Writing Instruction - What the Research Shows

Spend time with a toddler, and you will find yourself answering the question “Why?” dozens of times an hour.  Spend time with teachers hearing about a new program or initiative to be introduced into their school, and you will hear the same question.

Understanding the why behind any change helps us both assess the relevancy of new ideas, form our own opinions, and determine the priority we will give to the initiative. One of the least understood areas of elementary standards falls under the area of writing.  Research is helping educators understand the importance of teaching writing, the most effective ways to teach these skills, and the surprising benefits writing has on reading comprehension.

Why spend time teaching writing?

For information on research in writing, click here.  http://www.writenow-rightnow.com/research

Teaching students to write does more than instructing students in composing an essay and writing a story.  Writing about content material increases students’ comprehension, fosters deeper level thinking skills, and improves communication skills. Students’ literacy skills are improved when they are asked to write about what they have read.

Students must be able to communicate clearly.  As we become increasingly more technology focused, the need for students to communicate their thoughts and ideas clearly is even more essential.

What is quality writing instruction?

Most students do not inherently know how to write well. Direct, strong instructional guidance is necessary for developing writers to recognize, practice and internalize the skills needed for effective and creative written communication.  Writing is not just writing down what we say but is rather a form of communication that is extremely important in the work force.

Writing skills must be taught explicitly.  Before writing an essay, students must be able to both speak and write in complete sentences.  Understanding the writing task, determining what needs to be learned from a text, and then taking the appropriate notes are all essential skills which need to be taught and practiced. Organizing any writing genre, from paragraphs, to essays, to narratives is a skill which benefits both the writer and the reader. Experts agree that asking students to write without proper instruction is one reason that writing scores across the country are so dismal.

Can writing instruction be engaging?

Students become excited about learning when their teachers are excited about teaching.  The writing classroom should be interactive, with many opportunities for students to share and receive feedback.  Instruction should be focused, with students engaged in practicing the taught skills.  While practicing writing, students should be frequently encouraged to stop and listen to peers’ work, listening to quality writing and providing feedback.  Teachers should be engaged with students during writing instruction, providing immediate feedback to students.

Writing is an essential component of literacy instruction.  Thoughtful writing instruction must be a part of every elementary students’ school day.  If we can help in any way, please reach out.

Happy Writing!

It's Almost Time

It’s the beginning of August and the start of school is right around the corner. While still enjoying these last days of summer, many teachers are beginning to plan for the upcoming year.  As you begin to contemplate your writing instruction, consider these variables.

We all need a friend. 

In order for students to be able to work cooperatively and compassionately together, they must feel invested in other people. Building relationships between teachers and students, and students to students, takes time and effort.  One of the best sources we have found is The Morning Meeting Book by Davis and Kriete.  https://www.responsiveclassroom.org/product/morning-meeting-book/  The book provides hands-on ideas for building positive classroom relationships.  A fifteen minute morning meeting provides students time to share ideas, complete a cooperative activity and prepare themselves emotionally to have a positive day.  Plan ideas/activities for the first few weeks of school prior to the start of the year.  What do you want this time to look like?  What must be included in your classroom meetings? Building a classroom community will benefit your writing instruction as you ask students to share their writing while giving and receiving constructive feedback.  The time spent in Morning Meeting  will help alleviate student anxiety as they already feel they are a part of the group.

Review of skills and expectations is essential

Each year students need to learn the expectations of a new teacher and grade level.  Think through your expectations for writing.  What behaviors do you expect to see from students during writing?  What will feedback look like in your classroom?  What essential skills must students master?  What non-negotiables will you put in place in your writing classroom?

Make a schedule

Stephen Covey has said, “The key is not to prioritize what's on your schedule, but to schedule your priorities.”  A set time for writing instruction is key to students’ success.  We recommend primary teachers schedule 20 – 30 minutes a day, 4 times a week for writing instruction. Intermediate teachers should schedule 30 – 40 minutes a day, 4 times a week, for writing instruction. In order for students to become successful writers, they must consistently practice what has been taught.

Create an organizational system for students to keep their work

One of the biggest challenges we all face is creating an organizational system where our students can keep their writing.

Primary Students:

Primary students will benefit from an organization system for their writing. Primary teachers often use one of the two following organizational methods.

