Sharing

We cherished our children’s excitement as they shared their writing. We began to see the writers behind the words.

— Karen Ruzzo &
Mary Anne Sacco
Significant Studies for Second Grade

Definition

Sharing is a time that provides real audience responses and opportunities for interaction. Students reflect on their learning and learn from their peers. This can be done in whole group, small group, and/or one-on-one settings.

Teacher Role

Before	During	After
Creates supportive environment for sharing Establishes/teaches sharing routines Explicitly teaches students how to listen and provide specific feedback Clarifies purpose of sharing and who will share	Tells students “what we’re doing and why” Brings together if sharing is whole group Facilitates the process of sharing Takes advantage of “teachable moments” Reinforces skills, strategies, and/or procedures that have been taught previously Celebrates and honors the writer and the writing	Audience thinks about what they learned to apply to their own writing Audience thinks about how they participated and supported peers Author considers feedback from the session

Before

During

After

Creates supportive environment for sharing

Establishes/teaches sharing routines

Explicitly teaches students how to listen and provide specific feedback

Clarifies purpose of sharing and who will share

Tells students “what we’re doing and why”

Brings together if sharing is whole group

Facilitates the process of sharing

Takes advantage of “teachable moments”
Reinforces skills, strategies, and/or
procedures that have been taught previously
Celebrates and honors the writer and the writing

Audience thinks about what they learned to
apply to their own writing

Audience thinks about how they participated
and supported peers

Author considers feedback from the session

Student Role

Before	During	After
Rehearses reading before sharing	Audience/author understands and communicates “what we’re doing and why” Audience celebrates and honors the writer and the writing Audience listens and gives specific feedback to peers Author shares writing, listens and considers feedback	Audience thinks about what they learned to apply to their own writing Audience thinks about how they participated and supported peers Author considers feedback from the session

Before

During

After

Rehearses reading before sharing

Audience/author understands and
communicates “what we’re doing and why”

Audience celebrates and honors the writer
and the writing

Audience listens and gives specific feedback
to peers

Author shares writing, listens and considers
feedback

Audience thinks about what they learned to apply to their own writing

Audience thinks about how they participated
and supported peers

Author considers feedback from the session

Rationale

Share meetings, the whole-class gatherings that often end the writing work-
shop, are prime time to teach all the children, not just the child who is sharing.

— Shelley Harwayne
Writing Through Childhood

The share time and the minilesson are our best opportunities to reach the whole
class and to reinforce successful teaching strategies.

— Judy Davis & Sharon Hill
The No-Nonsense Guide to Teaching Writing

We are much more apt to do our best work when we know our efforts will be
supported and celebrated and when we believe we can succeed.

Students love it!

— Regie Routman
Writing Essentials