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This year I have been a long term substitute for an 11th grade English class with rsvp students. A big activity the teacher has me using in my lesson plan is timed writes on different types of writing styles Synthesis, argumentative, and narrative.
A big key to teaching the students after they are done writing is using effective feedback with multiple students in small group. Where I go over their strengths in the paper they wrote and some areas of improvement they can work on.
A rubric is used to see how well they followed the composition of the day and they can self monitor when they write and other students can provide feedback to each other as well.

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Writing and Spelling in my Autism Moderate/Severe Classroom

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Writing and Spelling in my Autism Moderate/Severe Classroom

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In my 4-6 Autism Spectrum classroom, I start off my morning with a whole group Unique Learning lesson. My focus is always, We read about it, We talk about it (short video (Brainpop or Edpuzzle) and We write about it.

After the ULS lesson is done, I start my writig and spelling rotations. Rotations are small groups and my paraeducators assist with rotations. Rotations are for 15 minutes at each station and I work with students and their IEP goals on a 1:1 basis. I have 2 statons with my paraeducators and I run one station.

My classroom has visuals to support with transitions and classroom expectations. Students have visuals to also support with writing and spelling. My classroom has many anchor posters.

Once students are done with rotations, students have a visual to show them:
First: Rotations
Then: Indepenedent Work (Storyline or Tumblebooks)

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A writing activity that we just recently did in my mild / mod 7th and 8th grade class is an outline to write an essay about the the topic of the workshop they read about. In this activity students practiced component 3 of the evidenced based writing practices of the CEEDAR center. Under component 3: instruction focus on process elements students practice prewriting, planning and drafting. In the picture below students utilized a graphic organizer of an outline to assist them in breaking up what they will write about in each paragraph. They also chose a topic sentence and a supporting detail that they would include for that paragraph. Once this part was completed they then drafted their essay.
Students completed this over a weeks time, giving them a few days to develop their ideas by referring back to the text for details and brainstorming on a separate graphic organizer. Then students transferred what they wanted to write about on to this outline. After the outline was completed students then formulated their paragraphs.

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Last year (during actual in person instruction), I worked solely with 9th grade RSP. I would have each of my students write in their journals. They were encourage to write about their progress in school and short term (weekly) goals. Most of the class enjoyed doing this. My students often asked how to correctly spell specific words. Although I would encourage them to try their best, we eventually created an academic word bank as a class to keep on the wall. Additionally, every two weeks the students were given a spelling test. I used the spelling test to help identify which words students struggled with the most. I always made an attempt to align work in my class with the work my students were doing in their English class. I wanted to reinforce what they were learning, and provide support in the areas in which they demonstrated weakness. I am a big fan of utilizing graphic organizers with students. *Unfortunately, I do not have any photos from my classroom since I have been teaching virtually all year.

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Kyle Colon - Writing and Spelling in the Classroom

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Kyle Colon - Writing and Spelling in the Classroom

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My class is a pull-out setting featuring multiple grade levels at an elementary school. I typically do writing at the end of ELA support time (20-30 minutes depending on the day) partly as a way to check for understanding with other tasks (with students for who that is appropriate) and partly to write academically for its own sake. This follows the CEEDAR Center’s Practice 1.1, which suggests that we give our students additional time for writing. I have noticed that students need explicit writing time and make sure that I have it blocked out in the schedule.

In the picture below, I followed component 10 – Promoting a Supportive Writing Environment by meeting the following criteria, as noted from the CEEDAR article: “frequent use of personally relevant and authentic writing tasks; modeling; teacher-student and peer conferencing” In the writing task, I had the student copy my words in writing, included passages and questions that were relevant to his interests (he cares about his relative Victoria and loves the Mickey Mouse game Castle of Illusion). I find that recruiting student interest is one of the most important ways to get them fully engaged in writing tasks.

The worksheet below incorporates visual scaffolds including sentence starters and modelling. I also provide students with noun and verb word ideas through flashcards if needed.

