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Writing Continua, Samples, and Instruction
Background Information
Kate Carlisle, Learning Consultant 11/22/18 Living Sky School Division
Writing Continua, Samples & Instruction Backgrounder
ContentsPURPOSE OF THE BINDER.................................................................................................................................................2
SKILLS....................................................................................................................................................................................4
Planning for Responsive Instruction....................................................................................................................................4
Foundational Beliefs, Structures and Instruction.................................................................................................................5
PROCESS................................................................................................................................................................................6
Components of Responsive Writing Instruction..................................................................................................................6
Classroom Organizational Structures...................................................................................................................................8
Foundational Beliefs, Structures and Instruction...............................................................................................................10
CONTENT.............................................................................................................................................................................11
Purpose & Genre................................................................................................................................................................11
Writing about Reading.......................................................................................................................................................12
Using writing samples as mentor texts..............................................................................................................................13
Foundational Beliefs, Structures and Instruction...............................................................................................................15
PRODUCTS...........................................................................................................................................................................16
Responsive Writing Instruction.........................................................................................................................................16
PUTTING IT ALL TOGETHER...........................................................................................................................................17
Developing Polished Writing Pieces..................................................................................................................................17
Components of A Writers’ Workshop...............................................................................................................................18
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
PURPOSE OF THE BINDER
his writing continua and samples binder is intended for use as a planning and instructional tool rather
than a tool to score individual pieces of writing. The intent is to situate each student on the continua,
identify an approximate writing level and move each student’s writing skills forward. TInitially the continua documents and corresponding levelled writing samples can be used to determine an
approximate benchmark for each student. For example, a student might be reading at grade level (at level O at
the beginning of grade 4) but writing significantly below grade level (at level 2 for example). As with F & P
levels in reading, the writing benchmark is used to inform instruction. The expectations for grade-level
proficiency remain the same.
Holistic Model for Writing Instruction
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
What is the writing about?
What form will we use to share the writing?
How is the writing instruction delivered?
What makes the writing good?
SKILLSTeacher as writer Skills / Expression
PROCESS
Guided instruction
Responsive
learning environme
ntCONTENT
ApplicationIntegrated
content across the
curriculum
PRODUCTSAuthentic audience Synthesize / Create
Writing Continua, Samples & Instruction Backgrounder
The binder is organized by levels that correspond with Fountas and Pinnell text gradient reading levels. Most
samples included in the binder are pieces that demonstrate mastery within a particular genre such as narrative,
informational, poetic, and mixed genre. Other samples are simple examples of writing tasks within the
particular level (e.g. a quick write response, a chapter summary, or a short memoir).
The writing continuum document for each level is organized under the headings: Purpose, Genre & Craft,
Conventions, and Writing about Reading. Many writing goals spiral and are repeated across the grades, with
students working toward the goals in increasingly sophisticated ways. The document contains only the new
skills that are introduced at each level and not the skills which continue from the previous level and are
ongoing. The skills in the levelled writing continua documents and, in particular, for writing about reading—
within, beyond, and about the text—align with the F & P text gradient and increase in complexity as the
corresponding text levels become more difficult. This is similar to reading instruction, in that the decoding,
fluency, and comprehension skills needed for effective processing within, beyond and about the text, increase in
complexity as you move up the A to Z text gradient.
The skills for each of Levels 1-8 in the binder (which loosely correspond to grades 1-8) each represent
approximately one year of growth and a range of text levels. For example, Level 1 corresponds with text levels
D-J. The goals identified in each continuum document ideally are achieved by the end of each level. Note that
the levels correspond with the American standard for end of year reading and writing skills and do not align
exactly with Saskatchewan expectations at the grade one level. However, by the end of grade two, the
difference is minimal (only one A-Z reading level higher as shown in the chart below). Emergent writing skills
and samples that correspond with text levels A-D are not included in the binder yet, but will follow.
K Level 1
Level 2
Level 3
Level 4
Level 5
Level 6
Levels
7&8Saskatche
wan A-G G-L L-O O-R R-U U-W X-ZUnited States A-C D-J J-M M-P P-S S-V V-Y Y-Z
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
SKILLSPlanning for Responsive Instruction
s illustrated in the holistic model for writing instruction,
skills, process, content, and writing products are all
important elements of a responsive writing program.
