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Students struggle to respond to writing prompts appropriately because they lack organization and structure.

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What strategies and mini lessons work best for teaching organization and structure when it comes to improving students written work?

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Horowitz EDU 501 Citations and Literature Review.docx

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"Teacher's, especially English teachers, usually operate by a deficit model of writing instruction. By "deficit model," I mean that we are looking to find what's wrong and fix it. Although we need to point out errors and teach students to edit, a more productive way of imagining writing instruction is by thinking of writing as a resource." (Benjamin 2013, p.11)

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Scaffolding the persuasive writing of middle school students

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Scaffolding the persuasive writing of middle school students

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The middle grades are a critical time for students to learn about writing, as a support form of expression.

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Scaffolding the persuasive writing process.PDF

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The Up the Ladder books are designed for kids in gr. 3–6  who might not have had experiences in writing workshop classrooms. The units give less experienced writers opportunities to engage in repeated successful practice and to move rapidly along a gradually increasing progression of challenges. Although designed to be precursors to the grade-level writing Units of Study, these units can be helpful in a variety of settings.

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The Up the Ladder books are designed for kids in gr. 3-6 who might not have had experiences in writing workshop classrooms. The units give less experienced writers opportunities to engage in repeated successful practice and to move rapidly along a gradually increasing progression of challenges. Although designed to be precursors to the grade-level writing Units of Study, these units can be helpful in a variety of settings.

The Up the Ladder books are designed for children in grades 3-6 who may not yet have had many opportunities to practice writing narrative, information, and opinion pieces, or might not have had those experiences in workshop-style classrooms. The units give these children opportunities to engage in repeated successful practice and to move rapidly along a gradually increasing progression of challenges.

The Up the Ladder Units:

give less experienced writers intense writing practice within a short timeframe

teach foundational primary-grade strategies through content, topics, and mentor texts that are appropriate for grades 3-6

include concise, accessible student checklists and guidelines for daily assessment

support teachers with an introduction to the workshop framework and writing process, tips and strategies for classroom management, and video demonstrations of the minilessons

engage young people in work that is demanding yet attainable

ensure that students make rapid and dramatic progress toward grade-level writing work.

While the Up the Ladder units are designed to be precursors to the grade-level Units of Study in Opinion, Information, and Narrative Writing, 3-6, they can be helpful in a variety of instructional settings.

Learn more about the Up The Ladder Units.

(click any section below to continue reading)

Components

Three Up the Ladder Writing units (20-22 sessions in each)

A Guide to the Up the Ladder Units orients you to the Up the Ladder Writing units, providing guidance on the essential principles, methods, and structures of effective writing workshop instruction.
Online Resources

Downloadable charts, paper-choice templates, samples of student work, student checklists

Links to digital texts

QR code links at point-of-use within each minilesson with demonstration videos featuring TCRWP Staff Developers

Large-format preprinted Anchor-Chart Sticky Notes with illustrated teaching points help teachers create and evolve anchor charts across each unit.

Companion Resources

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Up the Ladder: Accessing Grades 3-6 Writing Units of Study

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The Up the Ladder books are designed for kids in gr. 3-6 who might not have had experiences in writing workshop classrooms. The units give less experienced writers opportunities to engage in repeated successful practice and to move rapidly along a gradually increasing progression of challenges.

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I have so much to share with you about writing interventions, but first things first: WHAT DO YOU THINK OF THE NEW BLOG DESIGN?!?!? Please share your thoughts!

Every year, I meet lots of middle schoolers who struggle with writing. And every year, I play around with lots of different interventions to meet their needs. Last year, I made establishing sound writing interventions one of my big goals. I spent lots of time (and money!!) on resources that I could use, and by about March, I had something that I thought I was pretty happy with. This year, I'm starting off with those interventions that worked so well last year and I couldn't be happier with the results! In fact, I'm so pleased with how they are working, I feel confident enough to share my practice with my blog readers. I can say that these are definitely KID TESTED, TEACHER APPROVED!!
Creating a Time and Space for Intervention within your Classroom
I teach by myself. There are no aides, special ed teachers, BSI teachers... just little, ol' me! So, when I want to create and manage small groups, I'm on my own. This is hard. It would be so much easier if there was another adult in the room to help, but there is not, so I just have to deal! It's work, but it absolutely can be done!