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Spelling and Writing Small Group and IEP goals

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Spelling and Writing Small Group and IEP goals

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My students struggle with writing, so we have to consider differentiated instruction through strategic instructional grouping arrangements like whole class, small group, and
when practicing IEP goals. The framework I follow is Universal Design for Learning (UDL) principles to provide multiple means of representation, expression, and engagement, I used many resources but for for writing and spelling i use the district paid application called SeaSaw. With Seasaw I can create or edit premade activities for all levels of students. Since we are already in person, I also use learner-centered adaptations. Such adaptations include accommodations in the learning environment (e.g., providing a quiet and comfortable work space); instructional
materials (e.g., individualized word tracing and name spelling).

Below is an example of the district paid application called SeaSaw. With Seasaw I can create or edit premade activities for all levels of students. For my 3rd graders we do these types of writing activities for about 15 minutes in either small group or IEP goals. Here is an example of one students work from last weeks IEP practice.

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Spelling & Writing Instruction/Sentence Building (cont.)

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Spelling & Writing Instruction/Sentence Building (cont.)

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Spelling & Writing Instruction/Sentence Building

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Spelling & Writing Instruction/Sentence Building

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My current student teaching placement is a 4th-6th Autism SDC class. Each day we focus on different Language Arts skills in 20 minute rotations for 80 minutes. The writing/spelling rotation is often a sentence building activities like the one above, scaffolded as necessary. In my classroom there is a heavy use of sentence frames and picture prompts with all writing tasks so students focus on formulating full-sentences with intensive support.  The other picture I attached is a thank-you note from one of my students, that my Master Teacher had all of my students complete as a gift to me :') This is another common writing activity structure we use. Giving them picture options to choose from, and having them use those picture prompts to complete sentences.

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If I had my own classroom I would like to utilize Component 1: Practice 1.2 - Free Writing at least three times a week to gain student interest in writing.  I believe this is important for students to gain an interest in wiring as well as increase their fluidity of their writing process as mentioned in the CEEDAR document.  This is a great practice for students to express themselves while also helping to identify areas of need for improvement.  The other two days of the week would be focused on spelling through Component 7: Practices 7.4 and 7.5 - Decreasing Spelling and Grammar/Usage Errors.  Students would be able to identify spelling errors within their own free write activities.  We would review together to see what types of words are being misspelled, such as CVC or CVCe words.

Theresa Moreno

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Component 3 - Instruction focused on process elements

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Component 3 - Instruction focused on process elements

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My main focus in my classroom is the process of writing. I teach 2-3rd Moderate/sever so their product of writing is very limited unless provided with intensive support as shown in my picture. In the classroom my students have the same template. I review the structure of a sentences daily! Capital at the beginning of a sentence and period (punctuation mark) at the end of the sentence. So, when they are sharing their feelings they trace and fill in the sentence in turn creating/producing a complete simple sentence. I use a lot of models like this and a ton of sentence starters all around my classroom to encourage the use of complete sentences while communicating verbally, with gestures or writing.

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One practice that I have observed being taught to the first graders I tutor is text structure instruction. To build familiarity with realistic fiction, for example, their teacher highlights the components of this genre, then models how to write realistic fiction. On different colored post it notes, the teacher outlines components such as character and setting. For each component she lists examples. Before she dives into writing, she makes a drawing of what she plans to write about. She models the writing process by writing a short realistic fiction piece of her own (one paragraph). When she is done modeling, she prompts students to write their own realistic fiction paragraph. When students are done writing, they have the opportunity to share their writing with the classroom. Sharing with the classroom allows them to showcase their work and receive feedback from the teacher about their strengths. During sharing, the teacher will usually highlight how students used realistic fiction elements (e.g. "notice how Michelle specified her setting, character, and main action").
*Apologies for missing photo. Barely getting to this padlet on a Friday night, so I did not plan to grab a picture during the week.