Engagement, differentiation, flexibility, interdependence,
personalization and choice ideally run through all of these elements.
Students are always at the center of the planning process. If a
student is experiencing difficulty writing, think about adaptations
that can be made in each quadrant (skills, process, content, or
product).
A
The levelled continua document can be used to map out a writing
plan for a year of instruction, and also to develop corresponding
unit plans. Student work samples including quick writes,
independent writing samples, reading responses, and writing-about-
reading can be used to find commonalities and identify skills of
focus in modelled and interactive writing lessons. Writing tasks for
writers’ workshops can be created using overarching goals from the
Purpose, Genre and Craft sections of the F & P skills continua. At
the same time, student work should also be used to establish
personalized writing goals. Use the templates located at the back of
the writing samples binder to confer with students and provide ‘feed
forward’ comments. The ‘look-for’ templates, are a strength-based
approach to writing assessment, organized by genre and
developmental level. They are grouped into grades K-2 and grades
3-6, and they roughly correspond to the developmental levels of
readers: Emergent, Early, Developing, and Fluent.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Planning meaningful authentic contexts for learning…
“Each ELA unit of study can be related to and developed under one or more of these broader contexts. Each context is to be explored at each grade. Each context provides opportunities for integration with topics of study in other subject areas.” SK ELA Curriculum
Personal and PhilosophicalLook inward and focus on self-image and self-esteem. Reflect on beliefs and values and those of society.
Social, Cultural and HistoricalLook outward and examine relationships with others, their community and the world. Consider the social and historical context.
Imaginative and LiteraryConsider imaginary worlds and possibilities as well as a range of literary genres and authors.
CommunicationsConsider the role of communication in students’ lives and the technologies and strategies that help people become effective communicators.
Environmental and Technological
Writing Continua, Samples & Instruction Backgrounder
Foundational Beliefs, Structures and InstructionIndicators of Responsive Instruction: What makes the writing good?
The following descriptors are indicators of responsive instruction in the area of skill development. They can be
used for self-assessment of beliefs and practices, and to plan for instruction that is responsive to diverse writing
levels within classrooms.
Students develop genre awareness: an understanding of different kinds of texts, the contexts in which they
are produced and how writing processes vary in various subject areas or by other elements of the context or
situation.
Students are involved in co-constructing criteria for quality writing for a variety of audiences and purposes.
Students learn how to read like writers and apply a variety of writing techniques.
Students analyze mentor texts from a variety of genres, and these texts provide mental models for writing
tasks.
Students learn about the kinds of thinking processes involved during various stages of the writing process.
Teachers model writing tasks themselves.
Teachers develop reflective abilities and meta-awareness about writing ‘from the inside’, thus enabling them
to identify particular skills, strategies and supports that students might need to be successful in producing
quality writing that is purposeful and meaningful in different writing situations.
Teachers understand the similarities and differences between oral and literate language.
Teachers understand the features of good writing appropriate to the context and purposes of the teaching and
learning.
Teachers understand that writing involves a tension between generating and shaping ideas, and producing a
final product.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
PROCESSComponents of Responsive Writing Instruction
eading and writing are reciprocal processes and share common instructional strategies. The gradual
release of responsibility applies to both and can be incorporated into whole group, small group and
individualized instruction. Gradual release is not necessarily a linear model that always begins with
modelling. Independent writing should make up a large portion of instructional time. Individualized learning
goals and responsive instruction support each student’s growth as a writer. At the emergent level, modelled,
shared, and interactive writing are the primary instructional strategies that are used to build foundational skills.
They need to occur daily.
R
MODELLED WRITING
The teacher demonstrates a specific aspect of writing such as a new writing skill, text form, genre, or
format. The text that is produced is familiar to students so they can relate to the content of the writing. The
teacher provides full support by thinking aloud and modelling what a proficient writer does, thus demonstrating
the process of putting thoughts and feelings into written form. Modelled writing should occur daily as an
integral part of writing instruction in K – 2 classrooms, and often at all higher grade levels.