A few weeks ago, I wrote about the Power of Bell-Ringers. Establishing a quiet and smooth transition into writing class is a great way to get started, but it also provides me with a window of time where I can pull a small group!

By mid-October, my bell-ringer time gets extended to 15 minutes. The kids get started immediately and are clear on the expectations during this time. Now the environment for working with small groups is set: the room is quiet and engaged, allowing me to focus my time on the handful of kids in my group.

I pull my kids to a table that I have set up in front of our classroom library. I have a "teacher station" at one end where I do my instruction.

I usually stream some jazz or piano music during this time so my group doesn't distract the rest of the class.

Establishing Interventions
In my district, by middle school, there are no longer district-mandated interventions in place. There are no clear resources for teachers to use or personnel to help. So, when we have a struggling reader or writer in 7th or 8th grade, it's the job of the classroom teacher to meet their needs.

In my tenure of working with middle schoolers, I've found that there are two types of students who need more support than my writing curriculum provides (and please remember... I am not a researcher/specialist/writer of books/etc. I'm just a teacher, like you, who loves my job, tries to do the best by my kids, and is compulsively reflective about what I see happening... to me, teachers are the best EXPERTS, but I know that we are hesitant these days to trust a "lowly" teacher and rather find ourselves relying on big publishers and educational researchers to show us best practices... I don't have lots of "data" to support what I'm sharing with you... just my actual observations I've made while working with real, live kids in an average classroom setting!!).

Type One: Students Who Struggle with Structure

The first type of students who need intervention are those who struggle with structure. These are the kids that can't organize their thoughts in a way a reader could follow. They simply write whatever their brain thinks at the time. They can generally stick with a broad topic, but because they are just writing whatever pops into their head at the time, there are lots of places where their writing veers off track and becomes confusing.

Here is an example written by a former student struggling with structure:

My dog Henry is my most special treasure. He is always there for me whenever I need him in sad times and happy. In many ways, he's my best friend. He has brown fur and a white chest. He is such a good dog to have around when you are sad because he always knows just how to cheer you up. His eyes are brown, like a Hersey bar. His favorite toy is a yellow tennis ball. Once he almost got hit by a car chasing the ball down the street. I have loved him ever since he was a puppy and we first got him. I was only 4-years old when that little ball of fluff was brought home by my parents to be best friends. His soft fur is always so smooth and warm when you pet him while watching TV on a cold night. He is my best friend and that is why he is my special treasure [sic].
This student is clear about his topic - his dog, Henry - but he cannot organize his thoughts. He is thinking about his dog and writes down everything he knows about his buddy exactly as it comes to his mind. Clearly, he has mechanical and conventional skills, and you can see evidence of where he is practicing what we learned in our mini-lessons and from studying our mentor pieces. But, because there is no organization, it is too difficult to follow and all of the skills he has are lost to the untrained, teacher-eye.

Kids who write like this need an intervention that focuses on structure and organization. Typically, I LOATHE teaching step-by-step process writing, but in cases like this, I'm left with little choice. The lessons that I put together for kids in need of this intervention consist of learning how to write a well-organized paragraph. Together, we will work on writing topic sentences, creating strong and clear supporting sentences, and finish up with writing a closing that sticks with our reader.

My favorite plans for this type of writing come from Michael Friermood. His Fact-Based Opinion Writing products are geared toward teaching elementary students (grades 3-5) how to write a good opinion paragraph, and they are PERFECT for my struggling 7th graders. They also lack a lot of the "cutesy" images that you find with products for this age group, so my big kids don't feel like I'm making them do "baby stuff." (I do not use the stationary he provides for the final writing piece... it's adorable, but it would be pushing in with my kids! So, we just do our paragraph writing in our intervention notebooks!)

My plan is to pull the intervention group for one week (at 15 minutes a pop, this comes to 1 1/4 hours of learning). Long before I ever pull a group, I work hard to make sure that my lesson is broken down into five succinct 15-minute increments. Since time is so precious, you need to make sure not one minute is wasted! I can say that it takes me much longer to plan for a small-group lesson than a 50-minute whole-class lesson because efficiency is so crucial. The first few times you plan a small-group lesson, don't be surprised if your timing is mess. It definitely takes practice to be an effective small-group instructor!

