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I actively use all three of the strategies presented. As an ELL I push into a variety of classrooms, some of which I’m working toward co-teaching. In all of them I have either made anchor charts, used graphic organizers, or used sentence and paragraph frames. Some I use individually with kids, some I use for the whole class.

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I can honestly say that to some degree I follow the What, How, Why format above. As an EL teacher, a lot of the language work I do with kids is to complete projects they have received as assignments in their classrooms.

But - within the framework of the assignment - I let the kids direct the what, how, why but with me as the coach. As an ELL teacher, I’m not constrained by content - so to allow kids choice and ownership and let them build their own language schema is much, much more powerful than any curriculum I could follow. Don’t get me wrong - I need to teach specific language functions and forms, but I have found  that I can do that within the parameters of allowing the students to construct their own language learning.

And how do I reach reluctant writings - let them write about what’s important to them. Last school year I had a not so newcomer (in the US two years). Her classroom teacher had the kids do a lot of writing - but some the writing assignments were things that may have been important and interesting to a kid who was born in Iowa - but not to a kid who was born in another country. For one of my writing assignments, I encouraged the student to research and write about the flag of her country. She did an amazing job.

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What it usually looks like is me scrambling to keep kids (English Learners) on pace or  caught up by helping them read content materials, find main ideas and details, and use those main ideas and details to complete their work.

However, there have been a few glimmers of hope - when I do vocabulary lessons in content classrooms, I always build in time for either explaining or writing words in context. Language in isolation is not real. Language in context is.

Finally - this school year more than others, I have kids read text, then say it back to me while I type on the keyboard. This is part of the scrambling to keep kids on pace or caught up that I wrote about above. But - what if I could be intentional with my English Learners when I do this and help them to analyze the words they told me, consciously connect that to what we read, all the while building background and building metacognitive skills, and then taking that analysis to revise what they have wrote, paying attention to audience, purpose, style, and task (synthesis).

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I don’t see me, personally, using this as an ELL teacher with only a couple of students at each grade level

But - I do see me collaborating with a content teacher who I co-teach with to try using the playlist model in the content classroom. This could be a good model for National History Day projects where the work isn’t necessarily linear.

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Metacognition - thinking about your own thinking with regards to both reading and writing

Building background

predicting/planning

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*As shared on the slides, I've used anchor charts, graphic organizers, sentence starters, etc.
* I think it's very important to conference with readers and I believe it's appropriate to have students dictate their ideas if they are really struggling.
* It's important to utilize technology for students who need it. Sometimes students with technology for an accommodation come up with the best ideas!
* I think one of the most important things I've done with students is creating and maintaining writing portfolios.  Even the most reluctant writers enjoy looking back at their work.  I especially enjoyed watching students look back at their earlier writing when we were wrapping up the school year.

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* I think it is motivational/encouraging for students to view writing samples of other students.  There are many sites which share authentic writing samples.
*I believe it's important to give as much support as needed when working on writing because it is a difficult task for many students.  Students need encouragement before, during (editing phase), and after (publishing) the writing process.
*I think shared writing is valuable.

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* When creating CFAs (for reading), we often have students respond in paragraph form, not just responding to short answer or multiple-choice questions.  Students are expected to write a five to seven sentence paragraph with a topic sentence, a body with reasoning, and and concluding sentence.

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*It's been a long time since I've done any station teaching. I am teaching a combined reading/SS class this year. I could envision having stations with different primary resources on the same topic and having student write responses to them.

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* We're currently working on RI.5.9 and students have to be able to pick out most important points from two, or more, texts in order to write about it knowledgeably.
*In addition to having background knowledge, students have to be able to determine what the most important points/topics are and which points/topics support their main idea.

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I have used those three strategies before, I am just not always consistent with remembering to use them. I would like to incorporate some of the writing prompts from the New York Times and some of the emoji ideas.

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So, right now I just offer "free write" time. It is usually about 10-15 minutes a day. They can write about anything they want. Then at the end of the month they pick one thing they wrote and kind of polish it up to share to the class. While most of the kids love this, it is those reluctant writers that still don't. I have told them they can type instead of write, they can use fun, colorful pens, and they can draw a picture first. Sometimes it helps, but I am looking for more ways.