SHARED / INTERACTIVE WRITING
The students and teacher work together on a piece of writing. The teacher is the scribe and the students and
the teacher collaborate to create the text. The focus of the writing is a common experience or content that is
familiar to all students. The students and the teacher ‘share the pen’ both literally (sometimes sharing the task of
scribing the message) and figuratively (by collaborating on the content of the message that is written). The
teacher and students read the written message together and revise, and edit as necessary. The written message
provides a model for independent practice. Shared writing should occur daily as an integral part of writing
instruction in K-2 classrooms and when the need arises at higher grade levels.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
GUIDED WRITING
The teacher scaffolds instruction designed to move the student
towards independence. Small-group lessons focus on the writing
skills and strategies that a group of students most need to practice
with immediate guidance from the teacher during the writing
process. Students review a writing skill in a small group setting and
apply the skill through independent writing. Students engage in rich
conversation, build knowledge and rehearse the ways they will write
about the topic. Students often produce a short but complete piece of
writing based on the focus of the small group lesson.
Lessons can focus on any step in the writing process and are
based on observing students’ writing strengths and challenges.
Groups are usually small, flexible and short term. Lessons provide an
opportunity to stretch and expand the writing skills of stronger
writers, reteach key writing skills for struggling students, or an
opportunity to demonstrate a skill or strategy related to content
writing. Guided writing should occur frequently as an integral part of
writing instruction in K- 2 classrooms and often at higher grade
levels.
INDEPENDENT WRITING
Students write independently for a variety of purposes and
audiences in various text forms on self-selected topics or tasks
designed by the teacher. Independent writing tasks are often coherent
extensions of guided reading lessons and focus on writing about the
content or trying particular aspects of the writer’s craft or technique
demonstrated in the guided reading selection or a mentor text.
Students take risks, develop fluency, think creatively and critically,
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Resources: Helping Students Create and Craft
Authentic Writing By Georgia Heard
Heart mapping is an engaging and authentic
way to represent thoughts and feelings visually and embed
visible thinking in writing processes.
“Heart mapping opens the door to literacy for all
writers—including reluctant, struggling, and
blocked writers. Heart mapping is a cure for writers’ block.” G.
Heard
Writing Continua, Samples & Instruction Backgrounder
solve problems, express personal ideas and authentically engage in the
writing process. Independent writing should occur daily as an integral
part of writing instruction at all grade levels.
Classroom Organizational Structures
SMALL GROUP INSTRUCTION & INDEPENDENT LEARNING
Small-group instruction requires a classroom organizational
structure that facilitates meaningful independent learning for students
that are not working with the teacher. This requires careful planning and
differentiated learning activities that change frequently to meet student
needs. Individualized assignments or work portfolios, literacy
invitations, learning centers, Daily5, or a workshop model are all
structures that can be organized to include differentiated independent
writing. Reading, responding to text, word work, independent writing
and cross-curricular activities can be planned to meet the needs of
diverse learners. Small group instruction can be integrated into a writers’
workshop model by forming small, flexible groupings of students that
have similar writing goals. Guided writing can also be implemented
when small groups of students are working on cross curricular projects.
Small-group guided writing instruction is an excellent way to
integrate reading and writing and is easily embedded in reading
instruction using the texts from reading lessons as mentor texts. Among
the many benefits, guided writing-about-reading facilitates genre
awareness, deeper levels of thinking and comprehension, and develops
the process of tracking one’s thinking about text over longer books.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
What are the essential elements of an instructional program that moves student writing forward?Responsive writing programs include: a variety of tools for
thinking
opportunities for talk
a variety of purposes and audiences
integration of reading and writing
authentic experiential learning
safe, differentiated learning environment
a holistic process
quality instruction and ongoing assessment
a variety of composing options and text forms
a variety of technologies and modalities
opportunities for expressive writing ‘from the heart’
opportunities for writing about reading
student choice
depth and breadth of learning within integrated units of
Writing Continua, Samples & Instruction Backgrounder
WRITERS’ WORKSHOP
The Workshop model can be defined as a simple predictable open-ended framework for teaching and
learning, based on “principles of time, choice, responsibility, and community…that allows for deep learning to
take place” (Reading with Meaning, Miller, 2013). Popularized by Donald Graves, Penny Kittle, Lucy Calkins,
and others, the workshop format generally involves a short lesson and an extended time for students to read,
write, think, talk, reflect and apply what they have been learning. Students often write about their own lives in
authentic ways. The teacher models writing techniques, acts as a mentor author, and confers with students
throughout the writing process.