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I currently do not teach, and just work under a RSP Teacher but I do help students with writing if it is under their IEP's and what I have noticed a lot with the students is that they are more engaged with the writing if it is a free style, for example creating their own narrative, so I would want to have a creative writing assignment every other week. When I used to work in a mild/ mod class, the teacher would mostly incorporate different types of vocabulary worksheets for each day during Language Arts centers where the students would come to know the definition, fit them correctly in sentences to see how they are used, then have a spelling test at the end of the week. I would want to incorporate a time during each day for vocabulary based on texts we read along with having extra credit challenging words to increase their vocab knowledge.

Monday-Free Write Journal Time being first task of the language arts  time. As CEEDAR had mentioned, it is great for students to not have any guidelines or topics sometimes in order for them to be completely free when writing. I will give them examples of starters, whether that be how they have been feeling, how their weekend was, any events that have been going on in their lives, or if they just want to create a story. I will let them know I won't see these unless they want me to read them, however I will be walking around the room to make sure they are writing.

Tuesday- Vocab Finder of the week. Based on the text of the week, I will pull out certain unknown vocab words in order to introduce the list of the week, along with 2 challenge words. Each day we will pick 2 or 3 to discuss the definitions along with having them write sentences including those specific words and sharing with each other.

Wednesday-Writing Planning
Based on the writing prompt students will come to learn about the different types of graphic organizers along with different types of diagrams and maps, for example using a venn diagram for a compare and contrast essay. Then for the last 15 minutes go over vocab Review

Thursday- Writing Time
Students will write in their writing notebook and use their planning organizers from the day before and put it in writing format. Last 15 minutes will be vocab review.

Friday- Spelling Test where the first part will be just spelling the words and on alternating weeks, students will have to come up with sentences of 5 words of their choice on the vocab list and on the other weeks they will just have to fill in the blanks to given sentences.

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Component 7—Instruction Focused on Writing Skills: Kat Barnes

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Component 7—Instruction Focused on Writing Skills: Kat Barnes

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In the General Ed Freshman English class that my student is in (I am a 1 to 1 para to an autistic student) their teacher had them read the story Night by Elie Wiesel. It is a story about the atrocities of the Holocaust and the experiences of the author and his father. After the students were finished reading they were assigned to write an essay with a thesis based on the question IS HUMANKIND INHERENTLY KIND OR CRUEL? The teacher then used instruction that was scaffolded and explicitly taught. She used an anticipatory set, the I do, we do, you do teaching and had great examples for students to follow. Below is a part of the scaffolding she used to help the students write their essay. This was my students first year in general ed English, and I was so proud of him at the work he put in to this essay. He also felt empowered and not overwhelmed because it was broken down into manageable parts. Had the assignment simply been write an essay based on your thought on whether humankind is inherently kind or cruel, I don't know that we would have seen the amount of work or level of work that we did see from him.

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I have had an opportunity to teach, however, I have been working with the adult transition program so there is less focus on academics and more focus on life skills. This means that we do very little spelling and writing. I will explain what strategies I would apply to my classroom if I do need to teach spelling and writing instruction. Since I am working with Mod/Severe students, I will make the necessary adaptations since some of the students are unable to read  or write.

Monday- We would start with a journal/free write. I would provide the students with a prompt question such as "Tell me one fun thing you did over the weekend." The students would then write either a short paragraph, a couple sentences or draw a picture in order to answer the question, we would then talk about the journal entries of the various students.
Tuesday- Story time. We would read as a class an age appropriate text. Before the story time begins we will review some key vocabulary words, what they mean and how to spell them. If we come across any terms in the story the students do no recognize, we will stop to define them and see how it is spelled.
Wednesday- New Vocabulary for the week. I will present to the class 5 new words that will appear in the material that we cover for the week. We will see how the word is spelled, pronounced and then define the word as well as use it in a sentence. To get the students familiar with these new words, we will do a crossword puzzle create that fluent word recognition. For the students who are unable to read, they will do matching words to pictures with a partner who can read and provide them with peer assistance.
Thursday- Current events video analysis and summary. Student will view a video on current events and be asked to write a short summary about 1 thing they learned from the video. They can also draw a picture if this is easier for them. This writing activity will be done in small groups.
Friday- Vocab games. We will play games such as hangman and crossword puzzles together as a class with the vocabulary terms we have learned since Monday. After the games are over, we will have a short vocab quiz. Students who are unable to write will have a picture to word matching quiz.

