Fears and Phobias Unit Plan

In this unit plan, educators can see where the Selecting and Analyzing Evidence mini-task fits into a broader unit of study about fear. In this unit, students have guided opportunities to read multiple informational and fictional texts and practice selecting and elaborating on evidence to support a claim. The unit plan includes the standards addressed, instructional foci, and various forms of assessment.

SOURCE: Building Educator Assessment Literacy

ELA Mini-Task

This mini-task, used by the teacher and coach in the BEAL English Language Arts videos, involves reading a nonfiction text, then making a claim and supporting it with evidence from the text.

SOURCE: Building Educator Assessment Literacy


Teaching Elementary School Students to Be Effective Writers

This practice guide provides four recommendations for improving elementary students’ writing. Each recommendation includes implementation steps and solutions for common roadblocks. The recommendations also summarize and rate supporting evidence. This guide is geared toward teachers, literacy coaches, and other educators who want to improve the writing of their elementary students.

Writing Every Day in Every Class


A member of the IES Expert Panel describes the importance of daily writing time. It is recommended that teachers make time for writing practice every day and integrate opportunities to practice writing throughout the school day.

FEATURING: Alisha Bollinger, Norris Elementary School (NE)

SOURCE: Doing What Works

Writing Buddies

An important part of the writing process is sharing. Having students regularly share their writing with one another in a format such as Writing Buddies is one way to encourage daily sharing and peer revising. This sample material can help teachers learn how to implement Writing Buddies in their classrooms.

SOURCE: Doing What Works

Writing Buddies Using the Writing Process

Watch teachers show how they use "Writing Buddies" as a way for their students to help each other brainstorm and revise. Writing Buddies learn how to ask one another questions to think about ways to improve their writing. To learn more about implementing Writing Buddies in the Writer's Workshop, view the related sample materials.

FEATURING: Ginger Mason & Jon Holleman, Fall Creek Elementary School (NC)

SOURCE: Doing What Works

Writing Conference Sheet

As part of the Writer's Workshop model, teachers conference with individual students as they share their writing at different stages of the writing process. This sample material gives some ideas for specific areas in which teachers can evaluate student progress in their writing and discuss ideas for revision with their students.

SOURCE: Doing What Works

Understanding the Purpose of What You’re Writing


Students are more likely to be engaged in writing if they understand the purpose of a particular writing assignment. Listen to a member of the IES Panel discuss how teachers can look for opportunities for students to write to inform, persuade, or convey experience. He illustrates strategies to help them plan their writing for a given purpose.

FEATURING: Charles MacArthur, University of Delaware

SOURCE: Doing What Works

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