Composition Notebooks:

Composition notebooks work well as writing notebooks for primary students. Primary students will benefit from using the composition books which have the space at the top for an illustration. When using composition notebooks, students will need to be taught to use the pages in order, not skipping around from page to page. When students begin to use their notebooks for planning, be sure to have students write their plan on the left page of the notebook, so they can view their plans while writing their draft on the right page of the notebook. Putting a dot on the left-hand page will help organize students. Students will need a new composition notebook each semester.

Pocket Folders:

These work well for young writers, especially when they are using primary paper. One way to organize is to use two different colored folders depending on their purpose. Red Folder: This folder is for brainstorming, plans, sentence stretching, and any other new learning. Blue Folder: This folder is where students keep drafts that are in progress. For example, if students are working on topic sentences to go with a plan, these would be kept in the blue folder. In this way, students easily keep track of what they are currently completing in writing. In primary grades, we recommend cleaning out these folders once a quarter.

Intermediate Students:

You may choose for intermediate students to use either a spiral notebook or a 1 ½”  3-ring notebook. Students will divide the notebook into sections: ideas, planning, rough drafts, and anchor charts. Students will have an easy system for storing, and then finding, their writing while it is in process. It is imperative students learn to store their writing in the appropriate place. Some teachers find spiral notebooks, divided into the same four sections, a successful choice for their students.

As you begin planning your writing instruction, remember writing is a process

Students must be sequentially taught each writing skill and then be given the time to practice that skill. Students need to master writing complete sentences before they can successfully and independently write a paragraph.

 In the same way, teachers should only be assessing what has been taught. For example, you may be teaching planning to your students. Provide students multiple opportunities to plan for writing. After they have completed the practice, students will then choose which plan they would like their teacher to assess. This helps students gain skill and confidence, while streamlining the amount of grading which needs to be completed. Having students write a complete essay before they have learned or reviewed each component of a paragraph will lead to frustration for both you and your students.

Enjoy teaching writing

If you enjoy writing with your students, your students will enjoy writing. Creating a supportive environment where students feel safe sharing their writing provides a platform for students to learn from one another.  Provide students time to practice writing skills and to master the basics. This helps build confident writers, making writing enjoyable for both you and your students.

Please reach out if we can support you in your writing instruction in any way.  We love to talk writing!! 

Getting Back to Basics – Starting the School Year

As children across the country are headed back to school after months filled with starts and stops, teachers are eager to begin the school year strong.  Once again, we are meeting with teachers as they look to create better writers in their classrooms.  We all know that students learning has been interrupted and impacted.  We need to address the situation, but the real question is “How?”

We recently read an article about Kobe Bryant.  A sports psychologist had come to do an article on Kobe leading a youth sports camp.  The psychologist asked Kobe if he could carve out some time to meet. Kobe’s response, “I can meet you at the gym at 4:00.  4:00 AM, not 4:00 PM.”  When the psychologist arrived, he found Kobe practicing the basic basketball moves he would teach the children a few hours later.  Asking Kobe why he would need to practice such basic moves, he was amazed at the answer.  “It’s the basics that make one great!”

That’s also the key to being great in the classroom – carving out time to teach the basics.  In writing, like every other curriculum, in order to soar, children need the basics.

Writing in Complete Sentences: Too often, we believe that children need to write a paragraph/essay at the start of the school year.  However, students must be able to write in complete sentences before moving on to longer pieces.  In Write Now – Right Now, this is called Team Complete. Speaking in complete sentences and writing in complete sentences is essential prior to writing essays.  Take the time to teach and review this skill, and then provide students an opportunity to practice, practice, practice.

Writing Short Answers: In Write Now – Right Now, these are called Shining Star Answers.  Once students are competent and confident in writing complete sentences, it’s time to learn to write quality short answers.  Students must be taught how to understand what a question is asking, find supporting evidence in text, and write a quality short answer.  All the rules for writing a complete sentence apply.  To reinforce this skill, require students to answer 1 or 2 questions to a specific text, not answer 15 questions!  Use all curricular subjects to practice, practice, practice.