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Writing Instruction in Literacy Unit I created for Freedom School @ Camp Joseph Paige (Spelling via assistive tech)

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Writing Instruction in Literacy Unit I created for Freedom School @ Camp Joseph Paige (Spelling via assistive tech)

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CDC Freedom school's six week literacy program I adapted to meet the needs of my 15-17 year olds in the SDC classroom in Juvenile Detention Camp. Although I'm happy to note that many of those Writing and Spelling EBPs were employed, with this picture I'm mainly highlighting the following: Practice 3.1 - Teaching Prewriting, Planning, and Drafting, Practice 9.2 - Setting Product Goals, Practice 4.4 -,  Practice 8.4 - Writing in Response to Text, Practice 4.5 - Text Models

What you're viewing in this picture contains  two weeks of a writing process building up to a culminating product that would be letters written to the kid's judges.

The "Giving Tree" construction ended up being a dual goal setting and prewriting/brainstorming activity.
Each student, with varying levels of support, wrote a sentence or a phrase with a goal of theirs on two apples. The more immediate/easier to achieve goal were the lower hanging fruit and the ones at the top were loftier ambitions.
On the trunks, students were given the opportunity to write a sentence about someone they care about (alive/dead/idol) for them to dedicate their efforts to in addition to themselves.

The writing activity done on the orange and green rectangular sheets involved collaborative response to text and modeling text with their own stories.

During reading circle activities everyday, they had been logging events to create characters timelines for "Give a Boy a Gun"on the orange piece of paper. Three of my students with dyslexia struggles significantly with writing, so they were encouraged to dictate their answers, and one of my ELL students had their timeline scaffolded in a mad lib fashion.
In this activity they were encouraged to follow the format we'd created for the character timelines. and during compare and contrast of their own life discussion they compiled notes to make their own timelines on the green construction paper.

The green rectangular pieces of construction paper above and to the right of the tree represented their past time lines floating in the wind.

This process of writing this timeline did involve one of my students with more extensive support needs having a meltdown and wrecking the classroom, so I'd needed to go down to the study space in their dorm cottage with a probation office  to work with him after class. He had needed two additional heavily prompted hours of individual instruction to complete this assignment but he ended up feeling really proud and empowered at the end of this because he understood how this would build up to the letter he needed to write to his judge so he could see his kid. (I did get reprimanded for extending instruction time like this, but I don't know what a better solution would be with an equivalent outcome for the student)

The other papers you see pinned to the war are also reading and writing activities, including vocab and spelling embedded in graphic organizers.

However I want to note that outside of vocab organizer with sentences copied verbatim from their novels, that I did not have them pay mind to spelling and grammar in their writing anywhere up there because I just wanted them to write.

It was in their culminating letter at the end that they were given the opportunity to identify and fix spelling and grammar errors as they typed assisted by word processors,

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I have not had an opportunity to teach so my response will be formulated using the Learning Resources from CEEDAR.
When deciding what to include in a typical week for reading and writing instruction, one of the most difficult/important for a teacher is formulating a lesson plan with standards in mind. Creating that balance in a special education setting is extremely subjective and each students weekly tasks and/or activities may look different student to student. In general, I would create a lesson plan for the week based on what the standards are asking us to teach during a certain period of time and build, modify and accommodate from there.
Inside of the classroom, I would utilize learning/editing centers, journals, multi modal technology and reading groups.

When I was younger, I remember a week similar to the following:

M- Pre-writing/journal entries. Free write for a certain amount of minutes about your weekend or anything you'd like to write about. No prompt. We would then share journals with classmates to read someone else's.
T- Vocab/Spelling practice.
W- Group reading.
TH- Writing practice, writing the vocab for the week in sentences.
F- Quiz on vocab.