After their week is up, then I send them back to completing the bell-ringer at the start of class. I will watch them closely and conference with them lots to make sure that I am seeing a transfer of skills. If I don't, then it is likely that I will put them back in an intervention group in a few weeks to practice again.

This intervention model will continue all year. Right now, I have 8 intervention students in one writing class, and 6 in another. By the end of the year, those number should reduce to 3-4 and 2-3. Never in all my years of working with small groups, have I had 100% of my intervention students "graduate" from small group. Don't be frustrated if this is the case! If you can improve 50-60% of those kids, then consider that a huge success!!

Type Two: Students Who Struggle with Motivation
The next group of kids that I work with are those who struggle with motivation. These are the students who complain a lot about not having anything to write about, spend more time doodling or coloring in their notebook than writing, and who will write the absolute bare minimum for any writing assignment.

Many times, these kids produce too little for me to gauge whether or not they also need help with structure. But typically, once I can get them writing, they will likely find themselves in a small group for structure work :)

Come October, after we've spent lots of lots of time list writing, the kids who are still struggling to get their pencils moving find themselves using a very special Interactive Writer's Notebook called "Musings from a Middle Schooler."

This product contains loads of interactive writing pages that will motivate even the most reluctant writers. The pages can be printed out and glued into a marble notebook. (Most often, I'll have the kids create their own... I don't always have them use all the pages, rather I let them pick and choose the ones they like!).

I created this project just last school year and it's been an absolute smash! The kids (especially my boys!) LOVE, LOVE, LOVE it! In absolutely no time, they are writing like crazy. And once I can get their pencils moving it doesn't take me long to get them producing some actual pieces.

I don't necessarily pull these kids and work with them in a small group. The first few days, we will assemble our books all together at the back table, but then they go right back to the big group. Rather than do the bell-ringer with the rest of the class at the start of the period, they will work in their "Musings" notebooks. Fifteen minutes of that is usually enough to get them into writing mode for the rest of class.

* * * * * * * * * * * * * *

So, that's how I make writing intervention work in my classroom. Phew!! That was long, folks!! I apologize for my wordiness and I am grateful if you stuck it out until the end! Also, I'm sure that I've left out some crucial details of my practice, so please do not hesitate to ask me any questions you still have!

Do you have any good intervention tips or strategies that work for you? I'd love to hear about them. Drop me a comment and share!

Happy Teaching!!

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I have so much to share with you about writing interventions, but first things first: WHAT DO YOU THINK OF THE NEW BLOG DESIGN?!?!? Please share your thoughts! Every year, I meet lots of middle schoolers who struggle with writing. And every year, I play around with lots of different interventions to meet their needs.

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Impact of a technology-infused middle school writing program on sixth-grade students' writing ability and engagement

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Impact of a technology-infused middle school writing program on sixth-grade students' writing ability and engagement

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One example of the writing process approach that has been gaining traction in schools is known as the writer's workshop or writing workshop model.

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Impact of Technology Infused Middle School Writing Program.PDF

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Wordsmiths in Training: Lessons inspired by Marilyn Pryle's latest book of writing activities for middle school

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Wordsmiths in Training: Lessons inspired by Marilyn Pryle's latest book of writing activities for middle school

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Engagement strategies for increasing student writing success

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Engagement strategies for increasing student writing success

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Engagement Strategies for Increasing Student Writing Success.PDF

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Student writing: strategies to reverse ongoing decline

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Student writing: strategies to reverse ongoing decline

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Declining writing ability has been a mounting concern for those involved in secondary and higher education. Some believe the quality of student writing is worse than ever before

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Teaching Struggling Writers How to Write a Paragraph

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Teaching Struggling Writers How to Write a Paragraph

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Written by Susan Harlow

Writing is hard work, and it doesn't come easy for everyone. For struggling students, writing a paragraph can be an intimidating activity. Paragraphs are the foundation for essays and reports, and with tailored writing approaches and practice, students can internalize fundamental writing skills to produce well-written paragraphs that stand alone or are the building blocks for essays.

