2-3 Writing

In your group, please discuss the following questions and collaboratively write a response to each question below. Base your ideas on what you have read in Calkins and Graves and, when possible, cite pages that support your ideas.


At these grade levels, what does writing look like? What can students be reasonably expected to do?
These students should be able to write sentences with some invented spellings. There might be over use of types of puncuation.

What range of skills might a teacher expect to see in her/his writers?
Anywhere from kids who are still using pictures to convey meaning to kids who can write paragraphs.

What should teachers expect students to do for revision? When they offer peer response?
Often times students will rewrite their writing when revising, however teachers can give revision strategies such as "spider legs" to help students expand on their writing. During peer responses students can talk about their writing which could spark additional ideas.


At these grade levels, what role should the teacher play? In what ways might teachers respond to students' writing?
The teacher can serve as a model for how the writing workshop should be conducted or provide prompts to students through asking open ended questions. The teacher should respond through broad comments. Instead of complementing a student on his use of an exclamation mark the teacher could complement the student on a use of puncuation.

How could teachers use notebooks at these grade levels to support student writers?
Notebooks are used for a safe place for students to experiment and as a place to work on pieces over time.

About Calkins' and Graves' Philosophies

What assumptions do Calkins and Graves hold about teaching and learning? How is this similar to and different from your own experience at this grade level?They believe in using writing workshops not traditional writing processes. The teacher should let students write about what interests them.