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In my room, we do novel groups. They meet together as a group, read and then discuss what they have read - much like a book club. I could incorporate some writing along with their reading. Maybe at the end I could have them each type up a summary, reflection, and a recommendation.

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* It's been awhile since I've used station teaching. I am teaching SS/reading combined. I could envision displaying different primary resources on the same topic and having students comment or respond to each resource. After students have responded to individual resources, they would write reflections or responses to specific questions when finished.

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Background knowledge is important for both.

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For writing tied to reading, I have often utilized recalling and interpreting questions to help guide students' readings. Being held accountable for gather information as they read helps them not only to understand better what they've read, it also helps them develop the strategies of what to look for, think about, and reflect upon while reading. In addition, they have used graphic organizers on occasion to guide their reading and mental collection of information.

For larger writings, I have students use outlines to guide their writing, as well as branching and other prewriting activities, to help guide them once they begin drafting their essays.

I would like to try the playlists, and perhaps some stations, to help students to better understand, visualize, and complete the steps/stages of their writing.

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Most of my student writing is completed in the college-level composition course, so the main motivator is often a grade, as that is often the motivator for such students. Equally (or close to) they are generally motivated by wanting to master the material to be prepared for their writing futures: they want to learn, improve their skills, and be prepared for the writing they will do in college.
In a more general-population course, to a lesser extend grades are a motivator, as they need to at least pass the class to graduate. However, while that may motivate them to complete some level of the writing task, wanting to do well in assessments can be a motivator as well.
For both groups, to make it a more desirable task, students can be given some choice, if not for the type of writing, at least for the topic/focus they will explore. For our semester-long research writing, the students are given complete choice in their topics, with some guidance as to possibly pitfalls (difficulty in finding info, etc).

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Students are often asked to use writing to process the material throughout the reading and comprehension process. Some common activities include:
-recalling, interpretive, and extending questions as one is reading (or after, with student choice given as to when).
-using writing for larger more in-depth reflections, whether it be through personas (writing from a perspective of a character), essays (applying events, themes, in a larger sense).
-using text to give instructions and examples of writing styles/tasks students are then asked to complete.

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I have used station rotation before. I haven't since we started using SUMMIT Personalized learning. That in and of itself gives me a playlist. I have use the playlist idea to help with other things too, not just the topics found on their platform. I like the station rotation idea used with the playlist.

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-Reading comprehension/command of words and their meaning.
-Understanding of written conventions (sentencing, paragraphing, punctuation)
-The more familiarity with the subject, the more successful one will be with both tasks.

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The emoji writing prompts are interesting. I think I could use these to spark writing in a couple of my students. I'm finding it challenging to reach some students and this might be just what's needed to get them off to successful start with their writing.

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We use routines such as writing in journals daily. I make expectations clear, collect and respond to the journals, and I feel this helps me to reach the more reluctant writers and the students who can be challenged - and all of those in between.

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We use routines such as writing in journals daily. I make expectations clear, collect and respond to the journals, and I feel this helps me to reach the more reluctant writers and the students who can be challenged - and all of those in between.

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I am fortunate in having the same students for both reading, social studies, and writing. Those topics can be built on, with enriching activities done to help all connect. This makes an overall richer experience for students.

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I am fortunate in having the same students for both reading, social studies, and writing. Those topics can be built on, with enriching activities done to help all connect. This makes an overall richer experience for students.

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I have not used station rotation or playlists, but I am especially intrigued by both of them as options, especially the playlist.

I do like the idea of students physically moving about the room in a structured manner using stations. Even at the high school level, it gives them targeted tasks and varied experiences, especially when working through a novel.

I can see the playlist working even for the college composition courses. I have found through the years that students are perhaps needing more direction when it comes to completing various tasks. Having a playlist could guide students through the writing process as they work through their essay creation, refinement, etc.

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Practice. I think that practice in writing is helping. Practice makes better. If a student is a good reader, they may also be a good writer, but if a student is already a good writer, then we know they are most likely a good reader.

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I journal with students daily, which gives me a window into their ability. It is a way to practice the skills we are learning, but also a way for me as a teacher to hone in on what the individual needs are.

