# data[].attributes.body
A lot of students are still confused on parts of speech.

# data[].attributes.body
Teaching parts of speech and sentence structure. Then we work toward putting those sentences into a paragraph.

# data[].attributes.body
Trying to give feedback while students are writing to fix grammatical errors

# data[].attributes.body
RACE method for answering questions.

# data[].attributes.body
We use some of the graphic organizers and ideas from Write Tools.

# data[].attributes.body
Kids cannot consistently write coherent sentences. Do we go back to old school instruction in grammar?

# data[].attributes.body
Students keep personal writing on google cite. They are able to have that creative writing piece within the class.

# data[].attributes.body
Use numerous rubrics

# data[].attributes.headline
Use graphic organizers from Write Tools,used the Hamburger graphic organizer to explain paragraph writing,it is a really good organizer to visualize writing,used teacher created rubrics

# data[].attributes.subject
Use graphic organizers from Write Tools,used the Hamburger graphic organizer to explain paragraph writing,it is a really good organizer to visualize writing,used teacher created rubrics

# data[].attributes.body
We journal weekly in student's personal portfolio and break down our writing prompts as group. We model our writing.

# data[].attributes.headline
Students are writing 4-5 paragraph essays using the RACE format.  The intro includes a thesis.  Evidence is included in each body paragraph. 

# data[].attributes.subject
Students are writing 4-5 paragraph essays using the RACE format.  The intro includes a thesis.  Evidence is included in each body paragraph. 

# data[].attributes.body
We get random resources from TPT that are hit or miss. We use our novel and create writing prompts, while also using some of the district ones. A lot of what we focus on is structure, the basics, breaking down what the prompts are asking, and having students explain their thinking and citing evidence. We notice that many of our students need grammar support and intervention, although it's very difficult to find the time to do that.

# data[].attributes.body
I let my SpEd kids tell me what they want to say and I write it on a white board, then they can copy it. That way they still feel like they are doing the work and they don't feel the stress of trying to come up with an idea, spell the words, put it in writing and remember what they were trying to say.

# data[].attributes.body
starting with simple sentences and making them "juicy"

# data[].attributes.body
Journaling with the editing process

# data[].attributes.body
We begin with unpacking the prompt and writing a thesis.

# data[].attributes.body
Students do not have an understanding of the structure of writing, or even the process

# data[].attributes.body
The mechanics of writing. Capital letter, ending punctuation.

# data[].attributes.body
It looks pretty rough honestly.  I try to do journal questions wrapped around our central text, try to teach them the traits but the students have no foundation, no grammar.

# data[].attributes.body
We do journaling in Google Slides which acts as a running portfolio of student work, short answer questions using the RACE strategy, teaching narrative, analytical, and argumentative essays. Proofreading

# data[].attributes.body
Incorporate 6+1 lessons and a modified version of workshop (idea webs, rough drafts, edit, conference with teacher, final draft)

# data[].attributes.headline
Hand over hand showing them how to form their letters. 

# data[].attributes.subject
Hand over hand showing them how to form their letters. 

# data[].attributes.body
Brainstorming, Use of graphic organizers, Prompt Analyzing
Modeling, conferencing, Rubric scored

# data[].attributes.body
We try to teach writing through one piece and incorporate into that piece many components.  We do three "big pieces " throughout the year.

# data[].attributes.body
Students do not have a solid base in writing. Grammar and structure is a huge struggle. Currently we are focusing on organization and content and working on writing a 5 paragraph paper.

# data[].attributes.body
-grammar, conventions, sentence structure
-use graphic organizers, WriteTools
-daily/weekly paragraph writing
-geared quarterly (towards pacing guide/type of writing)

# data[].attributes.body
Journals.  Creating stories based upon our illustrations.

# data[].attributes.headline
Verbally telling me instead of writing it out.

# data[].attributes.subject
Verbally telling me instead of writing it out.

# data[].attributes.headline
The organization of writing paragraphs.  The use of Write Tools, journals, responding to text dependent questions

# data[].attributes.subject
The organization of writing paragraphs.  The use of Write Tools, journals, responding to text dependent questions

# data[].attributes.body
In Kindergarten I do free writing in the morning (draw a picture and try writing a sentence about it), writing during ELA about the anchor texts (usually dictated and copied), and a mini lesson from a Deanna Jump unit in the afternoon.