The Hamburger

Designed to help students write focused paragraphs, this approach uses the concept of building a hamburger. According to Reading Rockets, young students use this approach to more easily identify main ideas in their writing and add supporting details. The bun, or topic sentence, clearly states the subject in the first sentence of the paragraph. The hamburger and fixings are the supporting details that build the body and support the topic. The bottom bun, which represents the conclusion, restates the topic sentence and provides an ending point for the reader.

Using a Template

Paragraphs can be framed using a template that contains the main idea, supporting details and conclusion. This template can be used to prepare for an exam or for classroom assessment. According to Palm Beach Schools, teachers introduce models, and students learn and practice writing from them while examining the subject. Learners follow the model and develop the ability to create paragraphs by assisting each other in groups. Once learned, students then transition to writing individually.

MEAL Plan

To craft clear, effective paragraphs, Northcentral University recommends its college students use the MEAL plan formula, which stands for the Main Idea, Evidence, Analysis and Link. The topic sentence states the main idea; it is a debatable claim that states the purpose and sets the direction of the paragraph. The writer then provides relevant evidence to support the topic's claim. Evidence may be information from books, articles, electronic sources or other research material and may be in the form of a direct quote, paraphrased material or other forms of information. The writer then analyzes the evidence provided by explaining why it matters to the claim and wraps up the information provided. The link is the concluding sentence, which connects to the topic sentence. When writing multiple paragraphs, the linking sentence transitions to the next paragraph.

Four-Square

The four-square approach is step-by-step instruction on writing paragraphs that students can use from grade school through high school. According to K12 Academics, students use a simple four-square graphic organizer to brainstorm and write a main idea, three supporting details and a concluding sentence. They then write these ideas onto the graphic organizer. The box is numbered one through five, and the main idea is placed in the center box of the square labeled number one. Boxes two, three and four contain the supporting details, while box five is used to build a concluding sentence. More details may be added to the boxes to create a five-paragraph essay.

About the Author

Based in Virginia, Susan Harlow is an adjunct English professor and writing resource coordinator. She specializes in education and technical communication. She holds a Master of Arts in English with a concentration in literacy, technology and professional writing from Northern Arizona University.

Photo Credits

Digital Vision./Photodisc/Getty Images

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Teaching Struggling Writers How to Write a Paragraph

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Writing is hard work, and it doesn't come easy for everyone. For struggling students, writing a paragraph can be an intimidating activity. Paragraphs are the foundation for essays and reports, and with tailored writing approaches and practice, students can internalize fundamental writing skills to produce well-written ...

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How to Help Struggling Middle School Writers

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How to Help Struggling Middle School Writers

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If you have students with special needs in your general education class or just have some students who are slow learners that struggle with writing, then this post is for you!

I have been teaching ELA and SPED at the middle school level for nearly 22 years. It has been my experience that to reach the students that struggle and have those moments where the light bulb comes on with writing is to embrace patterns.

Let me show you what I mean:

These are my text-based essay anchor charts that I have used with both "regular" and special needs students. These anchor charts provide a pattern for students to follow along with a memorable mnemonic.

HAT is for the introduction - a hat goes on top of your head and likewise goes on "top" of the essay. ACE IT is a good way to remember what goes in the body of an informative essay and ARGUE matches argumentative. Then what's the last thing you grab before your leave home? Your cell phone - your AT & T! Ok, I know not everyone has AT & T but work with me here! :)

Now keep in mind that this is just a foundation. I am not suggesting that these structures completely define an essay. Certainly as the students learn more and progress, so will their writing.

However, for students who are really struggling, this gives them a lifeline. I have found that most students "get" the concept of an essay and maybe even know some of the basic vocabulary, but they lack an understanding of how to apply what they know. It all seems theoretical without a pattern to follow. It's like me understanding that I need to go north to reach my grandmother's house but not being able to get there without a map.

