Modeling

**Modeling**

**Content** Modeling can be used to introduce and enhance student writing.

**Grade Level** Modeling can be used at any grade level, K-12. This example will be proposed for a 9th grade English class.

**Curriculum Standards**

The following 9th grade Reading/Language Arts CSO's are covered by the following description of practice:


 * RLA.O.9.2.1- compose narrative, informative, descriptive, persuasive writing from a prompt using the five-step writing process (pre-writing, drafting, revising, editing, publishing).
 * RLA.O.9.2.6- incorporate varied note taking skills to process and organize information into an outline for a composition (introduction, main points, supporting details, conclusion).
 * RLA.O.9.2.7- examine and prioritize different drafting strategies for specific writing tasks to structure a clear, logical progression of ideas in argumentative writing, research writing, literary analysis, and creative and reflective writing.
 * RLA.O.9.2.10- use pre-writing, editing and revision techniques to construct complete and varied sentences, eliminate organizational errors and use more precise and concise language.
 * RLA.O.9.3.5- understand, interpret and evaluate various media communications.

**Description of Practices** Five easy steps can be followed to effectively model writing for students ([])

For the following lesson, the teacher will be modeling how to write a compare and contrast essay. After a unit on the novel and watching the movie, "To Kill a Mockingbird" by Harper Lee, students will be comparing and contrasting the movie and book through a compare and contrast essay. The teacher will model writing ant essay by comparing and contrasting any popular book made into movie.


 * Step 1: Select a Topic**
 * Students should be shown how to select a topic to write about. Whether they are given a prompt or asked to free write, students should find a way to connect to the topic as it will make writing about the topic easier.


 * Step 2: Think Aloud**
 * The teacher will model thinking about the details in both the book and the movie aloud.
 * How were the book and the movie alike?
 * How were the book and the move different?
 * A graphic organizer, such as a Venn diagram or an online compare and contrast map ([]) can help organize thoughts and ideas.


 * Step 3: Write Your Draft**
 * During this step, the teacher will model actually writing the essay. Using collected thoughts and ideas from the created Venn diagram or compare and contrast map, the teacher should start the process of composing the essay.
 * While writing, it should be emphasized that the first draft is a rough draft. Ignore spelling and grammatical errors during this stage.
 * It is suggested to use an overhead projector or a document camera for this stage as all students will be able to see the teacher compose the essay.


 * Step 4: Revising and Editing**
 * During this stage, students should be made aware the importance of revising and editing.
 * Model re-reading the essay aloud to hear if the essay makes sense.
 * Allow another student in the class to re-read the essay to model using a peer to review the written work.
 * In this stage, the teacher should model fixing grammatical and spelling mistakes in the essay.


 * Step 5: Independent Writing**
 * The final step of the modeling process allows the students to work independently to compose their own piece of writing.
 * For this example, students will be comparing and contrasting the novel and movie, "To Kill a Mockingbird."
 * Allow students to use the same resources (Venn diagrams, compare and contrast maps, etc.) while writing independently.
 * Encourage students to use the strategies shown during the modeling process.

**Implementation Considerations** This strategy works best in a whole group setting. Student input can be very valuable to the modeling process.

**Example** This video gives tips on how to effectively model writing to students: "http://www.youtube.com/embed/b3ixoj-_PMM"

A great example of modeling writing for younger and older students can be found on page 130 of the following article: []

**Citation** Schunk, D. H., & Zimmerman, B. J. (2007). Influencing children's self-efficacy and self-regulation of reading and writing through modeling. //Reading & writing quarterly//, //23//(1), 7-25.