Practice: Through modeling and gradual release, students come to enjoy sharing their work at all stages of the writing process.  Referring to the author's chair concept, Calkins (2003, p. 74) shares that "The day that does the most to teach children that they are writers is the day we celebrate children's published work."

Performance indicator:

Standard 4: language for social interaction

1. Oral communication in formal and informal settings requires the ability to talk with people of different ages, genders, and cultures, to adapt presentations to different audiences, and to reflect on how talk varies in different situations. *Students take turns speaking and respond to others’ ideas in conversations on familiar topics. >>>>

Writing instruction: strategy instruction minilesson during writer's workshop on interesting, relevant and focused penpal responses.

Evidence: In their research, Gersten & Baker (2003, p. 115) share that "...the successful application of procedural facilitators is enhanced considerably when they are linked to focused dialogue among students and teacher.  In particular, extended dialogue and feedback can be another means for helping students significantly improve quality.  Dialogue about the texts that students compose can be an excellent way to illustrate the connection between reading and writing.  When implemented, dialogue can become a central construct in the development of literacy (Kucan & Beck, 1997; MacArthur, Schwartz, Graham, Molloy, & Harris, 1996)."