Introduction
This Toolkit is a set of free professional development materials to help educators provide evidence-based writing instruction to students in grades 2–4. It builds on the U.S. Department of Education's What Works Clearinghouse practice guide, Teaching Elementary School Students to Be Effective Writers, to promote collaborative learning and planning among teachers. The Toolkit is a one-stop shop for those interested in improving students' writing quality and offers guided activities and practices that teachers can implement throughout the school year.
Teachers will learn strategies to help them carry out evidence-based recommendations from the practice guide:
- Provide daily time for students to write. Regular, frequent writing practice is critical for developing students into effective writers. The Toolkit provides ideas for fitting ample writing time into each day.
- Teach students the writing process. Students need guided practice through each phase of the writing process. The Toolkit explains how to teach students each step in the process to create complete and well-thought-out writing.
- Create an engaged community of writers. Students are more engaged in writing if they are part of a community that supports and interacts with writing. The Toolkit explains how to build this community.
School leaders will learn how to support teachers in using the Toolkit and evidence-based writing practices and how they can ensure sustainability and institutionalize writing practices over time. Visit the School Leader Supports page for more information.
Explore this website to learn more about the Toolkit, and share key information with others through this Toolkit Overview Handout (938 KB).
COLLABORATIVE LEARNING
The Toolkit includes eight one-hour discussion-based professional learning community (PLC) sessions for grade 2–4 classroom teachers, allowing them to compare current instructional practices with new learning and brainstorm implementation strategies.
PLCs are led by a facilitator, typically a school leader, assistant principal, instructional coach, or lead teacher.
A PLC may also choose to include teachers from other elementary grades or other educators who support student literacy, such as literacy coaches, reading specialists, and interventionists.
INDEPENDENT LEARNING
The Toolkit also includes self-reflection and goal-setting tools as well as activities that teachers can independently complete between sessions to practice the strategies discussed.
The independent activities will take approximately five hours to complete.
Teachers interested in improving their writing instruction outside of a PLC should read the Independent User Guide (153 KB) before using other Toolkit materials and resources.
THE IMPORTANCE OF WRITING
TOOLKIT COMPONENTS
| Component | Description |
|---|---|
| Toolkit Checklist (145 KB) | Lists each session and all independent activities for teachers to track their progress. |
| Toolkit Syllabus (728 KB) | Lists each session, session goals, and collaborative activities. |
| Teacher’s Guide (8 MB) | Contains an overview page for each session, space to write notes, relevant pages from the practice guide, and all activities and self-reflection tools for teachers to complete during and between PLC sessions. |
| Facilitator's Guide (7 MB) | Contains guidance on how to effectively lead the PLC and includes a scheduler, detailed agendas, discussion questions, and information on each activity. Facilitators can also find slides and videos to use during the PLC sessions in Teacher and Facilitator Materials. |
| School Leader’s Guide (1 MB) | Contains tips and tools for supporting teachers to complete the Toolkit and improve their writing instruction. The School Leader's Guide also contains resources for K–6 and non-literacy teachers who may also benefit from integrating writing in their classroom. Visit the School Leader Supports page for more information. |
| Independent User Guide (153 KB) | Offers steps to help teachers use the Toolkit independently, outside of a PLC. |
| Resources Needed to Implement the Toolkit (193 KB) | Contains information about the time and materials needed to implement the toolkit in a PLC. |
GET STARTED
Navigate to the Orientation tab or click the Next button below to begin your learning journey!
Orientation
Welcome! This Toolkit orientation consists of three short videos, together providing information about the background, objectives, and content of the Toolkit. Professional learning communities should watch these videos together, during their first session, and complete the group activities. The session will take approximately 60 minutes to complete in a small group with a facilitator.
ORIENTATION GOALS
- Explain why it is important for instruction to focus on developing writing for students in grades 2–4.
- Define what a practice guide is and how the Toolkit relates to it.
- Identify the three recommendations from the practice guide that are included in the Toolkit.
- Recognize the structure of the Toolkit and define its purpose.
- Assess current practices against practice guide recommendations and set high-level learning goals for using the Toolkit.
SESSION Activities
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities. Facilitators should refer to the Facilitator's Guide (7 MB) for detailed guidance on effectively leading participants through all session activities.
- Collaborative work during the Orientation Session
- Learn about the Toolkit and the importance of writing:
- Watch Orientation Part 1: Toolkit Introduction.
- Discuss the importance of writing for students in grades 2–4.
- Explore the Toolkit and practice guide recommendations:
- Watch Orientation Part 2: How the Toolkit Supports Learning About the Recommended Practices.
- Look through the Toolkit materials.
- Discuss first impressions of the Toolkit materials.
- Reflect on practices and goals:
- Watch Orientation Part 3: Reflecting on Practices and Goals.
- Complete the Initial Self-Reflection (1004 KB).
- Set high-level learning goals.
.
. - Independent work after the Orientation Session
MODULE SEQUENCE
When you are ready to move to Module 1, select the Next button below.
