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Students struggle to use taught writing skills in independent writing.

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Writing skills taught in district provided writing curriculum do not include guided writing lessons.

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Students are not displaying mastery of skills in their independent writing.

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How guided writing lessons enhance student achievement in independent writing.

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Guided Writing Lessons: Second-Grade Students' Development of Strategic Behavior

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Guided Writing Lessons: Second-Grade Students' Development of Strategic Behavior

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In the article, Guided Writing Lessons: Second-Grade Students' Development of Strategic Behavior, five second grade students were studied over the course of a three month period. They were given three months of guided writing lessons within the informational writing genre.

Gibson, S. A. (2008). Guided writing lessons: Second-grade students' development of strategic behavior. Reading Horizons, 48(2), 111.

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Interactive writing: A guided approach for writing instruction in Pre-K-5

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Interactive writing: A guided approach for writing instruction in Pre-K-5

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In the article, Interactive writing: A guided approach for writing instruction in Pre-K-5, the interactive writing teaching method is studied. It discusses the process and the effects on student achievement. The article describes interactive writing as being a collaborative process in which the teacher and students work together to plan, compose, and reflect on the writing process. It also states why this is such an important process students should be taking part in within grade k-5.

Dabrowski, J., & Roth, K. (2016). Interactive writing: A guided approach for writing instruction in pre-K-5. Literacy Today, 33(5), 44.

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An Effective Framework for Primary-Grade Guided Writing Instruction

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An Effective Framework for Primary-Grade Guided Writing Instruction

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This article discusses how writing instruction is a collaborative experience when inside the guided writing framework. The article goes into details of how guided writing can bridge the gaps between whole group instruction and independent writing. It discusses the need for engagement, modeled behavior, time on task, sharing, and reflecting.

Gibson, S. A. (2008). An effective framework for primary-grade guided writing instruction.The Reading Teacher, 62(4), 324-334. doi:10.1598/RT.62.4.5

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Ways to Unintentionally Make Writing Difficult

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Ways to Unintentionally Make Writing Difficult

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In the article,

Ways to Unintentionally Make Writing Difficult, six different ways teachers made writing more difficult for students to comprehend and implement into independent writing. The researchers studied one teacher and lower achieving student who was an advanced oral story teller to see where the teacher unintentionally made the writing process more difficult for the child. Solutions were given for each of the 6 ways writing was made more difficult.

LABBO, L. D., HOFFMAN, J. V., & ROSER, N. L. (1995). Ways to unintentionally make writing difficult. Language Arts, 72(3), 164-170.

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In the article, Children Teach Us to Teach Writing, 3rd grade students were interviewed to gain their insights as to how well they knew the writing process. The students were also asked in what ways they were taught written expression and how engaging or not the methods were. The students were from middle and lower socioeconomic status. This article gave a new and interesting way to look at writing instruction. From the eyes of the students they were able to see how to best serve students.

Zaragoza, N., & Vaughn, S. (1995). Children teach us to teach writing. The Reading Teacher, 49(1), 42-47.

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Leadership and Writing: How Principals' Knowledge, Beliefs, and Interventions Affect Writing Instruction in Elementary and Secondary Schools

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Leadership and Writing: How Principals' Knowledge, Beliefs, and Interventions Affect Writing Instruction in Elementary and Secondary Schools

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In the article,

Leadership and Writing: How Principals' Knowledge, Beliefs, and Interventions Affect Writing Instruction in Elementary and Secondary Schools, teachers perceptions of how their Principals views and beliefs of writing instruction affect writing instruction. They found that there is correlation between the two. The study included teachers from all different community types including suburban, urban, and rural. There was a strong correlation between Principals who had strong background knowledge on writing instruction and supporting teachers successfully in writing methods and techniques.

McGhee, M. W., & Lew, C. (2007). Leadership and writing: How principals' knowledge, beliefs, and interventions affect writing instruction in elementary and secondary schools.Educational Administration Quarterly, 43(3), 358-380. doi:10.1177/0013161X06297202

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Writing Instruction in Elementary Classrooms: Making the Connection to Common Core State Standards

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Writing Instruction in Elementary Classrooms: Making the Connection to Common Core State Standards

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In the article, Writing Instruction in Elementary Classrooms: Making the Connection to Common Core State Standards, teachers across 1st-5th grades were surveyed to see what types of writing activities and genres students were engaged in throughout the year. Through the study they were able to find the frequency of writing activities throughout the year within each grade level. They also found that while the activities were different across grade levels they were also vastly different within the grade levels as well. Throughout the study they reference best practices and link these to the Common Core Standards within each grade level.

Richards, S., Sturm, J., & Cali, K. (2012). Writing instruction in elementary classrooms: Making the connection to common core state standards. Semin Speech Lang, 17;33;(2), 130-145. doi:10.1055/s-0032-1310313

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Effects of Guided Writing Strategies on Students' Writing Attitudes Based on Media Richness Theory

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Effects of Guided Writing Strategies on Students' Writing Attitudes Based on Media Richness Theory

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LAN, Y., HUNG, C., & HSU, H. (2011). Effects of guided writing strategies on students' writing attitudes based on media richness theory. TOJET : The Turkish Online Journal of Educational Technology, 10(4)

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Writing Instruction in Elementary Classrooms: Why Teachers Engage or do not Engage Students in Writing

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Writing Instruction in Elementary Classrooms: Why Teachers Engage or do not Engage Students in Writing

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Summary: In the article Writing Instruction in Elementary Classrooms: Why Teachers Engage or do not Engage Students in Writing, the authors discuss why some teachers engage or do not engage their students in writing. They interviewed 14 teachers who were at varying levels of experience to record reasons why they felt they were successful or unsuccessful at engaging their students. They found commonalities between teachers who were low implementers of writing instruction like time constraints or students with varying needs. They also found that teachers with high degrees of student engagement within writing stated they had support from mentors or highly regarded the writing process. Also, high implementers stated that they believed they were successful writers.

http://www.tandfonline.com.proxy.lib.wayne.edu/doi/abs/10.1080/19388071.2014.896959

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A Tale of 3 P's—Penmanship, Product, and Process: 100 Years of Elementary Writing Instruction

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A Tale of 3 P's—Penmanship, Product, and Process: 100 Years of Elementary Writing Instruction

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Summary: This article looks at several different aspects of writing instruction. Giving background on how writing instruction has progressed and changed over many years. The article looks at both state and nation curriculum guides. A number of writing programs programs and teaching methods manuals. The article also references reports of writing research. It discusses how in years past there was a huge emphasis on penmanship and letter formation. They discuss how technology has changed the way students think about writing in the lives and how teachers teach writing to students.

Hawkins, L., & Razali, A. (2012). A Tale of 3 P's—Penmanship, Product, and Process: 100 Years of Elementary Writing Instruction. Language Arts, 89(5), 305-317. Retrieved from http://www.jstor.org.proxy.lib.wayne.edu/stable/41804351