Writing frames
K-12
How can we integrate reading and writing across the content areas?
- One method for integrating content area reading with writing is the use of writing frames (Fowler 1982; Nichols, 1980). Many struggling readers have difficulty getting started and staying focused on an issue when asked to respond in writing to a selection they have read. The writing frames contain key language information to help students organize their thoughts and writing about the major ideas of a narrative or expository text.
How to Use the Strategy:
Use of the writing frame should always begin with discussion and teacher modeling before moving on to joint construction between the teacher and student and then followed with the student using the writing frame independently.
Teachers should:
(a) challenge the students by involving them in a close examination of the features of text, both fiction and non-fiction
(b) model a wide range of techniques for responding to text by focusing on each text’s particular writing form; and
(c) require students to review and revise their responses after a guided reading of the text.
Writing frames are appropriate for guided writing which involves the teacher working with a small group of students writing a range of text types. In guided writing the teacher models through mini-lessons and students apply the understanding they gained from modeled and shared writing sessions with varying degrees of support from the teacher. Writing frames provide scaffold for writing.
Steps:
1. When teaching writing using a frame, first introduce the type of writing with the critical elements highlighted.
2. Present the writing frame and model how to complete it.
3. Discuss the writing frame responses with the class and invite students to ask questions.
4. Provide guided practice using the writing frame.
5. After students have used the writing frame over time and with the teacher using informal assessment, students then use the frame to write individually.
6. As students learn the structure of the particular type of writing (i.e., narrative, expository) the use of frames is discontinued.
7. Have students present their paragraphs, explaining why they used the ideas they wrote.
8. Once students are comfortable with writing one paragraph, expand their writing to multiple paragraphs.
9. After practice, post examples of completed paragraphs in the classroom for students to refer to when they write without the use of frames.
Use of the writing frame should always begin with discussion and teacher modeling before moving on to joint construction between the teacher and student and then followed with the student using the writing frame independently.
Teachers should:
(a) challenge the students by involving them in a close examination of the features of text, both fiction and non-fiction
(b) model a wide range of techniques for responding to text by focusing on each text’s particular writing form; and
(c) require students to review and revise their responses after a guided reading of the text.
Writing frames are appropriate for guided writing which involves the teacher working with a small group of students writing a range of text types. In guided writing the teacher models through mini-lessons and students apply the understanding they gained from modeled and shared writing sessions with varying degrees of support from the teacher. Writing frames provide scaffold for writing.
Steps:
1. When teaching writing using a frame, first introduce the type of writing with the critical elements highlighted.
2. Present the writing frame and model how to complete it.
3. Discuss the writing frame responses with the class and invite students to ask questions.
4. Provide guided practice using the writing frame.
5. After students have used the writing frame over time and with the teacher using informal assessment, students then use the frame to write individually.
6. As students learn the structure of the particular type of writing (i.e., narrative, expository) the use of frames is discontinued.
7. Have students present their paragraphs, explaining why they used the ideas they wrote.
8. Once students are comfortable with writing one paragraph, expand their writing to multiple paragraphs.
9. After practice, post examples of completed paragraphs in the classroom for students to refer to when they write without the use of frames.