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I journal with students daily, which gives me a window into their ability. It is a way to practice the skills we are learning, but also a way for me as a teacher to hone in on what the individual needs are.

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I'd say that my most reluctant writers can be swayed into participating by simply allowing them to chose their own writing prompt. It often needs to be a subject that they'd like to embellish upon. If I provide a simple story starter, this will entice 3/4 of my students to write, but it's that other 1/4 that I'm always looking for ways to get them onboard.

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My students are completing writing probes to go along with their IEP goals. This isn't always the best use of their time or mine. They are often rushed. It doesn't make for an ideal way to teach writing skills. I am constantly reminding myself that their instruction is gained in the English classroom. My own samples of writing are simply to see how much they've gained in this process. I would like to gain new ways in which I might encourage them to perform better in their writing examples.

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I am not familiar with this approach for writing.

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I am not familiar with this approach for writing.

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Reading comprehension is important when reading/writing with informational text. Students must understand what they are reading, and where to find information.

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Anchor charts and graphic organizers are the most helpful to me as a primary teacher as well as a visual learner.

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Giving students choice and trying to make the choices that are given relevant to their interests is important in motivation.

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My students do a writing project in the fall over the history of Thanksgiving that ties in both reading and a final writing project. The final writing is an evident reflection that their reading passages help them with their final writing piece.

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I have used station rotations in math, but I have not had the opportunity to use them with writing. When I'm working with writing, it's usually through 1:1 instruction. I think a playlist model would be beneficial to review writing skills, discuss descriptors in writing, formulating thoughts, etc. I'd like to play with Pear Deck or Google slides and see if this is something that might work for me and my students.

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Background knowledge is amazingly important. For many of my students, they have no context for what they are reading about. They have assumptions that they are working from, and often those assumptions are based on a 30 second reading of something on Google (without going to an actual website to fully read) That's probably a little harsher than I really feel, but right now I am grading a series of essays and seeing non-comprehension of time and when things happened.

Organization is another skill that is important for writing, especially. Taking the information that was read, collating it into a format and order that makes logical sense, and understanding how to discard what is unnecessary is a skill that is underrated, I think.

And just because I like to see things in threes, the third skill would be the ability to paraphrase and put things into one's own words. I have many student who are doing a lot of plagiarism or just this side of plagiarism. Coming up with ways to teach that skill is difficult.

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Those strategies sure look familiar. As I mentioned, I use graphic organizers a lot. I personally am a very visual person, so I always found them very helpful to use. I model them well.

The sentence starters I use with my ELL students (which is between a third and half of my students).

The anchor charts I haven't used. I see how it could work. It is something to ponder...

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I have to admit, I use modeling for this more than anything. I go through the process of writing a paper with them, and show them how I did it - from note taking to organizing with a graphic organizer of some kind to an outline to completed product. I try to simplify it for them. It helps.

For my reluctant writers, I wish I could say I had a magic bullet that worked every time, but I don't. All I can do is encourage, set deadlines for various sections, give class time and urge them to get words down. I tell them as long as I have something to work with, I can help them improve their writing, but they've got to write something.

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I apologize if this appears twice. I though I had pushed publish, but must not have...

Right now I am teaching literature classes. All of my writing assignments are base on what we are reading. For instance, we are currently reading Fahrenheit 451 in my 9th grade English class. It deals with an immediate social issue - censorship. The assignment I gave them was to come up with a social issue that they thought would continue to be a problem in the future. For my American Lit class, we read part of the Declaration of Independence, so I had them research someone or something from the Revolutionary War or Constitutional Convention Era. For the Odyssey, I'll have them create monsters and give a good heroic epic for their characters. This is the part of teaching that I love and feel like I can bring a lot of it alive for them.

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I use rotations almost daily in my classroom - The Daily Five. I have enjoyed this method, and feel it is the best way to meet individual needs.

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I use rotations almost daily in my classroom - The Daily Five. I have enjoyed this method, and feel it is the best way to meet individual needs.