Providing students quality prompts: It is a teacher’s responsibility to provide students with an objective for learning. This includes writing prompts for students that clearly state what you want students to know and be able to do.  Providing students with well-defined prompts helps students plan, gather appropriate details, and write on topic.  Use all curricular subjects to practice, practice, practice.

Teach Planning:  Teaching planning is key and well-worth your time and effort. Like a map, a plan helps students write clearly from beginning to end.  Plans provide students a structure to organize ideas, take notes, and use as a guide when they move to the drafting process.  Students can create plans for all curricular areas. This is an essential skill and students must be given time to practice, practice, practice!

Look for Part II of Getting Back to Basics . . . coming soon!

Using Picture Books

No matter your age, picture books retain a strong appeal to readers.  Older elementary students often need an excuse to return to childhood favorites.  This year we have been spending time reading and rereading the book The Three Snow Bears by Jan Brett.  This creative and visually stunning retelling of the classic Goldilocks and the Three Bears will appeal to students of all ages.  Along with being a delightful reading experience, the book can also be used to practice some essential reading and writing skills.

You may choose to read the book aloud to your class, provide students copies of book, or watch and listen to a video of the book being read aloud.  https://www.youtube.com/watch?v=hr1r09JFOUA

 Primary Students

Sequencing:  Understanding the sequence of a story is an important comprehension and writing skill.  As with many of Jan Brett’s book, the main story is told in the text, while a secondary story takes place in the drawings in the margins of the book.  Using the text first, have students identify the beginning of the story, the middle events in the tale, and the conclusion of the book. Students will complete a flow chart for the book, using either pictures, words, or a combination. 

Students will then repeat the process, using the story about the dogs and the bears told in the margins in pictures.

Compare and Contrast:  Read an original version of Goldilocks and the Three Bears to students.  Brainstorm with students the components of a fictional story: setting, character, problem, events, solution.  Create a class chart, listing these components and the title of each book.    List the components for each story.  Using the chart as a reference, make a second t-chart listing similarities and differences.  Students can complete that chart either as a class or independently.

Cause and Effect:  Review the definition of cause and effect. A cause is why something happens, and an effect is what actually happened.  Using the pictures, look for the effects of the following causes:

·       The ice where the dogs are sleeping breaks off.

·       The dogs float off to sea.

·       The bears spy the dogs floating in the distance.

·       The bears reach the ice flow.

Continue looking for the cause-and-effect relationships throughout the book.

Older students

Character Attributes:  The characters in many fairy tales are somewhat one dimensional.  Brainstorm with students attributes that Aloo-ki exhibits. Encourage students to think beyond basic words such as nice, kind, busy, etc.  Students will choose a character trait exhibited by Aloo-ki. 

Remind students of the expectations of a well-written short response.  In the Write Now – Right Now program, these are called Shining Star Answers.  Expectations should include:

-          The answer is correct.

-          The answer completely answers the question.

-          The answer incorporates evidence from the text.

-          The answer is edited for correct spelling, capitalization, and punctuation.

With these expectations in mind, students will respond to the following question:

What character trait does Aloo-ki exhibit in this story?  Defend the choice of this trait with specific examples from the text.

Students will share their responses with one another.  Encourage students to provide specific feedback to their peers.  Examples include:  Was the character trait exhibited?  Can the character trait be better defined in the answer?  Were specific examples provided to support the character trait?  Is the written work edited to make the answer easy for the reader to understand?

Repeat the process with the following question:

What character traits do the three bears exhibit in this story?  Defend the choice of this trait with specific examples from the text.

Story Elements: Read students a traditional version of Goldilocks and the Three Bears and The Three Snow Bears.  Students can respond to the following questions either verbally or in writing.

How does the setting of The Three Snow Bears impact the story?  How does this compare to the impact of the setting of Goldilocks and the Three Bears?

In stories, the characters are motivated to take action.  What motivates Aloo-ki’s actions?  What is the motivation of Goldilocks?

Think about the conclusion of The Three Snow Bears.  How is it similar to the ending of Goldilocks and the Three Bears? What differences are found in the two stories?

What is your reaction to the character of Aloo-ki?  Use evidence from the text to support your answer.

Using picture books is an engaging way to teach and review skills with all age levels. Provide students the time and motivation to revisit these tales.