This presentation talks about 'shared writing' as a tool to teach writing in the class.

1. SHARED WRITING
Sushree Mishra
Educational Consultant

2. Shared Writing
Overview of the presentation
• Shared Writing
What is shared writing?
Steps in shared writing
Role of teacher
Role of student
Time taken for shared writing and materials needed
• Why is shared writing important?
• Example of shared writing
• How can it be used with students?
• The ultimate goal of shared writing
• References

3. What is shared writing?
Shared writing is an instructional approach to teach writing
to students by writing with them. The idea is to teach writing
through writing. The process of writing is demonstrated by
the teacher through a ‘write aloud’ process. The teacher
acts as a scribe while the students contribute ideas. In
other words, the pen is always in the teacher’s hand.

4. Steps in shared writing
• Teacher establishes purpose of shared writing session
• Teacher brainstorms ideas with a student or whole class
• Teacher chooses one idea out of many with students
• Teacher invites students to elaborate on the idea
• Teacher and students compose the text together
-Teacher models the process of writing
-Teacher focuses on specific elements of writing
-Teacher and students revise the text together
• Celebrate writing by publishing, reading aloud, sharing it
with the class

5. Steps in shared Role of the Role of the teacher
writing student
Establish the purpose Student listens Teacher establishes the purpose of
of writing and writing E.g.: writing a narrative piece,
participates in exercising imagination, writing poems,
the talk using descriptive words
Brainstorm ideas Students Teacher records the ideas on a chart
together contribute paper
ideas
Choose ‘a’ topic Zero down on Teachers helps decide which idea to
one idea to choose.
write about
Elaborate on ideas Elaborates on Teacher helps elaborate by asking
the ideas guided questions – What else do you
think you can add? What might make it
sound better? etc.
Model the process of Student Teacher explicitly models the writing
writing answers process. Teacher explains each
teacher’s decision she makes and the reasons for
questions, the same. For example, if focus is on
gives his/her using descriptive words, and teacher
opinion on uses one word over other, she explains
what teacher the reason for it. She also invites

6. Steps in shared Role of the Role of the teacher
writing student
Model the process of Student Re-reads the sentences before writing
writing answers them down, to provide students with
teacher’s insights on how to compose a
questions, sentence.
gives his/her
opinion on Reads sentences over and over again
what teacher to ensure flow of sentences. Asks
says. students, ‘Now does it sound better. “
Provides enough wait time for students
to think and respond.
If students find it challenging to
respond, teacher asks guided questions
to elicit responses.
Teaches different genres of writing and
explicitly models the structure during
this stage.

7. Steps in shared writing Role of the Role of the teacher
student
Revise together Student Teacher reads the text and asks
participates in the the students, ‘Does the text flow
discussion with well? Can I add more sentences to
teacher/peers. make it sound better? Can I add
more detail?
Final piece Student reads it Teacher reviews all the elements
aloud to the of writing addressed during the
teacher session.
Celebrate writing Students share it Teachers provides means/ideas to
with the class the students to share their writing
through and provides positive
classroom reinforcement by highlighting their
newsletters, with strengths in writing- creativity,
parents, class good use of verbs, variety in
blogs, writing sentence structure, etc.
journals.

8. Setting, time taken and materials used
Setting
Informal
In a safe and comfortable environment
In the class or at home
Time taken
15-20 minutes per session
Materials used
Markers, chart papers, magnets, rulers

9. Why is shared writing important?
Regie Routman (1994) lists several benefits of utilizing
the shared writing strategy with students. Some of these
include the recognition that shared writing:
• Reinforces and supports reading as well as writing
• Makes it possible for all students to participate
• Encourages close examination of texts, words, and options of
authors
• Demonstrates the conventions of writing-spelling, punctuation, and
grammar
• Focuses on composing and leaves transcribing to the teacher
(quoted from http://www.teachervision.fen.com/reading-and-language-arts/skill-builder/48883.html)
Helps build motivation and increases confidence in
struggling readers.
It is a step towards independent writing

10. Example of Shared Writing
• Student’s name: Mac
• Grade: 3
• Teacher: Sushree
• Purpose of the session: Exercising imagination to write a
free verse poem
• Time taken for the session: 20 minutes
• Materials used: Paper, pen
• Setting: One-on-one
Source of the idea: Pg. 57, Exercising the imagination, Craft Lessons:
Teaching Writing K-8, Ralph Fletcher, Joann Portalupi.

11. Writing a poem together
• Discussed purpose of the session – writing a free verse
poem together, exercising imagination, understanding
how a poem is different from prose
• Brainstormed ideas for poem together.
• Zeroed in on - What if….
• Chose one topic from the list Mac suggested – What if I
was a tree
• Elaborated on the idea using mind map.

12. Elaborating on the idea chosen
The smaller circles
represent the ideas
listed by Mac.
Give
shade
to
people
Make
What If I house,
boat for
was a tree people
Make
painting
for my
friend

13. First draft
If I was a tree
I would make shade for people
I would make house for people
I would make boats for people
I would make paintings with branches
We decided to add details to this poem. We then elaborated on each
idea. I asked him these questions: WHY do you want to make shade for
people? WHY do you want to make houses for people? WHY do you
want to make boats for people? WHY do you want to make paintings
with branches?
The idea was to elicit further responses from Mac and make his
thinking more visible.

14. Second draft
If I was a tree
I would make shade for people
So they won’t be hot anymore
And they could be happy
If I was a tree
I would make house for people
So they won’t be homeless
If I was a tree
I would make boats for people
So they could sail to ocean
If I was a tree
I would make paintings with branches
And gift it to my friend
So he could sell the painting
And get money
The lines in red represent the additions made. Then I asked Mac, ‘Do you think it is a good idea to add the line – and
they could be happy’ to the other stanzas too?’ Mac said, ‘Yes, that sounds better. The repetition sounds good.’

15. Final draft
If I was a tree
I would make shade for people
So they won’t be homeless
And they could be happy
If I was a tree
I would make house for people
So they won’t be homeless
And they could be happy
If I was a tree
I would make boats for people
So they could sail to ocean
Mac’s illustration – Can you guess what is happening here?
And they could be happy
If I was a tree
I would make paintings with branches
And gift it to my friend
So he could sell the painting
And get money
And he could be happy

16. How can shared writing be used with
students?
• One-on-one with struggling students
• As a whole class activity
• With partners, collaboration with peers
• As a part of writer’s workshops
• At home with parents
• Making lists, making cards, greeting, morning messages
in class, classroom newsletters

17. The ultimate goal of shared writing is to get
students motivated to write more, write better and write
independently.

18. References
• Fletcher R. and Portalupi J., Craft lessons: Teaching Writing K-8, Second
Edition, Stenhouse Publishes.
• Payne C. D and Schulman M. B., Getting the most out of morning message
and other shared writing , Scholastic.
• Cohen V. L. and Cowan J. E., Literacy for children in an information age:
Teaching Reading, Writing, and Thinking, First Edition, Wadsworth
Publishing.
• Burkhardt R. M., Writing for real: Strategies for Engaging Adolescent Writers,
Stenhouse Publishers.
• http://www.teachervision.fen.com/reading-and-language-arts/skill-
builder/48883.html
• http://www.ncte.org/library/NCTEFiles/Resources/Journals/LA/0783-
jan01/LA0783Reading.pdf
• http://www.readwritethink.org/professional-development/strategy-
guides/shared-writing-30686.html

19. THANK YOU