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I am teaching literature classes right now. All my writing assignments work directly off the readings that we are doing. For example, my 9th graders are reading Fahrenheit 451. It is directly connected to a problem that we are having in society today (i.e. censorship). I had the students research a current issue that they think will continue to be a problem in the future. When we read part of the Declaration of Independence, we did a research project on the Revolutionary War and Constitutional Convention Time Period. For the Odyssey, we created monster and wrote stories of heroic deeds. Keeping them focused and interested is always a trick, but I do enjoy it. It is the part of teaching that I really enjoy.

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I have almost always used graphic organizers, yet I am always revising them to best meet the needs of my current population of students. Some years, I encourage students to create their own graphic organizers because it allows them to refine the writing process to what works for them. Whereas this year, with the majority of my students being ELLs, I have streamlined the graphic organizer and added sentence stems.

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Allowing students choice in topic or product has been the most effective for me. Even for district writing assessments, allowing students to have some freedom with their topic at least ensures that they have some interest in what they are creating.  With those really reluctant writers I have found that the choice of topic is a good start, but also breaking down the task into simple easy to accomplish steps is also essential.  Usually, by the time they are done, they are impressed that they were able to accomplish something that they had never done before.

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We do a lot of reading and responding to the text.  Students just want to "answer the question".  So, recently, I have been having students read and write something about the topic/concept/feelings of what was read instead.  Now that they are being encouraged to write for a specific purpose and topic, they are finding deeper understanding of the texts also.

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I do not use station rotation in my classroom but can see how I can use it in my room similar to how I use reading rotations. Having students physically get up and move around the classroom is helpful as it keeps students engaged.

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Background knowledge is a starting point for both reading and writing.  It leads to understanding of what you are reading and leads you to a topic to write about. In both instances, lack of background knowledge causes confusion when either trying to access information or to share it.

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Graphic organizers are my go to for supporting students in writing. I like how they support the students in getting their idea. I usually find that once they have a plan for their writing things flow out naturally.

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I have used station rotation, but not recently with writing. I have never use the playlist model and I really like the idea. I am hopeful that I can use this for the theme analysis that my students will be writing in a few weeks. I think I could use the example as a template and come up with something that will help students through the process. It looks as though this is something I could build in a Canvas module that students could then navigate through. My only concern is getting students to stick with it and follow through the entire project.

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We are currently writing an argumentative essay. The students struggle to pull important information from their research to include in their essay.

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Over the years, I have tried using station rotation and things similar to a playlist (a new term for me), but I have never been satisfied with how either one works. Peer review always falls flat with the 'good students' feeling resentful and the 'developing students' not really caring. Several times, I have students who have no confidence in their abilities to critique someone else. To create such environment  would be extremely time consuming, and I'm not sure if the mix of my students would make it practical..

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-Background knowledge on the topic of the text
-Foundational writing skills
-Vocabulary skills

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I always use graphic organizers to have my students organize their thoughts and ideas before beginning a major writing project. This helps students who do not know what to write about or have a difficult time organizing their writing. I have used sentence stems with an ELL student this year.

In the future, I would like to have students do the blogging and podcast challenge. I would need to do some research on how to use these in my classroom or reach out to an instructional coach or another teacher to work through the process together.

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In the past I have always used an "I do, we do, you do" approach, in addition to breaking down the writing piece into manageable parts.  This has worked, but I often felt as though many of my students could do more.  I really like the playlist idea, and I hope to use it for my next writing assignment.  The only thing I need to make this successful is more time, but what teacher doesn't need that.  I do think that the time it takes to create and set up will make the process of writing easier and less work on the back end.

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I teach both reading and English, but we do writing and reading in both.

In reading, I often have them write in response to the standards, and they know they need to provide evidence from the text to support their answer. I teach them the RACE strategy, and this helps them to formulate their responses in an organized way. Now in reading, we are focusing on the character change standard. Students have to identify how the character changes as the story progresses and give evidence from the text. I very rarely use multiple choice or short answer for assessments, but writing responses to show understanding of the standards being learned.

In English, students have to read websites or materials when doing research. They have to be able to find credible resources and look for the facts that will help them in their research. They also need to pull information from multiple sources to write a cohesive essay or project.