Module 1: Creating Classroom Conditions for Writing
Introduction to Module 1
Welcome! Module 1 focuses on facilitating writing every day and building a writing community. Together, these two recommendations help create optimal classroom conditions for writing.
This module consists of two professional learning community sessions (PLCs). Each session is designed to take approximately 60 minutes to complete in a small group with a facilitator. Both sessions include independent work, including trying a new practice in the classroom.
Module 1 sessions focus on creating classroom conditions for writing. The module forms a foundation for learning about teaching the writing process in Module 2.
Watch the video to the right for more information about this module.
MODULE 1 GOALS
Session 1.1: Facilitate Writing Every Day
- Identify challenges in implementing an hour of daily writing instruction.
- Identify realistic opportunities to integrate writing instruction throughout the school day.
- Develop a plan to make use of those opportunities.
Session 1.2: Build a Writing Community
- Create and participate in a classroom culture that encourages collaboration and feedback.
- Provide students with choice over their writing.
PRACTICE GUIDE RECOMMENDATIONS COVERED IN MODULE 1
Providing adequate time for students to write is one essential element of an effective writing instruction program. However, recent surveys of elementary teachers indicate that students spend little time writing during the school day. Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. Time for writing practice can help students gain confidence in their writing abilities. As teachers observe the way students write, they can identify difficulties and assist students with learning and applying the writing process.
– Recommendation 1 from the Teaching Elementary School Students to Be Effective Writers Practice Guide, p. 10
Students need both the skill and the will to develop as writers. Teachers should establish a supportive environment in their classroom to foster a community of writers who are motivated to write well. In a supportive writing environment, teachers participate as writers, not simply instructors, to demonstrate the importance of writing. By taking part in writing lessons and activities, teachers convey the message that writing is important, valued, and rewarding.
To further develop students' motivation to write, teachers should include opportunities for students to choose their own topics and/or modify teacher-selected prompts related to the purposes and genres being taught. When students choose their own topics, they may become more engaged and motivated to write. Such engagement and motivation could potentially lead students to write more frequently and become more involved in the writing process and the writing community.
Students and teachers also should have regular and structured opportunities to interact through giving and receiving feedback as well as collaborating on writing activities. Collaboration can increase the sense of community in a classroom, as well as encourage students to become engaged in the writing process with their peers. When students feel connected to one another and to the teacher, they may feel safe participating in the writing process and sharing their writing with peers. Publishing students' work also can help them feel valued in their community.
– Recommendation 4 from the Teaching Elementary School Students to Be Effective Writers Practice Guide, p. 34
MODULE SEQUENCE
Work on the module by moving through the tabs from left to right. When you are ready to move to the next tab, Session 1.1, select the Next button below or go up to the tab menu.
Session 1.1: Facilitate Writing Every Day
Session 1.1 covers Recommendation 1 from the practice guide, which is focused on implementing an hour of daily writing instruction.
By the end of Session 1.1, participants will be able to:
- Identify challenges in implementing an hour of daily writing instruction.
- Identify realistic opportunities to integrate writing instruction throughout the school day.
- Develop a plan to make use of those opportunities.
Provide daily time for students to write.
Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. Time for writing practice can help students gain confidence in their writing abilities. As teachers observe the way students write, they can identify difficulties and assist students with learning and applying the writing process.”
SESSION 1.1 Activities
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 1.1
- Watch the Introduction to Module 1.
- Collaborative work during Session 1.1
- Participate in a 1-hour learning and discussion session with peer teachers.
- Complete Integrating Writing Across Subjects (116 KB).
- Independent work after Session 1.1
- Complete Prepare to Share: Adding Writing Time to the Day (608 KB).
- Select and bring 1 or 2 writing prompts to Session 1.2.
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 1.1.
MODULE SEQUENCE
When you are ready to move to the next tab, Session 1.2, select the Next button below.
Session 1.2: Build a Writing Community
Session 1.2 covers Recommendation 4 from the practice guide, which is focused on using collaboration, choices, and feedback to create an engaged community of writers.
By the end of Session 1.2, participants will be able to:
- Create and participate in a classroom culture that encourages collaboration and feedback.
- Provide students with choice over their writing.
Create an engaged community of writers.
Teachers should establish a supportive environment in their classroom to foster a community of writers who are motivated to write well. In a supportive writing environment, teachers participate as writers, not simply instructors, to demonstrate the importance of writing. By taking part in writing lessons and activities, teachers convey the message that writing is important, valued, and rewarding.”
SESSION 1.2 Activities
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 1.2
- Complete Prepare to Share: Adding Writing Time to the Day (608 KB).
- Select and bring 1 or 2 writing prompts to Session 1.2.
- Collaborative work during Session 1.2
- Complete Accountable Talk (193 KB).
- Independent work after Session 1.2
SELF-REFLECTION
Approximately two weeks after you complete Session 1.2, complete the Module 1 Self-Reflection (1 MB) and review progress with a coach.
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 1.2.
MODULE SEQUENCE
When you are ready to move to Module 2, select the Next button below.
