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My students write daily during our reading blocK (journal writing, reading comprehension: small group discussion (think sheets) We also use writing during our theme time to share our thinking about a topic. I love using think sheets for the students to share their thinking.

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reading and writing is connected-good readers are good writers are good readers

writing helps students express their thoughts and have a deeper understanding of what they are reading

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1st grade- My students write in a different journal each day but is the same every week. Ex. Every Monday is a certain journal, every Tuesday is a certain journal, and so on. 

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1st grade- My students write in a different journal each day but is the same every week. Ex. Every Monday is a certain journal, every Tuesday is a certain journal, and so on. 

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1st grade- Writing helps with a student's reading. If they can hear the sounds they are writing, it helps them when sounding out while reading. 

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1st grade- Writing helps with a student's reading. If they can hear the sounds they are writing, it helps them when sounding out while reading. 

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My students write in their journal each day during our writing block. They also write during their literacy centers independently or during small group time.

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Writing helps build my students reading skills by hearing the sounds in words.

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We write during our daily five rotations. We conference weekly. We use different writing prompts for each day (weekend , bubble gum, would you rather, and squiggle)

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We write during our daily five rotations. We conference weekly. We use different writing prompts for each day (weekend , bubble gum, would you rather, and squiggle)

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2nd grade- you can tell a lot about instruction through a child's writing (phonics, comprehension). It can also help with listening and speaking skills when students share their writing. It gives students an opportunity to show their understanding as well. 

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2nd grade- you can tell a lot about instruction through a child's writing (phonics, comprehension). It can also help with listening and speaking skills when students share their writing. It gives students an opportunity to show their understanding as well. 

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Writing conferences are a powerful time to meet students where they are individually. During this time, I point out at least 1 thing they did well, and then I point out something for them to work on. Together, we set a goal for their next writing piece. There are many things to discuss during writing conferences, including but not limited to phonics, capitalization and punctuation, proper spacing, handwriting, stamina, etc. I enjoy giving writers a challenge to work on before their writing time and we celebrate authors when they rise to the challenge. For example, a recent challenge to go along with our Benchmark unit was to include a moral in their story.

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My students write during our writing block in their daily journals. We also write/draw a reading response in our journals during snack each day. Students are given authentic opportunities to write throughout play as well (menus, cards, labeling class supplies, etc.)

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Writing helps me see what phonics skills my students have mastered and which they still need support with. It also gives me information about what sounds students can hear.

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1st Grade- My students are writing daily during our reading time. Writing is incorporated in our reading centers (daily 5). Students have a daily writing prompt that they answer.

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1st grade- Writing should be incorporated in every subject and should occur throughout the day. Writing is a way for students to provide the teacher with feedback.

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My students write each day during shared journal. One student shares a story, classmates ask questions to clarify details, then each student writes a narrative account if the story in his/her journal.  Students also use think sheets during read alouds and have used writing to share what they've learned after conducting research. Each evening, students write one sentence about what they have read that day.

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Reading and writing go hand in hand- a student's writing shows me which phonics skills and strategies they have internalized and are able to apply consistently. Journal writing also shows me if students are able to hear and re-tell a story, if they recall key details, and if they can correctly sequence the story. These same things are true when students write about something that they have read. Each night, my students are asked to write one sentence about something they have read that day- those sentences show me a lot about what they comprehend and remember from their reading.

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We write all day long in every subject area. We write in our daily journals, poetry books, reading response, and math journal. We conduct research in Social Studies and Science and write about that as well.

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Reading and writing are interconnected. When students receive writing instruction their reading fluency and comprehension improve. Reading affects writing and writing affects reading.

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Wow these are all so good! I enjoyed reading them and I tried to figure out who the anonymous people were! :)
For me, writing is an application of all the skills learned. Writing also helps develope student's writing because we can gain ideas not only from their words but also through their illustrations. Typically, I have my students write first because we are moving from pictures to tell stories to words that tell stories. But, if I have a lower student, they can still begin with an illustration and I can help them form that into a story. Their writing also helps me understand what they understand! I know if we need a small group on certain things!

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My students write everyday! They write during our writing block using the shared journal process. They write in their Reading Log several times a week as a response to shared reading. Writing is also a part of our Daily 5 rotations where students can choose to work on writing.

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It's amazing to me to see students applying their knowledge of letters and sounds to writing. Conferencing with them during journal writing helps me observe the skills they are applying. Writing in response to reading helps build comprehension. There are so many vital language arts skills that are taught during authentic writing instruction. This is an exciting time of year in kindergarten because we are seeing so much growth in this area!

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We have Writer's Workshop daily based on our theme. Mentor texts are used and I conference with kids during writing time. We also do Hamburger Writer so kids can shine and everyone can see good examples of writing from their classmates.

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Phonics and Grammar are practiced during Writing. Expressing themselves and individual research is a fun way for them to practice!

