Extending Interactive Writing Into Grades 2-5

Abstract

State School Officers [CCSSO], 2010 ) make clear the types of writing students should produce each year. This includes writing opinions and arguments with text-based evidence, informational pieces that consider complex ideas and topics, and narratives filled with details and well-structured sequences (p. 18). This clarity around the "what" of writing empowers practitioners to plan curricular units and daily lessons with confidence. What is not addressed in the Common Core standards, however, is the "how" of writing instruction. How should teachers approach writing instruction in order to meet the rigorous writing expectations embodied in the Common Core? What are the key teaching practices that will ultimately improve independent writing? Herein lies the opportunity. As schools make the transition toward full implementation of the Common Core standards, it will be increasingly important to develop clear, explicit, and powerful methods for supporting students' independent writing.Interactive writing, an instructional practice widely considered effective and most appropriate for very young writers (Brotherton

Teachers as Psychologist: Experience in Beginner Level of Creative Writing Classes Using Behavior Modification

“…Based on studies conducted by some researchers, several studies conducted to improve writing skills raised the topics of checklist strategies (Jagaiah, Howard, and Olinghouse, 2019), scaffolding (Cabell, Tortorelli, & Gerde, Matsumura, and Correnti, 2013), feedback (Wang, 2017), interactive (Roth & Dabrowski, 2014), integrative (Yoo, 2017), psychological (Wilson, 2008;Bueno, 2018), dialogic (Kesler, 2012), stories (Barbeiro, 2005), and philosophical (Jordan-Baker, 2015). All writing strategies are raised in order to optimize learning to write.…”

Scaffolding Writing During an Inquiry Workshop

“…Inquiry and scaffolded writing provide positive learning conditions including purposeful engagements through inquiry, reading, demonstrations of writing, and scaffolding (Lammert, 2020; Roth & Dabrowski, 2014). Teachers can create these conditions in a school‐based classroom.…”

Paraphrase Without Plagiarism: Use RRLC (Read, Reread, List, Compose)

“… Danielle explained the acronym RRLC, and she and Natalina discussed the strategy. Danielle modeled the RRLC strategy as Natalina read aloud a Newsela article (Feltman, ; see Figure ).

Natalina's Nonfiction RRLC Modeled List and Summary

They used an interactive writing lesson for guided practice (Roth & Dabrowski, ) for the second online article (Defenders of Wildlife, n.d.; see Figure ).

Natalina's Nonfiction RRLC Guided Interactive List and Interactive Summary

Independently, Natalina used the strategy for Giraffes Are Awesome!…”

“…3. They used an interactive writing lesson for guided practice (Roth & Dabrowski, 2014) for the second online article (Defenders of Wildlife, n.d.; see Figure 6). 4.…”

“…When students use RRLC to write about text, they write from a list of words, which helps them avoid plagiarism. This reading-writing strategy transfers to any grade level, especially with the use of interactive writing (Button, Johnson, & Furgerson, 1996;Roth & Dabrowski, 2014). Shanahan (2017) argued that reading and writing are intricately connected and can be used to support comprehension.…”