All components of writing instruction (modelled, shared, guided and independent) can be integrated into a
workshop model. A writing task or series of tasks based on a mentor text connected to a unit of study or a cross-
curricular topic work well in a workshop model. Ideally, a number of writing tasks are embedded in units of
study that extend over several days or weeks. Small, temporary guided writing groups can be formed while
students are working on ongoing writing projects. During writers’ workshops the classroom can be organized
for guided writing instruction by setting up a variety of independent oral language (listening, speaking,
assessing and reflecting), thinking, and writing invitations that make connections to the theme or mentor text
and/or content area. Examples are provided on the LSKY curriculum connections website.
SCHEDULING
Potentially a daily schedule might include guided and/or independent writing about reading within ELA
minutes, and an additional writers’ workshop period with a focus on expressive writing and working through
the writing process over several days. Writers’ workshop can be embedded into a content area or on alternate
days within the ELA block.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
Foundational Beliefs, Structures and InstructionIndicators of Responsive Instruction: How is the writing instruction delivered?
The following descriptors related to instructional processes and the learning environment can be used for self-
assessment of beliefs and practices, and to plan for instruction that is responsive to diverse writing levels within
classrooms.
A variety of tools for thinking are embedded throughout the writing process such as visible thinking
routines, writers’ notebooks, sketchbooks, etc.
There is an emphasis on metacognition.
Students experience a sense of community and personal safety and are able to write and collaborate freely
and at length.
Instruction includes opportunities for reflection, journaling, personal narratives, observations and writing-to-
learn strategies.
Students become aware of the processes that work best for them as they move through the writing process.
Students experience a variety of composing opportunities (digital design, illustrated text forms).
Both teachers and students understand that writing involves a delicate balance between growth in writing
fluently and full control of conventions.
Formative, strength-based assessment is used to inform instruction.
Formative, strength-based assessment is used to help students set writing goals for themselves.
Social structures support writers, and teachers provide supportive formative assessment during the
composing process.
Feed forward comments are provided throughout all stages of the writing process.
Flexible comfortable seating is available, and the classroom is organized to facilitate conferring with
individual writers.
Students have a variety of opportunities to confer with the teacher, talk in partnerships or converse in small
groups throughout the writing process.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
CONTENT Purpose & Genre
ountas and Pinnell discuss the connection between purpose and
genre, and reading and writing, in the expanded edition of the
Literacy Continuum, stating: FWhen writers write they have a purpose in mind and select the
genre accordingly. They may want to tell a story that will
communicate a larger meaning, to inform or entertain, to persuade
people to take action on an issue that is important to them. It is
important to recognize that effective writers do not write in a genre
just to practice it. They choose the genre that will best convey the
meaning they intend…the ultimate goal is to establish a repertoire of
genres from which writers can select….Nonfiction writing, in
particular has become more interesting and engaging, going beyond
reports and textbook-like pieces, to texts that reflect all aspects of
the writer’s craft….Students learn how to use resources to be sure
they have accurate information and how to sustain focus. Through
engaging nonfiction writing, students can learn how to inform, but
also to argue a point and to persuade, abilities that can serve them
well in life. Students need to both understand and write in the
genre.” (Fountas and Pinnell, Literacy Continuum, 2017, p 229)
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Purpose & Genre:
The Purpose & Genre section of the writing continua are categorized under six major areas of writing: functional, narrative, informational, persuasive, poetic, and hybrids. Fiction and nonfiction writing flow across all of these areas of writing.