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We write all day long. We write to create a recorded history of our class in shared journal to practice narrative writing. Then we write to respond to reading to practice opinion writing as well as story elements. We write in math to gather and analyze data. We practice expository writing as we research topics in social sciences. We use a variety of graphic organizers to help students organize their thinking to write as a group and independently. Writing in our class is purposeful and is a way to communicate with others. Students may also write in work on writing and publishing center. I incorporate technology by allowing students to create stories on iPads. I have also published students reading their journals in seesaw as a way to celebrate amazing authors and illustrators.

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Writing is the ability to apply skills learned in reading instruction. You can gather valuable information on a child's phonological awareness and phonics skills. Writing also requires students to develop their working memory as they are recalling many different types of information from all parts of their brain. It also develops executive functioning skills as students work through frustrations and persevere to solve problems. They have to organize their thinking and regulate their emotions throughout the writing process. Writing develops oral language skills and highlights areas in which students may need support in this areas. Many times we write, like we speak, especially in early grades. Writing can also tell you a lot about a student's ability to comprehend stories.

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We write daily during reading, at the small group table, during writing, stations, math and theme. We write using graphic organizers. We also write different types of writing: narratives, informational, opinion writing, etc. They love making books to put in the book center for others to read. I do, I do, we do, you do to scaffold them. We love to read our writing out loud. I will sit with them and help them proofread and make corrections and give goals to work on. 

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We write daily during reading, at the small group table, during writing, stations, math and theme. We write using graphic organizers. We also write different types of writing: narratives, informational, opinion writing, etc. They love making books to put in the book center for others to read. I do, I do, we do, you do to scaffold them. We love to read our writing out loud. I will sit with them and help them proofread and make corrections and give goals to work on. 

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It is sometimes hard for students to get their thoughts on paper so the more we write and practice the better writers they become. It is a great way to practice our phonics skills and sounding words out. The more we read and write the better readers and writers we become. As I conference with students I can see what skills we need to address as a whole or individually. We can tell a lot about what the student comprehends by reading their writing about a story or text. 

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It is sometimes hard for students to get their thoughts on paper so the more we write and practice the better writers they become. It is a great way to practice our phonics skills and sounding words out. The more we read and write the better readers and writers we become. As I conference with students I can see what skills we need to address as a whole or individually. We can tell a lot about what the student comprehends by reading their writing about a story or text. 

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We write during daily five rotations. Our journals change each day (weekend update, bubble gum, would you rather, and squiggle journal). We conference everyday and do peer edits on Fridays.

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We write during daily five rotations. Our journals change each day (weekend update, bubble gum, would you rather, and squiggle journal). We conference everyday and do peer edits on Fridays.

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Writing helps students apply phonics and reading skills. Writing can also help students understand the structure of sentences, which supports comprehension.  

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Writing helps students apply phonics and reading skills. Writing can also help students understand the structure of sentences, which supports comprehension.  

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Writing occurs daily in our classroom. Students personal narratives in their Weekend Update journal on Monday. On Tuesday students respond to a prompt in their Bubble Gum journal. Would You Rather Wednesdays are for practicing opinion writing. On Thursday students transform a squiggle into their own creation and write a story about it. On Friday, our writing is a reader's response to our Benchmark reading comprehension skills. Each day good writing samples are shared and celebrated with classmates. Students get to stand on their chairs and read his/her writing to the class. Students edit his/her writing with classmates. Journal conferencing with the teacher happens about 2 times per week.

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Listening, Speaking, Reading, and Writing all hand in hand. Student's writing shows me the phonics skills that are weak and need to be taught/retaught. I can see students that have strong vocabulary and the ones that need to build it. Through journal conferencing, we (teacher & student) identify & set goals for their writing.

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We write throughout the day in our classroom. We practice narrative writing in our shared journals as we hear true stories from one another and record those so that we can remember our friends and learn from each other. We write as we are responding to what we have read in class. We write in our math journals as we record data or answer story problems. We record what we have learned in social studies and science in our project books or through fact books. Students choose to write in the publishing/writing center as well. In this center, they are encouraged to write all kinds of different ways: make lists, cards, webs, letters, books, how-to's, etc. Children also using writing in centers such as dramatic play, blocks, making words, and play-doh. We also use writing with technology as we record things on Seesaw or on a platform to share.

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When children write, they are using the skills they need for reading in a different way. Writing helps to solidify those skills and shows us where children need specific help. Children must be able to use their knowledge of phonemic awareness to be able to break down the sounds in words. They must be able to apply phonics skills, handwriting, and letter formation skills. Also among the foundational skills needed for writing are the understanding of the difference in letters and words, knowledge of beginning and end punctuation, and concepts of print such writing from left to right. Beyond that, we can evaluate and teach comprehension, sentence structure, spelling, and grammar skills. When children are able to write at their level, we can use writing to build not only academic skills, but needed life skills such as executive functioning (organizing all of the little things that need to happen when we write), problem solving, and perseverance. With writing, children are able to show what they have learned about a topic, they can communicate their understanding of story elements and story sequence, and they can show comprehension.