Guide
Name
Interactive/Shared Writing
Description
Interactive writing is a dynamic process of shared writing that requires teachers and students to collaborate to construct a written text. The composition grows from oral discussions about topics of interest and/or in response to stories read aloud in class.
Purposes
- [Statement] In order to plan for instruction and assessment think about your learners' needs and your goal. What is your purpose for using Interactive/Shared Writing? [Cluster] - [Statement] To demonstrate ability to generate and organize ideas (Composing: Writing/Speaking/Representing- Cluster 4.1): Students engage in interactive writing by contributing ideas and information for a group text. [Cluster] Cluster 4.1- Composing: Writing /Speaking/ Representing - [Statement] To demonstrate understanding of revising and editing for purpose and audience (Composing: Writing/Speaking/Representing- Cluster 4.2): Students use interactive writing to review what they have written in order to make improvements. [Cluster] Cluster 4.2- Composing: Writing/Speaking/Representing - [Statement] To demonstrate understanding of grammar, spelling, and punctuation (conventions) for purpose and audience (Composing: Writing/Speaking/Representing- Cluster 4.3): Students use interactive writing to edit their text for conventions. [Cluster] Cluster 4.3- Composing: Writing/Speaking/Representing
Specific Learning Outcomes LICT Descriptors How To Do
- For primary students: Discuss an important topic, text, or story. Invite students to think about what they would like to record to remember about the discussion, or to think about how they would write a new version of the text or story. Collaboratively compose the text with student input. Ask students to suggest wording and to take the pen to write the letters or words they know. Read and reread the text as each line is composed. Have students read the text independently. Repurpose the text as part of a morning message, daily news, or a letter. - For middle years students: Generate ideas and information for writing, discussing possible purposes for writing, and possible audiences. Based on the needs of your students, decide on the focus for interactive writing (e.g., the focus can be choosing an appropriate form or genre, techniques and elements to include, word choice, sentence variety, paragraphing, spelling, etc.) Invite students to contribute ideas onto a writing frame or graphic organizer. Collaborate with students and invite them to take turns with the pen to compose. Students read what they have written, consider changes, and continue the interactive process. Follow with invitations to revise and edit the text. Have student pairs or small group complete interactive writing independently.
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Guide
Related Information
Collaborative Learning Peer Conferencing for Writing Writers' Workshop
Variations Assessment / Think Abouts
Construct student-generated assessment criteria for the form or genre chosen. Constructing Student-Generated Criteria for Quality Work Criteria Setting: Constructing Student-Generated Criteria Observe primary students as they contribute to the collaborative text to determine what students understand about the writing process (e.g., can they write some complete words, initial consonants, begin to write from left to right on the chart, attempt to write complete sentences, etc.). Observe middle years students for evidence that students consider form and audience as they generate ideas to focus their topics. Guide peer assessment, with collaboratively-developed questions such as; What is your purpose? Do you think your purpose is clear to the reader? Why or why not. For whom are you writing? Does your main idea stand out? What else does your reader need to know in order to understand your text? Are there details you could add to make your text more convincing? Peer Writing Assessment Peer Assessment Response Sheet Peer Conference Questions Responding Cues Peer Conferencing for Writing
References Keywords
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