Writing Strategies

Strategy
(Tcnica)
Sprinting
(Natalie Goldberg)

Purpose
(Propsito)
*Use as a quick
write
*Writing as a way
to channel
thoughts and
express oneself.

Morning Pages
(Julia Cameron)

To begin to clear
the clutter of the
mind
To write from
what you
see/remember as
well as the
underbelly.

Writing from both

sides of the rock
(Natalie Goldberg)

Writers Notebook
(Ralph Fletcher)

To incubate ideas
for writing

Writing from genre

to genre
(Natalie Goldberg)

*Students learn
to use a variety of
writing genres.

Shared Writing

To engage
children in
composing a
written text.

Procedure
(Procedimiento)
1. Teacher says one
word.
2. Students write
anything that comes to
mind.
3. Students share with
their partner.
1) First thing in the
morning write for 10
minutes
1. Start writing from
one perspective on any
topic.
2. Then switch and
write about the
opposite perspective.
1. Write in notebook
everyday
2. Write about any
topic
Write about 3 different
genres for 5 minutes.
1. Have students think
about a special place.
2. Write a letter to a
friend about this
special place.
3. Write direction on
how to get to this
special place.
4. Write a fairy tale
that includes your
special place.
1. choose a topic
students are familiar
with
2. gather students and

Application
( Aplicacin en el aula)
*Use as assessment after
unit.
*Use as a warm up.
*Use to channel out
ideas.

This strategy will help

set focus to your day.
Help students develop
ideas from different
perspectives.

Keep a notebook of
writings based on family
life, traditions, thoughts,
and musings.

The teacher and

students model
appropriate writing
strategies and

To engage
students
awareness of
letter-sound
relationships

Pillowcase
(Me in a Box)

Provide
springboard for
personal writing.

Poetry

To helps students
with structured
poetry

ask to help come up

with sentences about
topic
3. have students
suggest the first
sentence and repeat it
several times to that
they know the words
4. ask for help writing
words
5. explain you need
blank spaces between
words
6. Repeat steps
1. Collect a number of
personal items to share
with the class.
2. Explain that the
objects tell about you
as a person, explain
what they represent.
3. Have students write
or dictate sentences
about what they
learned from you
4. Invite students to
collect items in the
same way
5. Have students use
their collections to
help write about
themselves
1. Introduce an
example of a well
written poem (teacher
can write it)
2. Discuss formal
characteristics of
poems
3. Create poem with
help of students
discuss choices so they

techniques before the

students begin writing
on their own.

Introduce yourself to
students by displaying
personal objects.
Encourages discussion
and provides
springboard for personal
writing

Increase students
awareness of how form
and meaning can shape
each other in poetry.

can understand the

process
4. Have pairs or
individuals write their
own poems.
5. Share poems and
discuss qualities
6. Discuss why a
writer might choose to
write a poem with
certain structure
7. display students
work samples; outline
the procedures for
writing a poem with
the structure in
question