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I have not used the playlist strategy, but I plan on implementing it this year. I have used station rotation, but it is not always as successful as I would like. I feel as though some students improve their writing skills through this process, but the majority of them just go through the process to "get the points" and they don't give genuine feedback or make changes based on the feedback they received.

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Background knowledge is so important in both reading and writing. When reading a book in class, I always have my students do a short research project/presentation to introduce them to a time period, events, setting, etc. In writing, it is important to do the same thing. When students have the background knowledge, they can make connections to their reading and writing.

Reading and writing together help our students to be more effective communicators. No matter what path a person chooses, they will need to be able to read and write to effectively communicate.

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I've done a little with anchor charts, A LOT with graphic organizers, and some with sentence frames/ paragraph frames.

I really like the ideas of stations- just need to make it doable. Also can see benefits of playlists (reminds me of flipped classrooms). Definitely want to use the NY Times writing prompts- VERY cool resource!

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For our recent argumentative essay assignment, we have broken the essay down into parts. This has been helpful for students to focus on one part as well has having hard deadlines through out the process.

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While reading students are thinking about how they connect to the text, they often write on a graphic organizer or note taking device to help clarify their understanding for the learning targets, they use this to draw conclusions in assessment and write answers in a short answer format or expand into essay format.

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I have used station rotation in my classroom. I do feel that there are benefits in using this strategy. There is a management piece that makes this difficult. I also find that students do not understand how to correctly give feedback to others on their writing.

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Background knowledge helps understanding

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I have used peer editing/review, writing conferences, the suggest feature through Google Docs, graphic organisers, and anchor charts. I also find a lot of strategies that are helpful for SPED students are helpful for all students.

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I believe that giving our students voice and choice in their learning helps increase motivation. For example, if students are writing an informative essay, I let them choose the topic that they wish to research. If they get to research and write about something they are interested in, they will be more excited to learn about it. Sometimes I want them writing about specific topics, but I still give them choices. In reading when we read WWII novels, I have them do research to gain some background knowledge. I have different topics, such as Auschwitz, Hitler, World War II, etc. From the list of topics, they still have choice in what they want to learn more about. We often present their learning to the rest of the class.

This past year, I created a couple playlists in my English classes. This allows students to learn at their own pace. There are many opportunities for students to learn content in their own way. I feel that the target dates kept most students on track, and they were motivated during class to work. I did not have any behavioral problems during this time, because students were engaged in their work.

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I see the connection between reading and writing happen in answering comprehension questions, responding to writing prompts, developing sentences and paragraphs to create essays and also citing text evidence to support their own ideas. It gives me insight into my students understanding and thinking as well as helps me assess the need for reteaching, more practice, and readiness to move on.

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I have used station rotation in my classroom with vocabulary. It is an activity I found online, and not something that I created. It went really well. I would like to create a station rotation activity and use one in my classes.

I have made 2 playlists in my English classes this year. It takes a lot of front loading, but it allows me time to conference with each student individually and individualize instruction based on student needs. Students were engaged in their learning and it allows them to be independent learners and reflect on their own work. I was very impressed with how well the students did, and their final papers were easy to grade because I had already read them multiple times throughout the process. I was able to correct any errors or misconceptions when I conferenced one on one with them.

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Reading to gain understanding and identify key concepts such as POV, collect facts, etc. and then note taking, annotating a text, writing to process and demonstrate an understanding of the material presented in a student's own words would be beneficial in expanding on depth of knowledge. Reading and writing could also help the student make connections to improve understanding.

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This year I have really started implementing reading and writing journals with my 5th graders. I like having mini versions of anchor charts that can just go right in their notebooks for them to references.

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I use a lot of example texts, a gradual release model, with small process steps to support students at various levels, and clear expectations of the assignment w/ rubrics.

The most reluctant ones are who I continue to struggle with... I've used images, sentence starters, fill in the blank paragraphs, speech to text, question prompts, etc.

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I see a lot of this connection when we do our weekly story. When doing our close read, we really take our time to understand the skill. For example, when working on analyzing characters we dig deep and make connections. We then write about how we can make connections with these characters in our own life.

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Station rotation has been something I've done, but it has been awhile. It's the amount of prep it takes to have all the stations ready to go and to make sure they are going to be even in time needs. And then management of it- MS students get off-task really easily so that is a struggle.

