Gibson (2008) states that students need to receive explicit
writing instruction and will not become better writers just because you require
them to write. Guided writing takes place in a small group setting and is differentiated
based on the reading level and instructional needs of the student. Guided
writing can take place during guided reading groups when students are
responding to what they read. Sample lesson plan formats and suggested writing
activities can be found in Jan Richardson’s book The Next Step in Guided Reading (2009). For example, emergent readers
may write a short dictated sentence, where as a transitional reader might write
a 3-5 sentence retelling. ELLs might require sentence frames or sentence
starters. Picking books that ELLs have background knowledge on may make it
easier for them to participate in guided writing activities. Guided writing may
also take place during writing workshop, when students are working on their own
pieces of writing, but this website focuses on the writing that happens after
students read a book during guided reading groups.
Jan Richardson (2009) believes that guided reading is essential for emergent, early, and transitional readers, but is optional for fluent readers. Teachers should use their judgement as to whether students still need guided writing support. Richardson states that guided writing gives students the opportunity to practice sight words, help students hear sounds and spell words they do not know, fix incorrect letter formation, improve mechanics, clearly organize writing, use complete sentences, vary sentences, apply strategies learned in writing workshop and extend understanding of text.
Guided writing happens on the second or third day of a lesson plan depending on a student’s reading level. Emergent and early readers have two day lesson plans, whereas transitional readers follow a three day lesson plan. Writing should be completed at the guided reading table with you, not completed at their desks. The 15-20 minutes spent on guided writing is an opportunity for you to support students in their writing and help make improvements. Below are several suggested writing activities for all levels of readers. Much more detail about each activity can be found in The Next Step in Guided Reading by Jan Richardson.
Resources
Books
The Next Step in Guided Reading by Jan Richardson
Websites
http://www.readwritethink.org/
http://www.readingrockets.org/article/effective-framework-primary-grade-guided-writing-instruction
http://www.janrichardsonguidedreading.com/
Documents
Emergent and Early Guided Writing
Transitional Guided Writing
Suggested Writing Activities
English Language Learners
Sentence frames
Sentence starters
Shared writing – rebuilding sentences
Emergent Readers - Day 2 only of lesson plan
Dictated sentence (3-10 words)
Early Guided Reading – Day 2 only of lesson plan
Dictated sentences
Open ended sentences
Beginning, Middle, End
Somebody-wanted-but-so (SWBS)
Transitional Readers – Day 3 of lesson plan
Somebody-wanted-but-so (SWBS)
Beginning, Middle, End
Character Analysis (feelings)
Five-finger retell (character, setting, problem, events, ending)
Problem/Solution
Compare/Contrast
Fluent Readers (optional)
Character Analysis
Theme
Alternate Ending
Chapter Summaries
Compare/Contrast
Cause/Effect
Main Idea/Details
Author’s Purpose
Connections
References
Gibson, S. A. (2008). An effective framework for primary-grade guided writing instruction. The Reading
Teacher, 62(4), 324–334.
Richardson, J. (2009). The next step in guided reading. New York, NY: Scholastic Inc.
Jan Richardson (2009) believes that guided reading is essential for emergent, early, and transitional readers, but is optional for fluent readers. Teachers should use their judgement as to whether students still need guided writing support. Richardson states that guided writing gives students the opportunity to practice sight words, help students hear sounds and spell words they do not know, fix incorrect letter formation, improve mechanics, clearly organize writing, use complete sentences, vary sentences, apply strategies learned in writing workshop and extend understanding of text.
Guided writing happens on the second or third day of a lesson plan depending on a student’s reading level. Emergent and early readers have two day lesson plans, whereas transitional readers follow a three day lesson plan. Writing should be completed at the guided reading table with you, not completed at their desks. The 15-20 minutes spent on guided writing is an opportunity for you to support students in their writing and help make improvements. Below are several suggested writing activities for all levels of readers. Much more detail about each activity can be found in The Next Step in Guided Reading by Jan Richardson.
Resources
Books
The Next Step in Guided Reading by Jan Richardson
Websites
http://www.readwritethink.org/
http://www.readingrockets.org/article/effective-framework-primary-grade-guided-writing-instruction
http://www.janrichardsonguidedreading.com/
Documents
Emergent and Early Guided Writing
Transitional Guided Writing
Suggested Writing Activities
English Language Learners
Sentence frames
Sentence starters
Shared writing – rebuilding sentences
Emergent Readers - Day 2 only of lesson plan
Dictated sentence (3-10 words)
Early Guided Reading – Day 2 only of lesson plan
Dictated sentences
Open ended sentences
Beginning, Middle, End
Somebody-wanted-but-so (SWBS)
Transitional Readers – Day 3 of lesson plan
Somebody-wanted-but-so (SWBS)
Beginning, Middle, End
Character Analysis (feelings)
Five-finger retell (character, setting, problem, events, ending)
Problem/Solution
Compare/Contrast
Fluent Readers (optional)
Character Analysis
Theme
Alternate Ending
Chapter Summaries
Compare/Contrast
Cause/Effect
Main Idea/Details
Author’s Purpose
Connections
References
Gibson, S. A. (2008). An effective framework for primary-grade guided writing instruction. The Reading
Teacher, 62(4), 324–334.
Richardson, J. (2009). The next step in guided reading. New York, NY: Scholastic Inc.