English Language Arts/Literacy

Short Name: 
ELA/Literacy

Teaching Writing Strategies

Teachers describe the strategies they teach their students to help them learn the writing process. They teach and model multiple strategies for every step of the writing process so that students can learn to use them independently.

FEATURING: Kim El-Amin and Ginnie Stawicki, Eagle View Elementary School (VA)

SOURCE:  Doing What Works

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

The focus of this recommended practice is that strong writing involves following a process in which writers (1) plan, (2) draft, (3) share, (4) evaluate, (5) revise, (6) edit, and (7) publish a text for a particular purpose and audience. This presentation describes the importance of teaching students strategies for carrying out the writing process in a flexible manner and discusses how to gradually release students to use writing strategies on their own.

SOURCE: Doing What Works

Strategies for Using the Writing Process

 

Listen to a member of the IES Panel discuss how teachers can helps students use strategies to plan and evaluate their writing. He illustrates the importance of peer interaction in revision and describes how teachers can gradually release students to use self-regulated strategies.

FEATURING: Charles MacArthur, University of Delaware

SOURCE: Doing What Works

Teaching Foundational Skills to Help Students Become Effective Writers

This recommended practice focuses on providing instruction on foundational writing skills, such as handwriting, spelling, sentence construction, typing, and word processing. This presentation describes how to help students become fluent in these foundational skills, allowing them to focus more on developing and communicating their ideas.

SOURCE: Doing What Works

Providing Daily Time for Writing

This recommended practice focuses on the importance of designating daily time for writing instruction to ensure sufficient practice of writing skills. This presentation outlines key considerations in allocating daily time for writing instruction and integrating writing across the curriculum.

SOURCE: Doing What Works

Not Grammar for Grammar’s Sake

 

Listen to a member of the IES Panel discuss the importance of teaching spelling and of supporting students in learning to construct sentences that convey their intended meaning. Teaching these foundational writing skills needs to be embedded in the entire writing process.

FEATURING: Deborah McCutchen, University of Washington

SOURCE: Doing What Works

Writer's Workshop Every Day

Teachers describe what writing instruction and practice time looks like in their classrooms. Teachers at this school hold a Writer's Workshop every day. This is an example of how writer's workshop is structured in one school.

FEATURING: Angela Sorrell & Beth Scott, Fall Creek Elementary School (NC)

SOURCE: Doing What Works

Persuasive Writing Lessons

This sample material includes two lesson plans for teachers to help students focus on the elements of strong, persuasive writing pieces. The lessons are broken up by days to incorporate time for planning and thinking about author's purpose.

SOURCE: Doing What Works

Make Time to Write

This PowerPoint illustrates the components of the Writer's Workshop and provides guidelines for how to structure workshop time. It includes sample schedules and lesson plans. To learn more about the Writer's Workshop, view the associated presentation.

SOURCE: Doing What Works

Building a Solid Foundation for Writing

Teachers describe how they teach handwriting, spelling, and sentence construction skills. The teachers also use technology in their classroom to explore texts with their students and to teach typing skills.

FEATURING: Erin Boyce, Sarah Boddie & Sarah Kim, Eagle View Elementary School (VA)

SOURCE: Doing What Works

 

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