The goal of teaching writing is to create independent and
self-motivated writers. When students write more often, they become
better at writing. They acquire habits, skills, and strategies that
enable them to learn more about the craft of writing. Yet they
require the guidance and support of a more knowledgeable person who
understands the writing process, the changes over time in writing
development, and specific techniques and procedures for teaching
writing.
In "Scaffolding Young Writers: A Writers' Workshop Approach,"
Linda J. Dorn and Carla Soffos present a clear road map for
implementing writers' workshop in the primary grades.
Adopting an apprenticeship approach, the authors show how
explicit teaching, good models, clear demonstrations, established
routines, assisted teaching followed by independent practice, and
self-regulated learning are all fundamental in establishing a
successful writers' workshop. There is a detailed chapter on
organizing for writers' workshop, including materials, components,
routines, and procedures. Other chapters provide explicit
guidelines for designing productive mini-lessons and student
conferences.
"Scaffolding Young Writers" also features:
- an overview of how children become writers;
- analyses of students' samples according to informal and formal
writing assessments;
- writing checklists, benchmark behaviors, and rubrics based on
national standards;
- examples of teaching interactions during mini-lessons and
writing conferences;
- illustrations of completed forms and checklists with detailed
descriptions, and blank reproducible forms in the appendix for
classroom use.
Instruction is linked withassessment throughout the book, so
that all teaching interactions are grounded in what children
already know and what they need to know as they develop into
independent writers.
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