Playlists I have seen before, but I've never tried. Again, it just seems really overwhelming for MS, and especially for all the diverse needs. I do almost all of what is in the playlist- it is done synchronously. I feel this would be really great for high-level and self-starting learners.

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The more background knowledge students have on a topic, the more they will understand and comprehend what they are reading or writing. Taking time to build that background knowledge with students can be extremely beneficial.

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We use graphic organizers with every writing unit, so students are able to have guidance with their reading. We also use anchor charts to set expectations for their writing. We also use them to show discussions we have had about the writing topic.

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I find success in sentence frames, graphic organisers, and even letting students who struggle access speech to text or scribe for them. I have also had success with teaching the student they have more to say/share than they think they do. I talk to them to help them find something they like, remember, or feel good and confident about. Then we create a bubble map and usually they keep adding things and are surprised to see it wasn't as bad as they thought. Then we talk through how we can turn the ideas into sentences.

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I don't have a classroom, but I pull students for interventions and go into K and first grade classrooms to teach guided reading which includes writing at times. I reteach the writing that the students are doing in the classroom and always discuss the reading and writing connection. I use the following analogy with students, reading & writing go "hand in hand." I make sure students are writing daily in my intervention groups about what we're reading to increase comprehension skills. We use a checklist to guide us through the writing process.

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I have never used station rotation or the playlist model in my classroom, but I think it would be useful for writing as well as a review/preparation for an assessment or an introduction to a new skill such as annotating, research, etc.

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In first grade we're researching animals and writing five facts about an animal. The skills important for both reading and writing in regards to informational text are: to have background knowledge about the animal, to be able to locate five facts and rewrite them in your own words, being able to use the conventions of writing, and illustrating a picture to go with your writing project.

The first graders use a writing checklist so they're able to check boxes off if they started their writing w/ a capital letter, left spaces, wrote sentences in their own words, and used punctuation. This is a great visual for pairs of students to use when sharing their writing. Each student gets the chance to be the teacher and check off the boxes that were shown in the writing piece.

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I have used Anchor Charts, Graphic Organizers and Sentence/Paragraph Frames at different times. I have found them all effective and challenge to the students. Sometimes the paragraph frames were a hindrance when too much information was provided. The students were more worried about getting the "right" answer than just putting down their thoughts.

I would like to find a graphic organizer that works well for my Emergent Bilingual students. I have found the few different types I have used were not as effective as I had hoped they would be.

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One of the ways that I get students motivated is by bringing in books of that topic to browse. I often use the AEA as a source and order a box of books for students to read through. I also like to simply just model for my students the writing that we are doing. When they see me passionate about my topic, they often find themselves wanting to write about something they are passionate about.

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I agree with Peter Brown, when we are acting doing the thing we are trying to learn it is much easier to learn. I regular ask my students to write about what they have read in their independent books. We also do regular writing about our class text. This has more academic vocabulary involved so some of them struggle to answer the prompts without guidance.

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I have tried to use stations before. I often find myself struggling with time, and making sure students are following the expectations of their station. I feel like every year I grow closer to making it more how I actually envision it!

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Background knowledge and comprehension is important for both. They need to have some kind of knowledge to be able to write. They also need to be able to understand what they are reading in order to write. These all come together when it comes to reading and writing.

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I've used many motivational strategies to motivate the most reluctant learner. One strategy that is very effective w/ students I pull to my room for interventions is to let students pick out a notebook and writing folder and let them have a special place to keep it in my room. Students love to see the progress they make throughout the months. I also make sure to tell the students they get to take their notebook home when we complete it. This is very motivating for my students. I also feel students truly enjoy the extra attention I can give them to help them truly enjoy being authentic readers and writers. I make sure to play calming music and I model and write as well!

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I don't envision myself using a station rotation or a playlist model in my room since I only have two-three students in a group. I would like to collaborate w/ the grade levels I work with and implement this strategy to motivate students to write!

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In our classrooms, we have really been emphasizing writing. We have been working on students being able to answer a question and write about it. We have been pushing them to write at least 5 sentences. We also have been working on them writing about what they have read. They need to be able to write about what they read to show understanding.