Functional friendly letters,
formal letters, lists, procedures and writing about reading
Narrative Fiction, memoir,
biography, autobiography, narrative nonfiction
Informational expository,
speeches, feature articles, reports and essays
Persuasive argument,
persuasion
Poetic
Hybrids / Mixed genre
Writing Continua, Samples & Instruction Backgrounder
Writing about Reading
Writing about reading is easily incorporated into a guided reading program. It provides an excellent
opportunity for students to develop grade-level skills and conventions because it is directly correlated to the
student’s instructional reading level. Gay Su Pinnell discusses the value and importance of writing about
reading on the following video:
https://www.youtube.com/watch?v=U-_4TfwZdeQ
Pinnell notes that writing about reading is one of the most important kinds of writing. Intentional conversation
in connection to interactive read-aloud lessons help students form their ideas, crystallize their thinking about a
text, learn how to organize their thoughts and learn how to select important information from a text. Writing
about reading is a powerful way to connect reading and writing. Part one of the video link above outlines the
purposes and benefits of writing about reading which include:
helping students remember sequence, and become aware of the way stories are structured;
providing a “road map” for comprehension;
helping students become more reflective;
scaffolding comprehension and students’ ability to respond to a text in a simple sentence, a paragraph, a
timeline, or by diagraming a story to understand and extend their thinking;
tracking their thinking by notetaking, journaling, preparing for book club discussions, supporting memory
and remembering thinking;
recording what they notice about how a writer is showing the passage of time by doing an analysis of a text;
illustrating facts from a text and supporting spelling and control of conventions when done alongside the
teacher in a small group.
Writing about reading does not take the place of writers’ workshop. Students also need to work through the full
writing process to develop polished pieces of writing.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
Using writing samples as mentor texts
A mentor text is a piece of writing that can be used to teach a writer
about a particular aspect of a writer’s technique. A mentor text can be a
book, an excerpt from a text, or a sample created by the teacher. The mentor
text is used as a stimulus for the writing task and highlights qualities of
effective writing specific to the genre. While mentor texts are often written
at a level higher than students’ writing levels (for example: picture books
or classic children’s literature), student writing samples can be used in a
similar way.
Instruction using mentor texts focuses on ideas, the structure of the
writing, or the author’s craft, and inspires the writer to try out a particular
technique. The text can be used to inspire an original idea based on one
from the text, to demonstrate an organizational structure, or to illustrate a
writing technique that the writer can attempt to emulate with their own
original ideas. Lessons using mentor texts generally follow the following
three steps:
1. Read the text like a reader
2. Read the text like a writer
3. Write like the writer with your own ideas
When you read like a writer, you are reading to think, talk, and learn
about the writing, and to identify the choices the author made, to better
understand how you might improve your own writing.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
When using writing samples as mentor texts consider:Purpose and Genre
What is the genre of the piece?What is the writer’s purpose?Who is the writer’s audience?
Craft
What is the theme or big idea in the piece? Is it well-developed?How is the piece organized?What is the text structure?How is the organization of the piece related to the purpose and genre?Comment on the idea development, language use, word choice and voice.Comment on next steps for this writer.
Conventions
Comment on the writer’s control of conventions. What are some skills that are demonstrated in the piece?How has the writer effectively used font size and type and/or illustrations to convey meaning?
Writing Continua, Samples & Instruction Backgrounder
FOCUS ON IDEAS
Reading like a writer (close reading to deconstruct a text) involves
paraphrasing the content, summarizing the key ideas in a text and then
determining “how” the writer was able to convey the deeper meaning
and message of the text.
FOCUS ON STRUCTURE
Consider and analyze how a mentor text is organized and uses
specific patterns to inform, describe, explain or persuade. Text structures
include: Sequence, enumeration, compare and contrast, cause and effect,
problem and solution, question and answer, and description.
Recognizing the underlying structure of texts help students focus
attention on key concepts and relationships, anticipate what is to come,
and monitor comprehension as they read. When students recognize an
example of a particular text structure they can write using the same
structure.
FOCUS ON CRAFT
Consider and analyze the various techniques a writer might be using
to convey meaning. Possible areas of focus include: presentation and
development of ideas, elaboration, language use, sentence fluency, word
choice, voice, literary devices such as metaphor, or other elements of a
writer’s unique style. Jennifer Serravallo, Regie Routman, Donald
Graves, Kelly Gallagher, Penny Kittle, and others provide additional
direction for instruction in writers’ craft.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Using writing samples for
instructional planning:
Using the F & P Writing Skill continuum for the level of the writing sample, identify and highlight the descriptors that are applicable.
