Model Writing

Sometimes when teachers worry that their students’ writing is bland, I ask them to reflect on the quality of the writing that they do in front of their children. Remember, children will learn what we demonstrate.

— Shelley Harwayne
Writing Through Childhood

Definition

Model writing is a short daily teacher demonstration of skills, strategies or procedures. The teacher uses chart paper, white board or overhead to model writing in front of the whole class. This intentional model, which relies on the teacher thinking aloud, allows students to hear and see what writers do when they write. Texts are typically short and completed in one session, although they may be longer and written over several days or weeks.

Teacher Role

Before	During	After
Selects skills, strategies and/or procedures based on student writing and grade level expectations Chooses meaningful topic Identifies resources to help teach using teacher, student and author as sources Gathers students close for instruction	Tells students “what we’re doing and why” Invites interaction and participation on a limited basis Thinks aloud while writing Rereads what has been written Invites interaction and participation on a limited basis Reinforces prior learning Maintains quick pace Keeps session short and focused (10 minutes or less)	Reinforces focus of the session to work on Encourages students to apply skills, strategies, and/or procedures in their independent writing Sends students out to write

Before

During

After

Selects skills, strategies and/or procedures based on student writing and grade level expectations

Chooses meaningful topic
Identifies resources to help teach using
teacher, student and author as sources
Gathers students close for instruction

Tells students “what we’re doing and why”

Invites interaction and participation on a limited basis
Thinks aloud while writing
Rereads what has been written
Invites interaction and participation on a limited basis
Reinforces prior learning
Maintains quick pace
Keeps session short and focused (10 minutes or less)

Reinforces focus of the session to work on

Encourages students to apply skills, strategies, and/or procedures in their
independent writing
Sends students out to write

Student Role

Before	During	After
Comes to whole group area	Understands and communicates “what we’re doing and why” Listens Observes Participates on a limited basis	Uses skills, strategies and procedures during independent writing

Rationale

As teachers look closely at children’s writing, it becomes clear what the children’s
strengths and needs are. Here is where the “art” of teaching comes in.

— Eileen Feldgus
Kid Writing

Load the modeling with targeted skills and strategies until you see evidence of
these in every student’s writing.

— Darla Wood-Walters

Research concludes that demonstration is infinitely more powerful than
explanation alone.

— Richard Allington
Schools that Work

Passion is contagious. Teachers who share their passions develop learners who
want to explore theirs.

— Stephanie Harvey
Non-Fiction Matters