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I currently work in a moderate to severe, 6th - 8th grade classroom and I have observed different strategies to work with our students, who occasionally require more support. Like Component 2 - Varied Approaches to the Teaching of Writing, it is important to adjust instructional approaches to match the learners needs. Four of our students can independently write but require visual prompts, two of the students require hand over hand for writing task and one student verbally spells or speaks for writing task. It is important for educators to acknowledge that there are different approaches to teaching writing or spelling and teaching flexibility is key to a successful classroom.

After reading through the article about EBP Writing, I felt like I wanted to implement various different components in my future classroom. Writing will be an important part of the curriculum. I plan to dedicate time during the day to work on writing with my class. Like the class I'm currently working in, I will differentiate approaches to teach my students to write and meet their specific learning needs. I will dedicate time to teaching technology and encouraging students to explore all the tools that can be used for writing. Overall I want my classroom to a supportive and inclusive environment. Students will participate in collaborative meetings with peers, paraprofessionals and myself.

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Working in secondary education has given me the opportunity to see the various strategies teachers use in the classroom. Especially when it comes to writing. One common strategy the English teachers used is a warm-up question. Not only does the warm-up question see how much the student can write in a given time, but you can also see if the student comprehends the question. When it comes to writing instruction a practice I have learned I would implement in my own classroom is R.A.C.E. The student is to restate the question, answer the question, cite textual evidence, and explain what it means. In a secondary environment this was a great mnemonic device for students to utilize in their writing. When giving spelling instruction it is important to understand where the student is in their spelling development. After understanding their level using games and explicitly teaching word families students should practice spelling specifically in their writing rather than a focus on memorization.

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Though things have looked a little bit different due to my district using a Distance Learning model for most of this school year, I will be sharing schedules and processes that I will utilize for the upcoming school year in my 1st-3rd SDC classroom. I have also attached pictures of Sight Word activities that I use this school year by having students complete worksheets by writing on the screen during Zoom Meetings.

Spelling instruction will take place during a Phonics centers block. During this block, I will facilitate an Explicit Instruction phonics skills center, one of my paraprofessionals will facilitate a Sight Words center, and a final center will be independent as students will complete activities with the Lexia Core Reading application. Each center will be about 15 minutes and every student will visit each center.

Though each day will incorporate spelling into lessons and activities, each Wednesday will be dedicated to spelling instruction and practice of that week's phonics skill or the 1-3 sight words that will be the focus. This will be carried out via tracing and writing words from memory, unscrambling letters from a field of choices, and matching words to their corresponding pictures.

Writing will take place during a 30 minute block and will follow, as closely as developmentally appropriate, the Writer's Workshop curriculum. Each day will be dedicated to 1-2 stages of the writing process. Each of these stages will be supported in small groups by either myself or a paraprofessional so that students are closely monitored throughout the writing process. Accommodations will include sentence stems and graphic organizers if necessary.

Monday: topic/genre mini-lesson or shared experience & begin planning (planning for struggling writers- Teacher, planning for all students- para)
Tuesday: finish planning & begin drafting (Planning- Teacher, Drafting- para)
Wednesday: Finish drafting & begin revisions (Drafting- para, Revisions- Teacher)
Thursday: Finish revisions & begin editing (Revisions- Teacher, Editing- para and early finishers can use a Writing Checklist to assist peers)
Friday: Finish editing & Publish
(Editing- para, peers, and teacher, Publish- share with the entire class.)

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In a classroom I used to work in, the Teacher would implement writer's workshop in the writing process. Writing workshop is a structure used to teach the writing process. It is how we teach students the skills to pre write, draft, revise, edit and publish their writing. Writer's Workshop did not focus on spelling or grammar. The writing was not based on prompts, it was based on the student's topic of their choice.
Mondays: mini-lesson on dialogue or any lesson the students needed.
Tuesdays: Pre-write
Wednesdays: Revising
Thursdays: Editing
Fridays: Publishing
The students would also edit and revise their peers work.