Highlight the tasks in the Write about Reading continuum, for the level of the piece that would help students develop the skills that are demonstrated in the piece.
Map out a year-plan and corresponding unit plans that incorporate the skills and tasks in the writing continua for the writing levels of your students.
Writing about reading connects
Writing Continua, Samples & Instruction Backgrounder
Foundational Beliefs, Structures and Instruction
Indicators of Responsive Instruction: What is the writing about?
The following descriptors can be used for self-assessment of beliefs
and practices, and to plan for content of instruction that is responsive
to diverse writers within classrooms.
Writing is embedded across the curriculum and integrated with
reading programming.
Students write about things they care about.
Students engage in a wide variety of writing tasks for different
purposes and audiences.
Students have opportunities for authentic writing experiences and
are offered choices.
Students have many opportunities for reflective writing as a
medium for thought
Students have opportunities to integrate reading and writing
including frequent conversations about what they are reading.
Students have opportunities to build background knowledge and
vocabulary about topics they are writing about.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing about reading, “Rests on
the idea of conversation”Gay Su Pinnell
Engaging students in writing tasks connected to guided reading texts improves students’ writing techniques, and their ability to write for a variety of purposes and audiences by:
developing deeper thinking about text,
internalizing text structures and writers’ techniques, and developing genre awareness, and
building background knowledge and vocabulary.
“Through writing—and drawing as well—readers can express and expand their thinking and improve their ability to reflect on and think analytically about a text. They can also communicate their thinking about texts to a variety of audiences for a variety of purposes …
Writing Continua, Samples & Instruction Backgrounder
PRODUCTS Responsive Writing Instruction
he selection of genre, text form and product are driven by purpose, audience and content. Student
engagement is enhanced when students have choice in the form the writing will take and an
opportunity to share their writing with authentic audiences. A variety of possible text forms for
writing tasks or multi-genre projects might include: (Lori Jamison Rog and Paul Kropp, The Write Genre, Pembroke Publishers,
2004).
TAdvertisements Description Family tree List Quiz Short story
Advice column Dialogue, Greeting card Magazine article Poem Song
Anecdote Diary entry Game rules Map with labels Position statement Speech
Announcement Directions Glossary/dictionary Memoir Postcard Sports column
Apology Description Horoscope News article Poster Belief statement
Article Dialogue, How to Obituary Rap Summary
Autobiography Diary entry Interview Opinion piece Recipe Tall tale
Biography Directions Invitation Parody Report Thesaurus
Ballad Essay Joke Personal ad Research paper Want ad
Campaign speech Eulogy Legend or myth Petition, Book/Movie Review Wanted Poster
Cartoon Fable or fairy tale Letter of complaint Picture book Riddles Wish list
Chart Fact sheet Letter to the editor Pictures/captions Script
There are also a variety of digital or other formats that students can use to publish and share their writing
projects. Some examples include: Book creator applications, power point presentation, photo essay, video
production, common craft or other video format, comic strips, digital portfolios, or personal websites.
Indicators of Responsive Instruction: What form will we use to share the writing?
Students have choice in the form the writing will take.
Students have opportunities to choose the pieces of writing they revise and polish.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
Students publish writing for authentic audiences, sometimes outside the walls of the school.
PUTTING IT ALL TOGETHERDeveloping Polished Writing Pieces
Fountas and Pinnell define and describe the writing process as follows: “Students learn to write by writing
—by engaging in all of the component processes many times. The writing process is recursive; the same
processes are used over and over and over and some simultaneously as they become more sophisticated. The
components take place roughly in order, but at any point in the process the writer can and will use any or all of
the components.” The writing process can be embedded in all components of instruction (modelled, shared,
guided and independent), and not only during writers’ workshops.
Fountas and Pinnell describe four key phases in the writing process:
planning and rehearsing, drafting and revising, editing and
proofreading and publishing…two overarching categories pervade the
entire process: sketching & drawing and viewing one’s self as a writer.
