Abstract
AbstractAlthough orally sharing and discussing written compositions has been shown to benefit elementary students, it can be challenging to entwine this additional pedagogy with an already full literacy instructional period. This article acknowledges these challenges and outlines three evidence‐based instructional modifications to encourage active sharing in literacy classrooms to support developing writers. The three strategies are (1) The “Single Share,” (2) “The Sticky and the Sticker,” and (3) “The Borrow.” The benefits of each strategy are discussed within the elementary literacy context, and insight into the successful implementation of each pedagogical approach is provided for educators.
Reference16 articles.
1. Building Inclusivity and Empathy Through Writers' Workshop
2. Culham R.(2014).The writing thief: Using mentor texts to teach the craft of writing. International Reading Association.
3. Research-Based Writing Practices and the Common Core
4. A Revised Writer(s)-Within-Community Model of Writing
5. Graham S. Bollinger A. Booth Olson C. D'Aoust C. MacArthur C. McCutchen D. &Olinghouse N.(2018).Teaching elementary school students to be effective writers: A practice guide (NCEE 2012‐4058). U.S. Department of Education Institute of Education Sciences National Center for education evaluation and regional assistance.