Guided Writing

By Linda Hoyt

What is Guided Writing?

I used to think that guided writing occurred when I gave students a writing
assignment and directed them to use a particular format, genre or topic.
When I asked them to write in a learning log about a science experiment ,
write a reflection on a treasured story, or develop an innovation on a favorite
predictable book, I was providing guidance but I was mostly giving
assignments.

I realize now that these assignments had value for deepening knowledge
of content and text structure but there was little guiding about the craft of
being a writer.

I now see guided writing as a highly focused small group writing experience.
As in guided reading, this is a time when the teacher is focused tightly on a
small group of learners. During this small group time, the teacher can
provide link ups to minilessons shared with the whole class and give an
opportunity for the writers to engage with the minilesson concepts while the
teacher is close by to guide and support. This small group time might be an
opportunity to stretch and expand the writing skills of gifted students, to
reteach key writing skills for struggling students, or to demonstrate an
informational text feature a group of students would find helpful in their
content writing. As in guided reading, this time is built upon learner needs.
Groups are small, flexible and short term.

Parallels To Guided Reading

I see many parallels between guided reading and guided writing. Both are
conducted in a small group setting and emphasize strategies. Both
emphasize explicit teaching followed by students independently applying
and reflecting upon the strategies which were taught.

I really appreciate the role guided writing plays in a balanced literacy

curriculum as it is flexible, fits into any management system and supports all
curricular areas.

Guided Writing as an Extension of Guided Reading

I often slip into guided writing as an extension of a guided reading lesson,
taking students into the world of the writer in response to their reading. In
this case, I would ask the students to revisit their guided reading selection to
think with the eyes of an informational author. What do we notice about this
authors word choice, use of bullets in a list, use of captions, or conventions
such as bold face headings. How did these help us as readers? How might
we use those tools in our own informational writing?

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The next step would be to get out writing folders and have the students
examine a piece of informational text to consider adding text features which
would strengthen their message and offer better support to their readers.

In this scenario, guided writing would be slipped into the time allocated for
guided reading with students shifting between guided reading and guided
writing. This requires no adjustments in daily schedules as guided writing
occurs during an already scheduled time block.

Guided Writing Within Writers Workshop

Guided writing can offer instructional power during writers workshop. If you
look at your writers workshop schedule, you might be able to allocate ten
minutes of each workshop for a guided reading group to meet. This could be
regularly scheduled where students know they have guided writing with you
every Monday or It could also be much more flexible in that you could
use that allocated guided writing time to gather students in flexible needs
groups to do some explicit linking up to a whole class minilesson or to teach
an advanced lesson on voice in informational text.

Guided Writing in Content Area Studies

Math, science, social studies and health all offer rich opportunities to gather
small guided writing groups for explicit instruction and support on writing in
the content areas. Even a brief session can heighten learner awareness and
bring increased skill to their written communications.

Sample Guided Writing Lessons

Vignette I: Guided Writing during Writers Workshop
John, Alecia, Alvarito, Shandrea, and Alad lead in closely as I show them the
leads in four of my favorite informational picture books. As the students
observe, I point out the way the authors have tried to pull me into their texts
with first person language such as: Please notice that Did you know that
or opening with a question.

I had presented several whole class minilessons on strategies for pulling the
reader into your informational writing, but these five students continued to
develop pieces which read like lists of facts. It was clear to me that they
would benefit from the increased intensity of a guided writing group on this
topic.

As I continued to point out strategies used in these books, I noticed that Alad
kept leaning in closer and that Shandrea was totally focused on the language
I was sharing. These are students who are easily distracted and often sit at
the back of the sharing circle, yet in the small guided writing group, they
were totally connected.

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My next step in the Guided Writing lesson was to show the students a piece
of my own informational writing which I had placed on a sheet of chart paper.
I read it and did a think aloud about how to improve the lead and make it
more appealing to a reader. While thinking aloud, I explored the use of
questions to open paragraphs and showed the writers how I could change my
piece by beginning with a question. Ultimately, they assisted me in drafting
my new, far more inviting draft and were eager to dive into their writing
folders to add some life to their work.

The group lasted about ten minutes, but we accomplished a great deal. As
they left the table, I made a note to meet with them again the next day to
check on their progress and invite them to share their changes with each
other. I also made a note to be sure these students had an opportunity to
share what they had learned and their ensuing changes during our sharing
circle for writing.

Vignette II: Guided Writing as an Extension of Guided Reading

Marcella, Stephanie, Malo, Joey, and Megan have been reading about
Westward Migration during guided reading. Their discussions have been rich
with connections to the social studies unit we are studying as a class. I
decided to shift them from guided reading to guided writing to take
advantage of the rich descriptors in the text we have been using for guided
reading. The language of this particular text is laden with colorful
descriptions, and interesting sentence patterns which much needed in the
writing of these students.

I explained that we are revisiting the book they have read, not to look at
content, but rather to look at the craft of this writer. I requested that they
reread page 4 and be prepared to make observations about the writers craft,
especially the descriptions and the way sentences are structured.

Malo volunteered to share first. From page 4, Lashe read: They created
maps, charted rivers, identified plants and animals, and brought back tales
of harsh weather and beautiful land. Malo observed that one of the reasons
he had really liked reading this book was that he could imagine the activities.
The book was written so that he could make a movie in his head and
understand what was happening.

The other students agreed and set about finding additional examples of
places in the book where the author had used lists of actions and interesting
descriptions to stimulate visualization for the reader. They concluded that
the sentences which listed actions, separated by commas, were very
powerful.

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Our next step was to turn to the writing they had been doing on westward
migration. Each student had a different topic under development. Our
challenge in guided writing was to apply what we learned from this author to
our own work. They started in pairs helping each other to look for spots in
their writing where this listing strategy could be used and ultimately settled
into working independently.

As I closed the guided writing session, I asked them to summarize what they
had learned and how they would use that understanding in their writing.

As in the previous vignette, I made a note to myself to check with them the
next day and invite them to present a group minilesson for the rest of the
class as this writing strategy was one not yet covered for the class at large.

Vignette III: Guided Writing with Emergent Writers in Writers

Workshop
Six eager kindergarten faces shone with excitement as they joined me for
guided writing. I had selected these students as a temporary guided writing
group because they were still focusing on drawing and were producing very
little writing even though I was continuing to do modeled and shared writing
every day, as well as invite these students to write about math, science, and
so on throughout the day.

I started by modeling how to stretch out a word and say it slowly while
writing the beginning and ending sounds. I also reminded them to use
alphabet cards which were on the table so they could find the picture clues
to match the sounds they could hear. We practiced stretching several words.

Next, I passed out photos I had taken the day before of these students doing
cross section drawings of pears and oranges. I asked each of them to place
their photograph on a piece of writing paper and create labels for the things
they could see in the photograph. It worked! They were each able to label
several items from their photograph and drawings using at least beginning
and ending sounds. Thanks to guided writing and the boost in confidence it
provided, these students now see themselves as writers.

Reflections
Guided writing, like guided reading, must reside within a rich culture of
language and informational explorations. The teaching done in guided
writing is based upon the broad range of experiences children have in
modeled writing, shared writing, interactive writing, and personal writing.
The groups are small and flexible. Teaching is targeted to explicit learner
needs. The emphasis is on the craft of writing.

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Guided Reading and Guided Writing: Core Understandings
Guided Reading Guided Writing
Small group instruction
Teacher leads
Focus on a specific teaching point
Match instruction to developmental level
Model, teach, link up to minilessons
Students individually interact with print
Students take responsibility to apply
the learning
Guide reflection on the learning
Connect to personal use of the
strategies
Teacher assesses