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I have found given them 2-3 topics to choose from in their writing can help them have ownership as well give them choices. I also provide leading questions or sentence stems to help them get their ideas flowing.

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I use anchor charts, graphic organizers, checklists, and sentence/paragraph frames to assist students while writing.

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We have been really working to have students have a choice in what they are writing, so they are interested. This has helped them have more knowledge on what they are writing about and showing interest.

We have also found power in letting them share their writing with the class. This assures them to do their best work in order for them to show their classmates.

We have been working to set goals for the reluctant writers to reach their writing goals. We also are assisting those who struggle, so they know they are supported. We are celebrating the little victories with them, so they feel success!

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We use station rotation with our guided reading groups and it is very successful. Wethink it would be very effective to do stations for writing, so students have help and clarity on what they are doing. We would need to take small steps towards this and really lay down the expectations to gain independence.

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Background knowledge is important for both. Also the ability to read or write in their own language has an influence on their abilities to do so in English.

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I have used stations in my classroom before. They were very effective. They allowed me to group the students according to their needs. I talk the mini lesson in my station and then they had different formative activities to complete in their the stations.

I can see the benefit to having a playlist to guide the students through the multiple steps of an assignment. It allows those students that work faster the option to keep going and you can easily include extensions on their list and modifications to the lower students playlist.

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Skills which are important for reading and writing with informational text include:

Having background knowledge about the topic

Foundational reading and writing skills

Understanding key vocabulary words

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As students read, they need to have many opportunities to respond to text by writing. Not just answering the questions with a sentence but actually writing a paragraph. I have also had students write about what they are reading "for fun". Students write a letter to the teacher once a week about a book they are reading or it could be about a topic being studied in the classroom. This authentic writing makes a connection with what they are reading and sharing this information through a letter.

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Allowing students to have a choice in what they write is one way to increase motivation. I like to use books or story starters to help get some creative juices flowing.

Students enjoyed writing a letter to the teacher especially when the teacher writes back. They are anxious to read what the teacher wrote and they want to write back.

Sharing writing samples and giving students feedback often will also help reach the reluctant writers.

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I've used rotations in Reading and Math but not necessarily for Writing. I could envision using this for the various stages of writing in a elementary classroom. As some work on their first draft, some are revising or editing, some are publishing. This would be a great way to have students work together and share ideas.

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I've used all of strategies presented: anchor charts, graphic organizers, and sentence frames. These are extremely helpful to early writers. Young writers need lots of support and encouragement along the way to help them stay motivated and be successful.

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Skills that are important for both reading and writing are background knowledge, their background knowledge should include basic understanding of written conventions and a basic vocabulary and comprehension skills

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We do reading and writing in one class. To connect them we do summaries for stories that we read. Students also have three types of writing to complete for the year. Students tend to struggle with finding credible sources and transferring information onto another document. I try to give students different types of outlines to help them with pulling the information that they need. We also practice annotating and pulling important information from the text.

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I found that if I let them think that they have some say in the assignments they tend to do better. We also do a writing activity on Wednesday to break up the week. The writing activity can be a quick writing game or one that they create. The students enjoy when I give them the basic requirements and then they get to pick. For example, I say that I am looking for 2 characters and they give me 2 characters.

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We have done a form of station rotation but we don't do it very often. It went well but there were some things that I needed to change. I would like to include more station rotations especially when we are working on essays. This would help me get to every students to check their understanding and progress.

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I have used many strategies when it comes to getting my students to write. I have found that introducing annotating has helped students with finding the main idea and most important information in a text. This has also helped them to look at a sources and pick out the information that they are going to use. I have used different types of outlines. I would like to build a playlist to hopefully keep students on track with their writing.

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Slide 7- Kaiser

I think for 3rd grade, the skills important for both reading and writing in regards to informational text are the foundational skills: phonemic awareness, fluency, vocabulary, to name just a few, and reading everyday. Those reading skills are needed in writing. In both, the teacher needs to model those skills and students need to have time to practice those skills. 3rd graders need to be able to write complete thoughts with punctuation, use paragraph structure (topic sentence, details, conclusion) in various writing opportunities across the school day.