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*Students who are good readers still struggle when it comes to writing
*More complex sentences than speaking using transition words
*Students need to build confidence when it comes to writing

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*Writers who can't  write a sentence will never be able to write an essay
* Sentence level writing is never "too easy" even for older students.

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*to Improve writing, students should be writing about what they have learned in all subjects
*Writing skills will not transfer from one subject to the next. It must be practiced in each subject
*Students can't write about something that they do not know.
*Writing to learn-summarize what they just learned in their own words

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*Because, But, So strategy
* I used this in my class and have writing samples

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*Students won't be able to transfer grammar such as noun, verb, to their writing
*Correcting grammar in their writing is more effective
*Having students combine sentences in their writing is more helpful

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*Most important is planning with an outline
* draft the writing using the skills learned and then revise

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- good readers do not make good writers
- spelling and grammar conventions are important to convey meaning
- we do not write like we speak so we must teach kids to write in complex sentences and use transitional words to make thoughts flow for the reader.

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- Even older students will benefit from sentence- level assignments.
- If you can not write a good sentence, you can not write a good paragraph or a good essay.
- Even after the students have mastered sentence writing, they should continue to practice it.

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- Students should be practicing their writing skills on topics embedded in the content areas, not just expository writing assignments.
- When students write, they and their teachers figure out what they do not understand.
- Writing and content knowledge are intimately related.

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- Because, But, So strategy
- This strategy demands that students hold two contrasting ideas in their minds and find evidence to support one of them.

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- Teaching grammar in isolation does not work.
-Sentence combining has proven that students have more success when combining two or more simple sentences than with sentence diagramming.

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- Two basic planning templates that are needed are for planning paragraphs and planning multi-paragraphs.
-Pre-writing draft is the most important step in the writing process.
- Breaking the writing process into simpler steps helps to not overwhelm the writer.

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*good readers might not be good writers
*elementary grades are the best time to start writing instruction

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*even older students will benefit from sentence level writing instruction

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*Students should practice writing skills in the content areas.
*They should be writing about topics they are learning about.

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*using because, but, so to encourage extended responses

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*Teaching grammar rules in isolation does not work.
*sentence combining

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*Students need to plan before they write.
*You need a well organized outline.

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*good readers are not always good writers
*often times students write how they speak
*elementary grades are the ideal time to begin writing instruction

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*sentence level writing shouldn’t be thought of as too basic for older students
*decent sentences before decent essays
*sentence level activities are important exercises even after students are writing paragraphs

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*students should start practicing their writing skills on content
*when writing in the content areas, we see what students know and understand
*you can’t write well about something you don’t know well

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*because, but, so (used in class for be the teacher problems)
*this activity provided me evidence on who understood the concept of simplifying ratios and who did not

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* teaching grammar in isolation doesn’t work
*many students won’t be able to apply those rules to writing
*combining sentences is more effective than breaking apart sentences

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*4 steps to a final product: planning, drafting, revising, editing
*most important being planning and revising
*outline template for paragraphs and multi paragraphs

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-Students need to practice writing about what they are learning in content classes.
-Not only does this improve their writing, but it also improves their content knowledge.

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-Students must be taught to write, because writing takes more planning and precision than talking or reading.
-Students must learn how to use vocabulary and transition words to write in a way that is clear to the reader and free of error in grammar, syntactic, or logic.

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-Sentences are the building blocks for longer writing.
-Sentences may also be less overwhelming for students, and easier for teachers to evaluate.
-Students can practice formulating quality sentences at any level.

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Writing about content improves the rigor by requiring students to return to the text and answer higher level thinking questions.

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-While some teachers prefer to teach grammatical concepts in isolation, many students learn better when grammar is taught in the context of writing.
-Labeling words and diagramming sentences out of context may not translate into good writing.
-Student benefit from directly applying these concepts in writing.

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-Planning and writing are the two most essential steps in the writing process.
-Outlines for paragraphs and essays can be useful tools to get students started.
-This helps organize thoughts and also brakes writing down into manageable pieces, rather than an overwhelming assignment.

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-Students will not pick up writing skills by just reading.
-Writing involves more planning than speaking. Students must learn the difference between written and spoken language.

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-Start with the sentence.
-Sentences are building blocks and less overwhelming.

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-Use the content: this not only develops their skills, but also is a powerful teaching tool.
-Writing and content knowledge are intimately related.
-All teachers are writing teachers.

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-You can use the same activity in multiple grade levels.
-Example: Because, but, so... the content will drive the difficulty.

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-Teaching grammar in isolation does not work.
-Concepts like "noun" and "verb" will not prevent students from writing.
-Combine simple sentences.

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-Students must plan before writing.
-Planning and revising are very important in developing writing skills.

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Use spelling/vocabulary words to create original sentences.

Young students can also develop knowledge about reading by creating questions about information the they read.

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Sentence level writing is important, even in older students.

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To maximize writing benefits, students should write about topics embedded in content.

Writing and content knowledge are closely related.

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Use sentence stems to encourage extended responses.

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Teach grammar in the context of the student's own writing.

Use sentence combining to create complex sentences.

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Older students should go through 4 steps before the final copy.  Of those steps, planning and revising are the most important.

It's important to use the templates for organizational purposes.

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-Being a good reader does not mean you are a good writer by default.
-Written communication often requires more detail than oral because you need to anticipate the facts and details your readers will need to comprehend your intended message.
-Practicing writing should start in younger grades with basic skills that can help in several areas in addition to writing such as handwriting and vocabulary skills.

