3rd grade writers practice using compound sentences in the "you do together" stage of the Gradual Release of Responsibility.

 

Harrison Park 3rd grade teacher, Jerri Walker, noticed her students were writing with simple, short sentences. She added a quick lesson on sentence combining. Notice how she used a shared experience as her example for the lesson.
She followed the Gradual Release of Responsibility model by first demonstrating for students how to combine two sentences, then inviting them to share verbally with a partner about other possible combinations. Volunteers made suggestions about other combinations which Jerri recorded on chart paper.
She focused on the use of connecting words and commas in sentence combining by using a different color of marker for the comma and the connecting word.

Jerri included a critical step in her lesson that is often overlooked. Even after she modeled and had students share ideas on the rug, she knew they needed one more guided practice step before being able to apply the skill independently. She had students go back to their table groups and, in groups of four, come up with a whole new example of a compound sentence based on a shared experience. This step of collaborative or cooperative practice is so important when students are learning a new skill.

The Gradual Release model is not just I do, we do, you do. It is I do, we do, you do together, you do alone.

 


Labeling the sections of the writer's notebook helps writers stay organized.

What Do Good Writers Do?

This list of what good writers do will continue to grow throughout the year as more lessons are taught. It serves as a reminder to students of all the important things they have learned so far about writing. Any support teachers or volunteers who come to the room can also look to this list and know what they should see students doing and writing.

A Well Worked Draft

 

This writer has been using the routines for revising and editing very well. Notice all the highlights, circled words, addition of more detail, and word counts to check punctuation and sentence fluency. This writer has taken this piece of writing as far as he can and invested a great deal of time and energy into creating quality writing. These habits are no accident. Rather, they are the result of modeling, guided practice and lots and lots of independent practice time.

Peer Feedback

 

Students who have had specific feedback modeled by their teachers are more prepared to offer meaningful feedback to peers.

Strengthening the Writing through Feedback

 

Once writers have built some stamina and are writing fuller pieces for longer periods of time, it is time to start pushing them to strengthen the craft and conventions of their writing. The left side of the notebook is still a great place for these comments.
Notice that the teacher has not simply corrected this writer's error in punctuating dialogue. Instead, she starts by noticing that dialogue makes the story this student is writing better. Young writers are far more likely to dedicate the work of editing a piece of writing they know is quality writing.
Also notice the example the teacher offers. Whenever this writer wants to use dialogue in a piece of writing, she has an example of how to punctuate it right in her notebook.

An In-Depth Conference

This is an example of a slightly more in-depth conference. Notice how the teacher begins by naming specific aspects of the writing that are working. She then identifies one thing, just one, that the writer could do to strengthen the piece. Rather than simply tell the writer to change her word choice, this teacher models how to revise for repeated words and supports the writer is doing it herself.

Teacher Comments Focus on Process, not Just Product

 

This 3rd grade writer has been working on developing stamina in order to create full pieces of writing. He has also been practicing a new editing routine of circling words when he is unsure of their spelling. This will keep him writing longer instead of spending all of writer's workshop thumbing through his spelling dictionary. It will also help him to write more conventionally by providing him a method for identifying spelling concerns.
Notice that the teacher's comments to this writer celebrate his use of the new editing routine and also encourage him to keep going. Early drafts need comments about what is working and what the writer is doing right.

A Writer Revises with the Left Side of the Paper

 

Katie Wood Ray on Writing Stamina

Sensory Details Anchor Chart

Anchor charts are an important instructional tool. Notice how this teacher, Kylene Parks at Boise-Eliot, has included examples from the mentor text she used in teaching students about sensory images. Later, she invited students to add their own examples of sensory details. Having students add their own examples of writing elements you have taught is a meaningful form of accountability for them as writers. If you teach it, you are expecting them to try using it. Including student examples on anchor charts also serves to reinforce lessons you have taught and invites more students to share than the tradition author's chair would.

Narrative Leads Anchor Chart