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.

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!

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.

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.

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.

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!

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.

Having background knowledge about the topic

Foundational reading and writing skills

Understanding key vocabulary words

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.

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.

In my classroom, we often do informational writing with science text by reading articles, then responding to comprehension questions together. I model how to answer the questions with their responses. In math, as we go through the lessons, students daily write which strategies they like to work with and tell why that strategy works for them. At the beginning of the year, I modeled how to do this process. By the end of the year, most are very capable with writing their thoughts. For ELA, we explore informational text together and write responses together. As the year goes by, I encourage students' independence in answering questions themselves. Writing time, I provide examples of certain types of writing, model how to do it, and I check their progress as they go through the writing process. For informational writing, we do research on the computer using graphic organizers. This helps greatly with students organizing their thoughts.

I love teaching writing to 3rd graders and motivating them. I know that I always have to be excited about writing when I suggest they do it, and that I need to pick writing activities that they will be excited about. I tell students to not to worry about writing about themselves, because writing about yourself is the easiest thing to do. I say, "You are experts on yourself, you can write about you." I also tell kids to write as they speak. All words needed to talk need to be in their writing. So, for narrative writing, our big paper is a story about how they met their monster (lives under the bed or in the closet). This writing happens in October. I read a cute book, they fill out a graphic organizer for details, then begin telling their story of how they met or an adventure they went on. They have fun with this activity. One topic in opinion writing I use is having students give their thoughts on whether 3rd graders should have cell phones. To encourage persuasive writing further, kids disguise a turkey and give reasoning why they shouldn't be eaten for Thanksgiving. In informational writing, they research a poisonous plant and later a famous American, and write factual papers. Kids are excited to have a voice, and they want to learn. For reluctant writers, I work with them one-to-one, encourage them, let them dictate thoughts while I write, let them type responses, and always try to be positive.

Before our district adopted the MyView curriculum, I did station rotations most days. I usually had four groups and rotated them every 20 minutes (lower groups needed 30 min). They would work through a meet with the teacher station, then complete seat work reinforcing the teacher session, work on an ELA computer program, and have a read to self time. I enjoyed this and felt that students like it as well. Working in small groups allowed me to have a good insight into everyone's abilities. I like the idea of the playlist model, but I'm not sure it would work well with third graders as they are not all independent workers and are easily distracted. (However, our math and ELA computer programs move kids along through concepts as they go through the lessons at their pace. So I do think this learning model could be successful.) In the classroom, I'm not sure all would be able to view the videos with understanding afterward. I think with more mature students this could be an effective way to learn as students would progress through curriculum at their own pace.

I have used all of these strategies to support students while writing. Additionally, brainstorming ideas whole group helps students find things to write about and supports their prior knowledge and experiences. Also providing many small writing projects allows students to realize they can do the bigger ones when they come along.

I use anchor charts, graphic organizers, sentence paragraphs/frames, we will write, mystery writing. All of these have been successful. In my classroom I would like to implement using these tools more to have more successful writing lessons and build confidence in my students so they enjoy writing and are strong writers. The steps I need to take to be successful are to have more protected writing time, consistent routines, as well as use of strategies to start. Building from these at the beginning of the school year will hopefully set up my learners for success and a love of writing that they can carry with them.

It is also important they understand the structure of the text as well as the features used within information text.

One thing I have added to my writing more this last year is having students try to spell unsure out words on sticky notes. Once they have done that, I would check it, and orthographically map it out for them. This has taken more time throughout the writing process but has gotten much easier as time has gone on.

I do like the idea on this model. Our first grade team is departmentalizing writing next year so I do believe something like this will continue.

1. Background knowledge

2. Vocabulary

3. Comprehension

4. Summarization

5. Sentence Structure

I don't see a need for station rotations with my small groups, but would like to do some more research on the playlist model. It sounds interesting to collaborate on with a classroom teacher.