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-Sentence level writing will always be relevant for students regardless of grade level. They start with basic sentences in the younger grades and middle and high school students will progress to writing thesis statements and hypotheses.
-Sentences are building blocks for writing. Taking one sentence at a time will help students write a paragraph which will then turn into one paragraph at a time to write a paper.

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-Writing prompts should go beyond personal experiences and opinions to include content from various subjects. This will allow for practice communicating written arguments and reinforce learning of that content.
-"You can't write well about something you don't know well." Giving students time to research, prepare, or understand a topic before giving the writing assignment will allow for them to be more successful.

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-Because, but, so strategy
This will help students understand the content and different perspectives of the content. This will help with writing practice but could also be used to drive instruction.

For example, the strategy could be used to start a class discussion about the content. It could also be used to start a "silent discussion" where students go to the papers of other students and write their discussion comments instead of an oral discussion.

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Using the student's writing is an effective tool to teach grammar.

Students can use feedback on their writing to learn how to more effectively communicate their message.

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-It is helpful to have a plan before starting to write a paragraph or an essay.
-4-step plan= planning, drafting, revising, editing.
-Having the steps for writing help make the task more manageable and could lead to a stronger writing. Having the outline completed will allow for students to take a organized plan and turn that into an effective and fluid written assignment.

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* Writing is very different from reading- which means students may not be good at both.
*Students tend to write how they speak.
*Students who do not take the time to plan and analyze their writing will struggle to make it coherent to a reader.
*Teaching elementary students to write can also include teaching varied vocabulary, spelling, and sentence structure.

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*Writing a good sentence is the basis for writing longer assignments, like essays.
*Good sentences include grammar, syntax, spelling, and punctuation.
*Even older students can benefit from practicing how to write a good sentence- especially when asked to explain or summarize.

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*All teachers can imbed writing into their content area- even if they are not writing teachers.
*Writing about information students are learning allows the student to show understanding of the content and the content vocabulary better.
*Writing can be practiced in quick checks too, not just essays.

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*because, but, so strategy can be used in any content area
*using this strategy this week to compare minerals to rocks

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*Grammar should not be taught separately-students may not find it useful in content writing.
*Instead, point out errors in fragmented or simple sentences while they are writing for all classes.
*Combining ideas will deter repetitive sentences and make writing clearer.

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*Students should plan, draft, revise, and edit writing activities.
*TWR provides 2 basic outline templates for paragraph writings.
*When used among all content areas, this program can help students understand content, think analytically, and communicate effectively with whomever their audience may be.

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- Good readers don't always make the best writers.
- When we write we don't have visual cues to draw on, and we often don't know exactly who the audience is.
- Writers need to express themselves with far more precision and clarity, anticipating facts and details a reader will require to grasp our meaning.
-Writers need to rely on words and punctuation rather then intonation and pauses to indicate nuances in meaning or breaks in narrative.
- It's important to introduce these skills at the elementary level in order to practice their spelling and vocabulary words by writing original sentences, and they acquire knowledge by developing questions about what they're reading.

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-Students need to learn how to construct an effective sentence, in order to grow into well developed writer.
- Sentence develop can always be improved no matter age or skill level.

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-Students should start practicing their writing skills on topics embedded in content as soon as possible.
- The writing skills they develop in one subject are unlikely to transfer to another.
- When students write about the content they're studying, they learn to synthesize information and produce their own interpretations. This can lead to students absorbing and retaining the substance of what their writing about and vocabulary goes with it.

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- Because, But, So Strategy, encourages extended responses.

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- Sentence combining, students create their own complex sentences by combining two or more simple simple sentences in a variety of ways.

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-Critical phases: Planning and Revising
- The planning phase helps students identify the main idea or theme of their writing, the points they will make, and the order they will make them in. As they do this work, students discover what further information or clarification they need, making necessary connections between ideas or claims and relevant details or evidence, and ensuring that they don't wander off into irrelevancy or repetition.
- The revising phase is where students will draw on the sentence-level skills they've acquired using subordinating conjunctions, appositives, and other techniques to vary their sentence structure and inserting transition words and phrases between sentences and paragraphs to make them flow.

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*Good writing involves more complex sentence structures and a more varied and precise vocabulary than spoken language.
*Many students produce incoherent writing that readers are unable to respond.
*Shaping a logical, unbroken narrative in writing requires more thought and planning than a conversation.

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*A writer that can't compose a decent sentence will not be able to compose an essay.
*Producing a single sentence can impose major cognitive demands.
*Quantity used to be valued over quality.

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*You can't write well about something you don't know well.
*When students write, they figure out what they don't understand and what further information they need.
*Writing deepens students understanding of a topic and cement that into memory.

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*Because, but, so can be used for all grade levels and content areas.
*My students required several examples before they could complete one independently.

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*Sentence combining is more beneficial than breaking down sentences and diagramming them.
*Teaching writing conventions and grammar in the context of students' own writing has been proven to work.

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* ALL students need to plan before they write.
*Planning and revising are the two most important phases of the writing process.

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"Writing involves deciding what to say, which words to use, how to spell them, perhaps how to form letters, and what order to place the words" Think Executive Functioning!

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Consider the Cognitive Load for students struggling to encode, retrieve vocabulary, apply grammatical morphemes, and organize their thoughts/hold them in their working memory in order to produce written expression.

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Until students have been provided significant systematic and targeted instruction, their skills with regard to a single subject are unlikely to transfer to other subject.

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Until students have been provided significant systematic and targeted instruction, their skills with regard to a single subject are unlikely to transfer to other subject.