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Writing and Spelling Instruction (Ugonwa Obasi)

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Writing and Spelling Instruction (Ugonwa Obasi)

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One of the most fascinating experiences I can remember came from my work experience as a Substitute teacher in a secondary educational setting. The teacher I coordinated with at the time created a central theme of the class course and focus on the student learning outcomes and objectives based on this concept. The teacher had a theme of science fiction, vocabulary terms and a novel will be the central focus point of the student's learning in English Language Arts. The final course project is broken into smaller sections throughout the semester. The students at the end of the semester coming up with a story that is a continuation of the character chosen to continue their journey from the original story written.

Based on the article that we read for class, this meets the criteria of component 9: writing to learn. Students who are active participants in connecting with characters based on their similar qualities and belief systems are more likely to engage in an assignment that is reflective, open-ended, and analytical. Teachers can guide student learning by creating questions, peer sharing, and an open dialogue explaining the events taking place in the story and how they may impact the characters. Teachers can ask students to cite evidence from the text.

Teacher Instruction

Grade Level: High School
Chosen Theme: Racial Equality
Two Books (Decided by Class Vote)

1. Monday: Vocabulary Introduction and Chapter Preview

The teacher will choose ten vocabulary words that relate to the two chapters being introduced. A graphic organizer will be given to students using four columns: vocabulary term, definition, part of speech, and sentence. Students will define the word, find its part of speech, and create a memorable sentence that matches the vocabulary word. The teacher will introduce the first chapter's main themes and characters.
Students will be given the option to listen to the chapter via audiobook, tablet, or book. This is an option that is chosen to accommodate all student learners including students with disabilities.

2. Tuesday: Chapter Reflection/Journal Entry
Students will talk about the events that took place in the chapter they completed yesterday with their peer partner. They will be asked five questions about the chapter that they will need to cite evidence to support their claim.
Independently, students will write their journals in the character's perspective based on the current book being read.

The teacher will read journals to give full points when the daily journal is written. The teacher will circle misspelled words. The teacher will meet students to discuss misspelled words and suggest ways for the student to correct the errors.

3. Wednesday: Introduction to Second Chapter/Key Questions to think about

The teacher asks students about the main points from the completed chapter and asks about predictions they have based on the events happening to their character. Each student is assigned a character. The student will reflect on the character's qualities, actions, and impact on others. The key questions are introduced for students to focus their thinking while reading the current chapter.

4. Thursday: Chapter Vocabulary Quiz and Journal Character Reflection

The teacher will give students ten minutes to review their vocabulary words before the quiz. Students will have a five-word multiple-choice and five-word fill-in-the-blanks test (key vocabulary bank included). For students with disabilities: the teacher will create a Quizlet interactive test using flashcards to help measure their understanding. Students will be given thirty minutes to complete the quiz. The quiz is worth ten points.

When students finish early, they may begin journaling about their character's point of view based on the story. Students are instructed to write as though they are in the same period as the character.

5. Friday: Concluding the Second Chapter/Possible Predictions/Character Development

The teacher will ask students about the main events that took place in the story. The teacher uses this activity to summarize the chapter.

The teacher places a graphic organizer (spider web: to identify main events that create specific consequences) for students to fill in.

The teacher has completed spider web on Google Classroom for all students to access. This spider web organizer is displayed during instruction to guide student's thinking and focus on the current chapter.

Before revealing the specific consequences of the main event, the teacher will allow students to raise their hands to predict what happened in the story. Systematic feedback and error correction will be used in the form of creating a question based on the student's response to activating their critical thinking and analysis skills.

Peer discussion (1st), Whole group discussion (2nd) - During the past two chapters have there been any changes that you notice in your character due to the events taking place? What leads you to believe this? Cite the chapter(s) as evidence to support your claim.