So first we go over all the vocabulary. There are so many ways to do this but one of my favorites is using Quizlet. This is a free site and app where you input the words and definitions and then the program places your information into various games. Then, when you're ready to assess, you can use my free

Next, I take the students through the entire process of essay writing:

-understanding what they are reading to find out

-reading the texts one at a time & then mapping them one at a time

-planning the essay according to the pattern with a graphic organizer

-modeling each paragraph type with a foldable

Yes, this takes time (about 7 days or so), but it is so totally worth it when you see your students go into the tests with a plan and then watch them implement that plan on their planning sheets! That means no more blank planning sheets!! Can I get a Hallelujah?! That's what I was shouting inside my head last year when I saw this happen with my own eyes for both my "regular" and special needs students.

Want to share your experiences with struggling writers?

Join in the conversation in the comments below!

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If you have students with special needs in your general education class or just have some students who are slow learners that struggle with writing, then this post is for you! I have been teaching ELA and SPED at the middle school level for nearly 22 years.

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Certainly, struggling writers and learners need to be thoughtfully engaged in learning, but, unfortunately, just giving them the keys to the car isn’t enough. In an extremely enlightening and helpful book, Strategies for Struggling Writers, James L. Collins identifies key challenges facing struggling writers in urban schools. In order for these students to progress as writers, these challenges must be addressed—which may mean more teacher-directed instruction than some of you may be comfortable with.

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It's somewhat ironic; just as I was about to post this about helping struggling writers, I read " Best Practices: Students in the Driver's Seat " by Anthony Cody. Cody promotes inquiry-based instruction and problem-based learning, two practices that give students a great deal of control over their learning.

Certainly, struggling writers and learners need to be thoughtfully engaged in learning, but, unfortunately, just giving them the keys to the car isn't enough. In an extremely enlightening and helpful book, Strategies for Struggling Writers, James L. Collins identifies key challenges facing struggling writers in urban schools. In order for these students to progress as writers, these challenges must be addressed-which may mean more teacher-directed instruction than some of you may be comfortable with. Here are some of things that I've gleaned from Collin's study:

The World of the Struggling Writer

Struggling writers often lack the life experiences to address a wide range of topics. Some of them may never have seen another city, state, or region of the country. (Of course, the Internet has expanded the scope of their knowing.) With limited knowledge outside of their immediate experience, don't expect them to jump at the chance to write about organic farming or the benefits of biodiesel fuel. So, at least in the beginning, be sure that they write about topics that they truly connect with.
Best Advice: Keep things real and give them as many new experiences as possible.

Struggling writers need freedom while they work-freedom to explore their own thoughts, freedom to take a few risks, and so on-but within that freedom, they also need structure, the structure that the writing process affords them. Breaking writing projects into series of steps makes it more manageable for struggling writers.
Best Advice: Keep things under control, using the writing process.

However, don't expect struggling writers to produce great work just because they follow the writing process. Students often struggle because they haven't internalized the necessary moves needed to develop thoughtful, in-depth writing. So, at different points during the writing process, implement minilessons that address important writing skills and strategies (answering the 5 W's, writing effective beginnings, and so on). It also helps if you write along with the students, so they can see how an experienced writer works.
Best Advice: Keep things in perspective; struggling writers need to learn a lot about writing.

It's safe to say that struggling writers are often careless with their work. Unfortunately, that's how many of them are programmed; just look at the condition of the notebooks and papers that they bring to class (if, in fact, they bring anything to class). So just keeping track of their writing from day to day is a challenge, big time. Having them do their work on a computer helps; compiling a writing booklet for them to work in is another way to go. (The booklets should, of course, stay in the classroom.)
Best Advice: Keep things very organized for the students, at least during the first part of the year.

Struggling writers are often visual learners. As a result, they respond favorably to graphics such as Venn diagrams, clusters, line diagrams, and so on. So give them experience with a variety of these organizers. Also use graphics to remind them what step or stage they are working on.
Best Advice: Keep things visual; graphics appeal to struggling writers.

Just because some students struggle as writers doesn't make them less sophisticated than their classmates. So don't "dumb down" instruction. Instead, keep tasks simple and manageable but without making them sound or appear elementary. It can be done with a little thought and creativity on your part.
Best Advice: Keep things age-appropriate; your students deserve it.

