The key is students working collaboratively, sharing their learning, prompting each other and using skills and language used by teachers. Each student is engaged in the activity and committed to contributing with the support of their peers if needed. Groups can be structured to support children if needed or to extend children.
Each child is identified by a color and all are given the opportunity to lead a group. Teaching leadership skills concurrently is essential. The children are given poster sized sheets to write on and colored markers. All students record their name down the side of the paper in their chosen color. This enables the teacher to assess the writing development of individual students.
I use PrepD Student Led Interactive Writing to assess and plan my weekly writing foci. It’s interesting to note that my students’ independent writing improves rapidly. As with independent writing I’m looking for the transfer of my teaching into my students’ writing. Modelled, Shared and
Independent writing are also planned into my weekly program from week one.
At this stage of the year my students are able to identify their learning needs and will suggest a focus for a writing session. This is powerful! Some children…. and these children are 5 or 6 years old, will teach the writing focus or make suggestions for me to use in my teaching. This strategy extends highly able students, supports and develops the writing ability of students working at the standard and reluctant writers. It is my belief that PrepD Student Led Interactive Writing accelerates the writing ability of all students.
I have written about this strategy many times and provided numerous pictures and a description of my student’s writing development. Naming this strategy the PrepD Student Led Interactive Writing Approach recognizes my student’s commitment and success. They have a passion for writing and I can only hope that their enthusiasm continues as they grow. This strategy has been successfully used with older students.
The genre for the examples displayed in this post is Recount. The children were placed in mixed ability groups writing about a common experience. The Recount success criteria negotiated with my students was to include a title, sequence of events and personal comment. This is the format provided in the PM Writing Exemplars available at Nelson Cengage Learning.
Using WALT – ‘we are learning to’ and WILF – ‘what I’m looking for’ collaboratively developed with my students provides a clear success criteria and learning intension.
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