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Writing Process for Weekly Spelling and Writing Instruction

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Writing Process for Weekly Spelling and Writing Instruction

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For my classroom, I would designate each day as part of the writing process. Writing and spelling are combined in the editing stage (Thursday). Each day would have a specified portion of the writing process that would take 10-20 minutes. This would be my plan for the week:

Monday- Prewriting and Planning activities: Students get to develop their topics, but I would provide ideas from a writing idea bag filled with topics written on cue cards. Think-pair-share activities and think-aloud activities would encourage students to discuss what they want to write, what the purpose of their writing is, genre, or gather ideas from their classmates. This day would also include graphic organizers for students to plan their writing.

Tuesday-Drafting Activities: After a day of planning, students would be given 15-20 minutes to write what they planned from the previous day. The goal for the day is to express ideas or write their thoughts quickly. Spelling, legibility, punctuation, and capitalization are not a concern this day.

Wednesday- Revising Activities: Each student would have the option to share with their peers or read on their own using a checklist. The revision stage means that the student rereads and thinks about what they want to change. I would scaffold how to use the list. This list would not include spelling, punctuation, or mechanics of writing.

Thursday- Editing Centers: Every student would be given a warm-up sentence to look for spelling errors, punctuation, and capitalization. Then students would work in centers to proofread. There would be a spelling center where students work with a partner to proofread their writing for misspelled words. There would be a center for punctuation/ capitalization for students to check with a partner to make corrections. Lastly, I would have a teacher conferencing center where students discuss what they have proofread with the teacher. The teacher should do their best to let the student take the lead during the conference to discourage them from writing in the future.

Friday-Publishing- Author's Chair: Students have the option to share their writing with other students in the classroom. On this day, they read their writing aloud, and classmates can ask questions or give compliments. I would model how to make suggestions to students properly so that this can be a time to celebrate students' accomplishments. Students also can publish their work by displaying it on a poster in the class, sharing it with their families at home, or post it on the school website.

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I used to work in a classroom where, every Monday (or 1st day of the week of school if there was a holiday) the teacher would pass out self-made journals to the students and have them write about their weekend. She never graded the journals, it was just an opportunity for the students to freewrite. This was a general education classroom, I was working with a student with ASD and he would often get very frustrated because he could not remember what he did over the weekend. I would guide his writing by asking him questions about things I knew his family did. I like journal writing activities such as these because it also gives the teacher/aides a chance to get to know more about our students interests, culture, and families.

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I used to teach Kindergarten and when they were writing sentences in the second semester, we taught them to write narratives and small moments.
MONDAY
S -Introduce 5 high frequency words.  W -Sketch pictures across 3 pages that tell about something true that happened to them.
TUESDAY
S -Write each HFW 3 times each.  W -Begin writing on the first page of their narrative (First, Next, Last) stretching out the sounds they hear.
WEDNESDAY
S -Worksheet where students cut out words in a sentence that uses the HFW and they have to paste it in order. Draw a picture that matches the sentence.  W -Students continue writing and teacher pulls small groups to go over their writing.
THURSDAY
S -Students write each HFW in a sentence.  W -Students pair share with their partner and read their writing.  Their partners learn to listen and ask questions about their writing. Finish writing.
FRIDAY
S -HFW spelling test. W -Students reread their work and have a checkoff list to look for capital letters at the beginning of sentences, punctuation at the end of a complete thought, spacing between words, HFW spelled correctly from the word wall. Once complete, they could color their pictures.

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In my middle school classroom, we did frequent freewrites based on a prompt on the board. This encouraged students to write without worrying about spelling and grammar errors.
Mondays: Spelling pre-test based on words that focused on the multi-syllable word patterns we were working on that week. Students only had to study words they missed. Throughout the week they would do quick activities to practice the words they missed.
Friday: Spelling test. I did not count spelling tests towards grades, but rather we used them as progress monitoring tools.
Every 2 weeks: We would complete a formal writing piece. This included explicit instruction in planning, sentence and paragraph structure, revising, and editing based on areas of students' needs. We worked individually, in pairs, in small groups, and whole group at times.