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Fostering Independence in Primary Writers: Strategies for Second Grade Classrooms

Discover effective strategies to promote independence in primary students' writing with insights from Robin Howell, a second-grade teacher at Hendrix Elementary. This guide explores essential activities including turn-and-talk, writer’s workshop mini-lessons, and personalized feedback methods. It addresses common challenges in the writing process, such as students' reliance on teacher guidance and the need for motivation. By providing resources, mentor texts, and environments that inspire creativity, this approach empowers students to take control of their writing journey and develop essential skills.

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Fostering Independence in Primary Writers: Strategies for Second Grade Classrooms

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  1. I’m Done…Now What? How to Create Independence in Primary Students’ Writing Robin Howell Second Grade Teacher Hendrix Elementary

  2. "Producing writing is not so much like filling a basin or pool once as it is like getting water to keep flowing through until it finally runs clear." --Peter Elbow

  3. What Do We Do When We Have Finished A Piece of Writing? • Turn and Talk

  4. Writer’s Workshop • Mini- Lesson • Writing Time (Brainstorming, Drawing, Revising and Editing) • Conferencing • Sharing I’m Done!!!!

  5. What Are Problems In Our Classrooms During the Writing Process? • Not wanting to wait for feedback • Illustrate and not write • Procedural Constraints • How Writers Work • Is it student centered? • Are there goals set? • I don’t know what to do or where to start • Time on task • Motivation • Are they inspired?

  6. Suggestions…

  7. What’s the Difference? Creates Dependence Fosters Independence • Teacher selects writing prompts • Teacher keeps all supplies • Teacher helps with spelling of words • Students write during assigned time and they are done quickly • All students publish at the same time • Students select writing topic • Materials are available to students • Students “write by the sounds they hear” • Students plan their writing and writing continues from one sitting to another • Students publish on individual basis Adapted from No More “I’m Done!” by Jennifer Jacobson

  8. Plan and Gather • Decide your goals for your writing for the year • Gather Mentor Texts from all types of genres ( Poems, Notes that come on CD’s, cookbooks, plays, magazines) * Whole Class Studies ---Process and Product ( Needs, Interests, Curriculum Objectives, Motivation to challenge)

  9. Space Writing Center Supplies Writing Folders Blank Paper Date Stamp and Ink Pad Pencils ( Regular and Colored Alphabet Charts Scissors and Tape Graphic Organizers Editor’s Checklist Scrap Paper and supply request forms Other Possiblities: Stapler, Pens, Crayons, Sticky Notes, Baby Name Book, Children’s Magazines, Hole Punch, Brad Fasteners • Meeting Area • Conference Area • Writing Center • Management Systems • Publishing Area

  10. Routines • Mini-Lessons • Foster Independence in the Selection of Writing Topics • Writing Time • Conferencing 1. Set Goal 2. Reflect 3. Point 4. Question 5. Teach One Skill • Author’s Chair

  11. What Does This Mean For Your Classroom?

  12. Resources Jacobson, Jennifer. No More, “I’m Done” . Fostering Independent Writers in the Primary Grades. Portland, Maine: Stenhouse Publishers, 2010 Ray, Katie Wood. Study Driven: A Framework For Planning Units of Study In The Writing Workshop. Portsmouth, New Hampshire: Heinemann, 2006

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