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Menu of Writing Best Practice in the Early Grades (What the Research Says)

Give students frequent opportunities to write in response to what they are reading (informal quick writes, writing to learn embedded in the content).

Provide lots of daily opportunities for students to write, for lots of different purposes.

Explicitly teach and model writing skills and the steps of the writing process, including ideas generation, planning, drafting, revising, editing, and publishing.

Expose students to models of complex text through read-aloud of complex texts.

Analyze complex sentences from books together to build syntactic and grammatical awareness.

Engage students in “shared writing” or “interactive writing” to model effective writing skills (including ideas generation, handwriting, grammar, syntax and sentence construction, revision, etc).

Pair reading and writing with discourse (i.e. use conversation and collaboration as a scaffold).

Read students’ writing, and give students specific, bite-sized, and actionable feedback on their writing, paired with opportunities for revision and additional practice.

Teach and practice transcription skills (spelling, handwriting) so that it doesn’t become a barrier to writing fluency later.

Create a collaborative community of writers where written work is developed, shared, critiqued, and celebrated together.

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From our Portfolio days: Read students’ writing, and give students specific, bite-sized, and actionable feedback on their writing, paired with opportunities for revision and additional practice. 

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From our Portfolio days: Read students’ writing, and give students specific, bite-sized, and actionable feedback on their writing, paired with opportunities for revision and additional practice. 

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Writing in response to reading

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Pair writing with discourse, teaching  skills like spelling, capitalization, etc.

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Pair writing with discourse, teaching  skills like spelling, capitalization, etc.

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Modeling is familiar yet teachers are afraid of the productive struggle that should follow it.

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Modeling is familiar yet teachers are afraid of the productive struggle that should follow it.

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Teacher knowledge and confidance

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Teacher knowledge of writing best practices

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How can we help teachers choose complex sentences from texts and where should the focus be on those?

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How can we help teachers choose complex sentences from texts and where should the focus be on those?

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Give students frequent opportunities to write in response to what they are reading (short quick written response).

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Do teachers have the tools necessary to be able to help students generate ideas and plan....I think we have pounded the need to draft and revise but are missing the mark in idea generation

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Do teachers have the tools necessary to be able to help students generate ideas and plan....I think we have pounded the need to draft and revise but are missing the mark in idea generation

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Lack of experience teaching writing and doesn't see him/herself as a writer

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a gap in knowledge of how to teach writing

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a gap in knowledge of how to teach writing

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Time management: A mindset of "where will we fit this in?"

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Time management: A mindset of "where will we fit this in?"

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Dictation is regularly used to progress monitor decoding and encoding. Responding to text by summarizing is used as a comprehension check.

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Analyze complex sentences from books to build syntactic and grammatical awareness. In EL, language dives are in a separate manual. Teachers often skip this part.

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Thinking about  transcription skills, when do teachers fit this in to an already overbooked day?

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Thinking about  transcription skills, when do teachers fit this in to an already overbooked day?

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pair reading and writing with discourse is really present within my HQIR

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Lack of time to provide daily opportunities that are embedded around text.  

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Lack of time to provide daily opportunities that are embedded around text.  

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Green rated "HQIRs" that aren't best practice

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How do we help teachers build their understanding of how to teach writing

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Teachers often treat writing as a subject rather than embedding it throughout the day by providing multiple opportunities throughout the day for different kinds of writing. 

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Teachers often treat writing as a subject rather than embedding it throughout the day by providing multiple opportunities throughout the day for different kinds of writing. 

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Teacher knowledge around the writing process...

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structures for providing feedback on writing

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structures for providing feedback on writing

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Teachers relinquishing control and giving students room to write critically and thoughtfully.

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Actionable feedback...teachers who model heavily don't give the opportunity for authentic writing to be assessed.

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There is a presumption that students shouldn't write until they have mastered writing.

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Having teachers put aside the time for students to share and celebrate their writing.

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pacing of the foundational and comprehension piece push out writing

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pacing of the foundational and comprehension piece push out writing

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HQIR's not embedding writing

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a knowledge gap in types of student discourse and how to use it to support writing

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a knowledge gap in types of student discourse and how to use it to support writing