At the end of a writing project, it's important to have struggling writers reflect on their work. This could be something as simple as answering a few questions about their writing: What was the easiest part of your writing? The hardest? How did you organize your details? What part do you like best? Why? Doing this helps students internalize the different things they have done, and in the process, build their repertoire of writing moves (You might also have students reflect on their work at strategic point during their writing.)
Best Advice: Keep things informative and beneficial; the point of all of this is to help your students improve as writers.

One of your unfortunate challenges (if you are a writing teacher) is preparing students for writing tests. When faced with a room full of struggling writers, the challenge may seem more like "mission impossible." However, if your instruction incorporates the advice in this blog, a writing foundation, of sorts, will be established that your students can draw from during test preparation.

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Blog post: Best Advice for Struggling Writers

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It's somewhat ironic; just as I was about to post this about helping struggling writers, I read "Best Practices: Students in the Driver's Seat" by Anthony Cody. Cody promotes inquiry-based instruction and problem-based learning, two practices that give students a great deal of control over their learning.

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To what extent do certain characteristics of a child's written story influence the way it is rated? Insights into features necessary for supporting struggling writers

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To what extent do certain characteristics of a child's written story influence the way it is rated? Insights into features necessary for supporting struggling writers

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Being able to put one's thoughts on paper is a critical skill for success in school and later professional endeavors. As soon as students have acquired basic writing skills, they are under constant demand to demonstrate their academic competence through the written texts they produce. In other words, possessing content knowledge is not enough. One needs also to be able to express the information in a form that is comprehensible to the reader.

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Middle school students' perspectives of and responses to strategic revision instruction

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Middle school students' perspectives of and responses to strategic revision instruction

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The 2007 and 2011 National Assessment of Educational Progress data indicate that a significant percentage of American students struggle with writing. In 2007, only 35% of eighth grade students performed at or above the proficient level and in 2011, only 27% of eighth graders reached this goal.

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Scaffolding Instruction for Struggling Writers

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Scaffolding Instruction for Struggling Writers

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By introducing individual writing skills one at a time and slowly building upon each one, students will be less overwhelmed when you ask them to write an essay.

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14 Strategies to Support Struggling Writers: Build Confidence & Increase Success

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Teaching and assessing writing can be challenging, and even more so when you're trying to identify effective ways to scaffold writing instruction for struggling students. Set teenagers up for success by incorporating these teacher-tested, student-approved strategies.

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“You hope that by exposing them to great writing, they’ll start to hear what’s going on.”

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Some say English instruction must get back to basics, with a focus on grammar. But won’t that stifle a student’s personal voice?

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A Model for Teaching Writing to Struggling Writers 

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A Model for Teaching Writing to Struggling Writers 

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Student writers often struggle because they lack connection with the assignment or an authentic audience. Relevant topics, blogging, and brainstorming with peers can remedy this.

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Student writers often struggle because they lack connection with the assignment or an authentic audience. Relevant topics, blogging, and brainstorming with peers can remedy this.

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U-can write: working with struggling writers

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U-can write: working with struggling writers

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'Getting started' is often the barrier to writing for struggling and disengaged writers. The blank page does little to inspire their efforts and concerns around spelling, word selection, handwriting, lack of content and grammar. Often, these only serve to justify their hesitancy to engage. The Literacy Advisors at U-CAN READ: Literacy Intervention Years 3-10 (UCR) work to address these issues and in doing so build the confidence of writers to reach their potential as budding authors.

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The Writing Strategies Book by Jen Serravallo

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The Writing Strategies Book by Jen Serravallo

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in The Writing Strategies Book, Jen Serravallo does the same, collecting 300 of the most effective strategies to share with writers, and grouping them beneath 10 crucial goals.

develop individual goals for every writer

give students step-by-step strategies for writing with skill and craft

coach writers using prompts aligned to a strategy

present mentor texts that support a genre and strategy

adjust instruction to meet individual needs with Jen’s Teaching Tips

demonstrate and explain a writing move with her Lesson Language

learn more with Hat Tips to the work of influential teacher–authors.

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Writing Strategies Book by Jennifer Serravallo.

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Collection of strategies that span all aspects of the writing process, all genres and modes of writing, and that will work well with students in grades K-8. Organized so the busy teacher can find just the right strategy at just the right moment.