# data[].attributes.body
Writing is simple sentences.  Some enjoy it and others frown when it's time to write.  Some can do beginning sounds, others need help with all spelling.  Most can copy a sentence starter from the board.

# data[].attributes.body
K uses starter sentences such as I can or I like to get students used to writing phrases.

# data[].attributes.headline
In first grade, there is a lot of assistance when it comes to writing. We use pictures, sentence starters, prompts, and other resources. As the year progresses we allow for it to be more independent. I am in need of help with teaching writing, so I am excited to learn from this experience.  

# data[].attributes.subject
In first grade, there is a lot of assistance when it comes to writing. We use pictures, sentence starters, prompts, and other resources. As the year progresses we allow for it to be more independent. I am in need of help with teaching writing, so I am excited to learn from this experience.  

# data[].attributes.headline
Using a lot of modeling and t differentiation

# data[].attributes.subject
Using a lot of modeling and t differentiation

# data[].attributes.body
Modeling and copying.

# data[].attributes.body
In 1st grade writing seems to be the biggest struggle for students.  We work  our way up from sentence starters to writing stories.  It's amazing to see their progress from the beginning of the year.

# data[].attributes.headline
We  use a lot of graphic organizers to help our students generate their ideas.

# data[].attributes.subject
We  use a lot of graphic organizers to help our students generate their ideas.

# data[].attributes.body
Also sentence starters are very helpful.

# data[].attributes.body
I'm a scribe for most of my SPED students

# data[].attributes.body
Writing Prompts from pacing guide
Journal prompts
sentence starters
text proof and schema for more detailed sentences

# data[].attributes.body
The writing in the 1st grade classroom started with teaching students the basic construction of a sentence. Then it progressed to more details by talking about adjectives and adverbs. Once students felt confident with it, they started composing 2-3 sentences (paragraphs). With that we could talk about different types of writing.

# data[].attributes.body
Writing in the early elementary levels varies from class to class and student to student. We follow the pacing guide for our anchor texts and accommodate to our students that need extra support. We have been using several sentence starters for our Kindergarten students and they have been filling in their answers.

# data[].attributes.body
We use  6 + 1 writing primarily.  We also use 4 part, sentence starters and other things depending on what the topic is.

# data[].attributes.body
There is a lot of modeling and revising of student work. Detailed graphic organizers help young learners to include detail and structure.

# data[].attributes.body
6+1 writing traits; 3-4 days of interactive lessons, instruction, modeling, , then a proofreading or writing prompt

# data[].attributes.body
I teach 1st grade and most of the writing I do relates to the pacing guide. My students use graphic organizers to brainstorm their ideas and then we copy that onto lined paper for our final copy. I have the students use brave spelling and they have a "star chart" on their desk to remind them to use capitals at the beginning and punctuation at the end.

# data[].attributes.body
The pacing guide is what currently is driving our instruction. In addition to the pacing guide, we supplement various writing activities to work on the foundations of writing. We find that small group time is the most effective time to teach writing, as it can be differentiated and students can get more individualized attention.

# data[].attributes.headline
In second grade we do a  lot of modeling. Students use graphic organizers. We discuss each topic with the students. Once the studentshear themselves it's easier for them to put their thoughts on the paper. 

# data[].attributes.subject
In second grade we do a  lot of modeling. Students use graphic organizers. We discuss each topic with the students. Once the studentshear themselves it's easier for them to put their thoughts on the paper. 

# data[].attributes.body
Mini Lessons, writer's workshop model, sentence starters, modeling, themes, small group (Title & ELL push-in), journaling, conferencing with students, pacing guide prompts

# data[].attributes.body
Journaling with prompts
Pacing Guide/Anchor text writing
Mornng message/ conventions minilessons
invented spelling  minilessons
dictation
labeling pictures
modeling

# data[].attributes.body
Writing in isolation. A high focus on grammar.