CAUoKrag Wour WoRd Wait How Thematic Groupings Enable Primary and Intermediate Writers to Soar Melissa Forney, MFA in Writing www.melissaforney.com 800-500-8176PTiNATY WiTers 10, 12. 13. 14, 15. 16 17. 18. 19. 20. 21. 22, 23. 24. 25. 26. ay. 28. 29. SPN AoA wD pe to write about their interests io NIC ECB@.00 group working skills ene independent working skills active learning to handle materials to interview people of all ages variety in their writing tasks relevant experiences common experiences to know WHY they are learning or doing a particular task to talk and play informally with other kids to tolk and ask questions to be asked questions they can answer to be asked questions that will cause them to think deeper to be read to by both females and males to read their writing aloud to listen to their writing read aloud to work and sit in “posses” “field trips" to watch 4** or 5% graders writing musical signals for writing time a 5-minute warning signal for the end of writing time a debriefing period at the end of writing multi-age learning experiences to be told and SHOWN what you are looking for in their writing several suggestions of how to proceed if they get stuck good examples of wri ig to own and keep in their writing notebooks checklists to help them become accountable word collections (word rings would be an example) (© Melisea Forney 2007 www melissaforney.com30. 31. 32. 33. 34. 35. 36. 37. 38, 39. 40. 41. zm 43, 44, 45. 46 47. 48. +. 50. 51, 52. 53. 54. 55. 56. 57. 58. 59. 60. portable word walls for each posse thematic word walls (as opposed to alphabetical) to make a journal for home use to journal at home drawing lessons to learn conventions during actual writing, not in isolated lessons mini-lessons that last no more than 5-7 minutes quick and frequent reviews of skills learned chances to show off what they have learned to explain their plan of action to a partner to be involved in their own writing assessment ‘to have a voice in discussions to know what is expected of them positive feedback and validation visual demonstrations hands-on demonstrations tasks that are challenging but not too hard personal goals as writers to know your grading system “In order to get an A youneed ” . and to express their feelings, fears, and worries to brag about their accomplishments and victories circle talk a voriety of cultural experiences a variety of ethnic experiences to see their teacher write and punctuate ina variety of experiences to hear their teacher's own writing "process" to draw their thoughts before they write stimulating writing manipulatives - a writing games, plays, and poems dhe dae %, access to wordless books a variety of spelling helps: lists, charts, ring words, cuffs, word wall words, ete. © Melissa Forney 2007 www.melseaforney.com