Effective writing instruction can transform how students express ideas, solve problems, and engage with the world. Yet for many elementary educators, finding the time, tools, and strategies to teach writing effectively can be a real challenge. That’s where the Toolkit to Support Evidence-Based Writing Instruction in Grades 2 Through 4 comes in.
Based on the What Works Clearinghouse's popular Teaching Elementary School Students to Be Effective Writers Practice Guide, this comprehensive resource is designed to help teachers bring evidence-based writing instruction into their classrooms. It's the first of 10 toolkits that IES will release in the 2025-26 school year.
In this blog, learn about the core components of the toolkit and explore how it can support continuous improvement in writing instruction—starting with just one hour a week.
Grounded in Evidence, Designed for Classrooms
This toolkit is built around three key recommendations from a What Works Clearinghouse practice guide developed by researchers and expert educators.
Provide daily time for students to write
Students benefit when writing is part of daily learning—not treated as a stand-alone subject. The toolkit helps teachers make writing a consistent part of instruction across subjects like science, social studies, and math and integrate writing meaningfully into what students are already doing. With regular, structured practice, students build fluency, confidence, and stamina and begin to see writing as an essential tool for thinking and learning.
Teach students the writing process
Students need more than just writing assignments—they need to be taught how to write. The toolkit helps teachers break down the writing process into manageable steps, from planning to revising and editing, and offers practical tools like lesson templates. By modeling new skills, practicing together, and gradually releasing responsibility, teachers support students in becoming more confident and independent writers.
Create an engaged community of writers
Students are more motivated to write when they feel ownership, choice, and connection. The toolkit helps teachers create a classroom culture where writing is shared, celebrated, and meaningful. With strategies like peer feedback, publishing student work, and offering choice in topics, teachers can foster a supportive community where students see themselves as real writers—with voices that matter.
Toolkit at a Glance
Designed to be practical, flexible, and implementation-ready, the Toolkit to Support Evidence-Based Writing Instruction in Grades 2 Through 4 includes an orientation and three modules, organized into a total of eight one-hour professional learning sessions. These sessions are meant to be used in Professional Learning Communities (PLCs), but they can also be adapted for individual use.
Each session follows a structured learning arc, with activities supported by ready-made tools such as videos, editable slide decks, lesson templates, and self-reflection guides. The goal is to help teachers meaningfully apply evidence-based strategies in their own classrooms.
Orientation Session: Getting Started with the Toolkit
The toolkit begins with an orientation that introduces the toolkit’s three core recommendations, purpose, and structure. Teachers complete an Initial Self-Reflection to assess their current writing instruction practices, highlight areas of strength, and identify areas for growth.
Module 1: Creating Classroom Conditions for Writing
This module lays the foundation for successful writing instruction by helping teachers establish daily writing routines and build a supportive classroom writing culture. In Session 1.1, teachers learn how to facilitate writing daily by integrating writing across the school day. In Session 1.2, the emphasis is on building a community where writing is encouraged and supported.
 | Example: Participants complete an activity called “Integrating Writing Across Subjects” to brainstorm authentic writing tasks in non-language arts content |
 | Example: Teachers engage in the “Accountable Talk” activity to design sentence stems and feedback prompts students can use during peer review. |
Module 2: Teaching the Writing Process
This four-part module dives into explicit instruction in the key stages of writing, aligned with gradual release of responsibility. In Session 2.1, teachers are introduced to components of the writing process and tools that can support it. In Sessions 2.2 and 2.3, teachers dive into each component of the process--planning, drafting, sharing, evaluating, and editing--so they are prepared to facilitate each in their classrooms. Finally, in Session 2.4, teachers focus on proven approaches to building students' independent writing.
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Example: Teachers watch a video of a teacher modeling the writing strategy “Pick Ideas” for planning.
Module 3: Sustaining Evidence-Based Writing Instruction Throughout the School Year
The final module in the toolkit focuses on sustaining the work that teachers have done throughout their PLCs. It includes developing a plan to sustain writing practices across the year. This includes setting clear instructional goals for the year, including strategies to achieving successes and overcoming roadblocks.
 | Example: Teachers complete a “Classroom Vision” activity and share their ideas for integrating writing into schoolwide practices or mentoring peers. |
How to Use the Toolkits
All of the IES toolkits are implementation-ready and designed for use in PLCs, with options for individual use if needed. The toolkits include:
Teacher’s guide
The teacher’s guide provides session agendas, note-taking pages, excerpts from the practice guide, and all activities. It also includes self-reflection tools and planning templates.
Facilitator’s Guide and Slides
The facilitator’s guide and slides offer detailed instructions for leading each PLC session.
School Leader’s Guide
The school leader’s guide supports administrators in helping teachers implement the toolkit and evidence-based writing instruction.
Toolkit Website
The toolkit website hosts editable slide decks, videos, and downloadable resources.
To put evidence-based strategies into practice between sessions, teachers have the opportunity to try new strategies in class, reflect on their practice, and meet with coaches or peers to discuss progress and set goals.
Access the full toolkit here.
