria to choose
 False starts and self-correcting
 Persistence
*See handout for step-by-step directions.
( Saphier, Haley-Speca, Gower,2008)
 During
the pre-writing process
teachers can use think aloud to
model the strategies writers use to
get the process started by
brainstorming ideas or demonstrating
use of a writer’s notebook.
 During
the drafting process, teachers
can model by drafting in front of the
students
 During
the revision process, teachers
can model how to ask questions and
think about audience, purpose and
craft.
 During
the editing process, teachers
can model how to use mechanics and
conventions to help readers
understand the message
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Give One, Get One, Move On
◦ On a sheet of paper write ideas from today’s
presentation that you learned, inspired you, or
validated your practice.
◦ Stand up and move around.
◦ Compare notes with other participants.
◦ Add one of their ideas to your paper and share
one of your ideas with them.
◦ Move on to the next person and do the same
thing.
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Atwell, N. (1987). In the Middle. New Hampshire: Heinemann.
Calkins, L. (1986). The Art of Teaching Writing. New Hampshire:
Heinemann.
Davey, B. (1983). Think-aloud: Modeling the cognitive processes of reading
comprehension. Journal of Reading, 27(1), 44-47.
Fisher,D. & Frey, N. (2007). Scaffolded Writing Instruction: Teaching with a
gradual-release framework. New York: Scholastic.
Graves, D. (1983). Writing: Teachers and children at work. New Hampshire:
Heinemann.
McCarrier, A., Pinnell, G. S., & Fountas,I. (2000). Interactive Writing. New
Hampshire: Heinemann.
Routman, R. (2005). Writing Essentials. New Hampshire: Heinemann.
Saphier, J. Haley-Speca, M.A., & Gower, R. (2008). The Skillful Teacher, 6th
ed. Massachusetts: Research for Better Teaching.