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Aligning Desired States with Instructional Resources and Professional Development Resources

 

Once district leaders have developed the shared belief statements that will guide their framework for teaching writing, and after identifying the "desired state" of teacher "look-fors," the vision needs to move into the observable instructional practices. 

Teacher beliefs about writing and writing instruction, and their knowledge of writing instruction, have to be put into practice. The table below is by no means an exhaustive list of instructional practice. Instead, it serves as a model of illustrative practices that can be central to effective writing instruction. Alongside of those instructional practices, the Committee has identified illustrative examples examples of professional development resources to support vision building toward high-quality writing instruction. 

 

Aligning Desired States with Instructional and PD Resources

Belief Statements  Desired State: Teacher Look-Fors Instructional Practices  Professional Development/Resources
We believe that writing instruction  . . .      
approaches writing as a unique and distinct literacy, equally as important as reading. Teachers deliver predictable, dedicated writing instruction, and allow for writing time in all classrooms.     
is foundational to all content.

Teachers in all academic disciplines will create authentic writing experiences for students that demonstrate the specific literacy demands and expectations in their content area. 

Teachers strategically integrate literacy skills (reading, writing, listening, and speaking) across content areas. (CDE Teacher rubric

Content Area and Disciplinary/Strategies and Frameworks. International Literacy Association.

Disciplinary Literacy. CEEDAR Center

Culturally Responsive Disciplinary Literacy Strategies Instruction

Culturally Responsive Disciplinary Literacy Strategies Instruction

Does Disciplinary Literacy Have a Place in Elementary Schools? 

The Write Center

offers students opportunities

  • to write to think,
  • write to learn, and
  • write to demonstrate learning.

Teachers collaboratively use common writing assessments and common standards-based rubrics (i.e., Revision Assistant) to evaluate the effectiveness of writing instruction among groups of students. 

Teachers assign challenging tasks and opportunities that encourage students to ask questions and construct new meaning.

 

Writing to Learn

Learning to Write and Writing to Learn

Art and Science of Teaching/Writing to Learn

Writing is a Thinking Activity. Steve Graham

The Write Center

emphasizes writing formats, structures, and modes that mirror those found in the real world.

Teacher teach text structures that are found in different modes of writing: narrative, informational, argument.

Teachers include a variety of genre within those modes, including but not limited to:

  • narrative:  personal narrative, memoir, "slice of life," biography, autobiography;
  • informative: lab, report, process paper, nature writing, blog posts; and,
  • argumentative: editorials, problem-solution essays, proposals, commentary, speeches, critiques.

Teachers teach syntax (grammar, syntactic awareness, sentence elaboration, and punctuation).

ReadWriteThink

Project Write Now (Real Voices Write Now)

Project Write Now (Writing Life)

16 Real-World Models for DIY Writing Projects

The Write Center

empowers students to communicate and connect with the world.

Teachers provide opportunities for students to communicate with individuals from many communities and cultures in a variety of modes of genres. 

Teachers provide students relevant and responsive writing opportunities that allow for exploration of current cultural events. 

 

Content Area and Disciplinary/Strategies and Frameworks. International Literacy Association.

Disciplinary Literacy. CEEDAR Center

Culturally Responsive Disciplinary Literacy Strategies Instruction

ReadWriteThink

Project Write Now (Real Voices Write Now)

Culturally Responsive Disciplinary Literacy Strategies Instruction

Does Disciplinary Literacy Have a Place in Elementary Schools? 

The Write Center

equips students with the ability to apply and transfer the writing process strategically in new situations.

Teachers' text written by professional writers that illustrate the writing process and polished, published pieces. 

Teachers provide multiple entry points and planning models for students to choose from when engaging in the writing process to make their own. 

Teachers deliberately embed writing instruction in all content areas and provide a variety of opportunities. 

 

ReadWriteThink

Content Area and Disciplinary/Strategies and Frameworks. International Literacy Association.

Disciplinary Literacy. CEEDAR Center

Culturally Responsive Disciplinary Literacy Strategies Instruction

Culturally Responsive Disciplinary Literacy Strategies Instruction

Does Disciplinary Literacy Have a Place in Elementary Schools? 

The Write Center

is a process, rather than a program.

Teachers model an approach to writing that is consistent, adaptable, and applicable to both familiar writing tasks and new writing opportunities students might encounter in PK-12 and beyond. 

Teachers will provide authentic opportunities to develop, strengthen, and publish written work and gain audience feedback with using digital tools.

Teachers provide access to authentic mentor texts, mentor authors, anchor charts, rubrics to guide instruction. 

Teachers will chunk exemplar texts to teach about structures and patterns of writing (not just as formulaic product).

Teachers model writing by writing along with students. 

Techers uses the gradual release of responsibility model for writing. 

Teaching Students to Use the Writing Process for a Variety of Purposes

What Works Clearinghouse: Teaching Elementary Students to Write Effectively

.What Works Clearinghouse: Teaching Secondary Students to Write Effectively

ReadWriteThink

Implementing the Writing Process (Grades K-5)

The Write Center

 

fosters students' growth in the writing process and treats the development of "student as writer" with emphasis given to both the writing process and the written product.

Teachers support students in reflecting on their writing growth. 

Teachers address individual student needs through differentiated instruction and conferencing. 

Teachers provide consistent, frequent and focused feedback throughout the process. 

Teachers model using writing time and assignments as an avenue for self-expression and personal growth.

ReadWriteThink

What Works Clearinghouse: Teaching Elementary Students to Write Effectively

.What Works Clearinghouse: Teaching Secondary Students to Write Effectively

 

Project Write Now (for educators) 

ReadWriteThink (Professional Development)

The Write Center

Establishes a classroom community of writers.

Teachers create an environment that fosters inquiry, intellectual curiosity, and support for each member of the class. 

Teachers deliver lessons that consider and respect students' backgrounds and contextual knowledge. 

Teachers promote ethical behavior of students as individuals and as members of a community. 

ReadWriteThink

Culturally Responsive Disciplinary Literacy Strategies Instruction

Creating an Engaged Community of Writers

Building a Community of Writers, Grades 3-5

The Write Center

Supports the development of all students toward becoming effective writers (i.e., by attending to culturally responsive instruction, adapting writing tasks to meet students' needs, providing opportunities for feedback) with expectations that each child will write well.

Teachers differentiate feedback to students throughout the writing process and adjust instruction based upon individual needs to move the student forward. 

Teachers provide guidance through a variety of feedback opportunities: written comments and conferences to foster student growth. 

Teachers model how to incorporate feedback to improve learning. 

Teachers provide students opportunities to revise their own work based upon feedback.

Gifted and Talented Differentiating the Language Arts for High Ability Learners

English Language Learners Improving Writing Skills: ELL and the Joy of Writing: Colorin Colorado

Common Core Writing and ELLs: Ferlazzo, Larry.

Culturally Responsive Disciplinary Literacy Strategies Instruction

Does Disciplinary Literacy Have a Place in Elementary Schools? 

The Write Center

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