(The Fountas and Pinnell Literacy Continuum, Expanded Edition, 2017, p 235)
A writers’ workshop model can be implemented to integrate writing with content areas and allows seamless
integration of content and process with emphasis on deeper levels of thinking, speaking and expressive writing.
Ideally writers’ workshop includes visible thinking routines and conversation prior to the drafting stage of
writing. As students move through the revision and editing processes, teachers confer with students and provide
formative feedback on the strengths of their writing and areas to work on. Resources, including writers’
workshop plans and planning templates, can be found on LSKY’s curriculum connections website under
Instruction and Resources / Literacy and Numeracy / Writing / Writers Workshop:
https://www.lskysd.ca/ProgramsLearning/CurriculumAndInstruction/
StrategicPlan/Literacy/Writing/Guided/Workshop/Pages/default.aspx .
Writers’ workshop plans on the LSKY website are organized under the headings: read, think, talk, draft, craft,
edit and publish. The plans are not intended to be followed sequentially, but rather they provide a variety of
possible learning activities that can be adjusted to meet the needs of students.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
Components of Writers’ Workshop
Ground writers’ workshop in the study of rich texts ideally connected to ongoing units of study.
READ: Read the mentor text and discuss the content. Read the text again like a writer, analyzing the text
closely for the qualities in the lesson focus. When applicable to the focus of the writing task, the teacher might
pre-write a response, thinking through the steps in order to plan thinking routines, conversations and
experiences that will help students prepare for the writing task.
THINK: The planning and rehearsing phase involves thinking about important aspects of the task before
beginning to write. Planning and rehearsing often involves:
use of a writer’s notebook to collect ideas, experiment, sketch, diagram and free write;
engaging in conversations with others;
inquiry and research in preparation for writing informational texts, biography, or fiction within an
unfamiliar setting;
making decisions about content and the form the writing will take with interest, purpose and theme
in mind
Visible thinking routines provide many possibilities for planning and rehearsing before writing. Core routines
can be found at: http://www.visiblethinkingpz.org
TALK: Build in time for conversations that allows students to explore the topic, rehearse their ideas, or
discuss their thinking with the teacher or another student.
DRAFT: Allow time for students to put their thoughts down on the page.
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
Writing Continua, Samples & Instruction Backgrounder
CRAFT: Provide opportunities for students to choose the pieces of
writing that they want to revise, often choosing from several drafts.
Revisions are made based on formative assessment related to the
learning goal, and/or the writing technique from the workshop lesson.
Teachers provide individual support to help students make substantive
changes that might be needed at this stage. “Look for” templates are
located on Curriculum connections: Instruction and Resources /
Literacy / Writing / Guided Writing:
www.lskysd.ca/ProgramsLearning/CurriculumAnd
Instruction/StrategicPlan/Literacy/Writing.Guided/
Pages/default.aspxThe revisions required are lessened when students have an opportunity
for thinking and talking before writing. Reading the work aloud can be
helpful during the crafting and editing phases.
EDIT: Students polish their writing and prepare to publish the piece.
It is important that students are taught how to both edit and proofread
their work independently.
PUBLISH: Students explore a variety of options to publish and
share their finished writing with an audience. A list of possible text
forms and digital options is provided earlier in this document.
Sources:
NCTE Guideline: Professional Knowledge for the Teaching of Writing, February 2016Gay Su Pinnell & Irene Fountas, The Fountas and Pinnell Literacy Continuum Expanded Edition, 2017Gay Su Pinnell & Irene Fountas, Teaching for Comprehending and Fluency K-8, 2006Kelly Gallagher & Penny Kittle, 180 Days, 2018
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Kate Carlisle, Learning Consultant, Living Sky School Division, 2018
“Writing is multifaceted in that it
orchestrates thinking, language
and mechanics”
“The writing process can be described as a
series of steps (getting an idea,
drafting, revising, editing and
publishing) but it is in fact a recursive
process in which all of these things happen not in a
linear way but as a dynamic process, always in motion. Writers constantly apply and reapply
everything they know to successive
attempts.”