Module 2: Teaching Students to Use the Writing Process
Introduction to Module 2
Welcome! Module 2 focuses on teaching students to use the writing process. This module consists of four professional learning community sessions (PLCs). Each is designed to take approximately 60 minutes to complete in a small group with a facilitator. All sessions include independent work, including trying a new practice in the classroom.
Module 2 sessions build on the foundation established in Module 1 to create classroom conditions for writing.
Watch the video to the right for more information about this module.
MODULE 2 GOALS
Session 2.1: Introduction to Teaching the Writing Process
- Identify the parts of the writing process and examples of strategies that align with each part.
- Identify the best writing strategies to implement in their current classroom.
Session 2.2: Teach Planning and Drafting
- Identify the benefits of planning and drafting.
- Identify strategies for students to use when planning and drafting.
- Identify potential challenges or misconceptions related to students' planning and drafting, and begin considering solutions.
Session 2.3: Teach Sharing, Evaluating, Revising, and Editing
- Identify the benefits of sharing, evaluating, revising, and editing during the writing process.
- Identify strategies for students to use when sharing, evaluating, revising, and editing.
- Identify potential challenges or misconceptions related to students' sharing, evaluating, revising, and editing, and begin considering solutions.
- Identify opportunities to integrate sharing, evaluating, revising, and editing into their classroom's instructional writing time.
- Prepare a lesson plan that uses gradual release to teach a specific sharing, evaluating, revising, or editing strategy.
Session 2.4: Build Student Independence
- Identify strategies for encouraging student independence and flexibility in the writing process.
- Identify opportunities to build student independence into upcoming writing instruction.
- Develop a writing lesson that includes opportunities for student flexibility and independence.
PRACTICE GUIDE RECOMMENDATION COVERED IN MODULE 2
Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know.
Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process. Over time, students will develop a repertoire of strategies for writing. Teachers should explain and model the fluid nature in which the components of the writing process work together, so that students can learn to apply strategies flexibly—separately or in combination—when they write.
- Recommendation 2a from the Teaching Elementary School Students to Be Effective Writers Practice Guide, p. 12
MODULE SEQUENCE
Work on the module by moving through the tabs from left to right. When you are ready to move to the next tab, Session 2.1, select the Next button below or go up to the tab menu.
Session 2.1: Introduction to Teaching the Writing Process
Session 2.1 is the first of four sessions focused on Recommendation 2a from the practice guide. This session provides a general overview of the writing process, associated strategies, and gradual release.
By the end of Session 2.1, participants will be able to:
- Identify the parts of the writing process and examples of strategies that align with each part.
- Identify the best writing strategies to implement in their current classroom.
The components of the writing process, adapted from Instructional Tips Based on the Educator's Practice Guide, p. 3.
Teach students strategies for the various components of the writing process.
A strategy is a series of actions (mental, physical, or both) that writers undertake to achieve their goals. Strategies are tools that can help students generate content and carry out components of the writing process.”
SESSION 2.1 Activities
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 2.1
- Complete Prepare to Share: Building in Student Choice (599 KB).
- Watch the Introduction to Module 2.
- Collaborative work during Session 2.1
- Participate in a 1-hour learning and discussion session with peer teachers.
- Complete Selecting Appropriate Strategies (674 KB).
- Independent work after Session 2.1
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 2.1.
MODULE SEQUENCE
When you are ready to move to the next tab, Session 2.2, select the Next button below.
Session 2.2: Teach Planning and Drafting
Session 2.2 is the second session focused on Recommendation 2a from the practice guide. Components of the writing process include planning, drafting, sharing, evaluating, revising, editing, and publishing. This session takes a deeper look at the planning and drafting components.
By the end of Session 2.2, participants will be able to:
- Identify the benefits of planning and drafting.
- Identify strategies for students to use when planning and drafting.
- Identify potential challenges or misconceptions related to students' planning and drafting, and begin considering solutions.
COMPONENTS OF THE WRITING PROCESS COVERED IN SESSION 2.2
Excerpts from page 14 of the Teaching Elementary School Students to Be Effective Writers Practice Guide.
SESSION 2.2 ACTIVITIES
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 2.2
- Collaborative work during Session 2.2
- Participate in a 1-hour learning and discussion session with peer teachers.
- Watch the "Pick Ideas" Strategy Modeling Video.
- Begin using the Session 2.2 Teaching Strategies Lesson Plan Template (653 KB) for a planning or drafting strategy lesson.
- Independent work after Session 2.2
- Complete the Session 2.2 Teaching Strategies Lesson Plan Template (653 KB) for a planning or drafting strategy lesson.
- Complete Prepare to Share: Planning/Drafting Lesson Plan with Gradual Release (597 KB).
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 2.2.
MODULE SEQUENCE
When you are ready to move to the next tab, Session 2.3, select the Next button below.
Session 2.3: Teach Sharing, Evaluating, Revising, and Editing
Session 2.3 is the third session focused on Recommendation 2a from the practice guide. This session covers the sharing, evaluating, revising, and editing components of the writing process.
By the end of Session 2.3, participants will be able to:
- Identify the benefits of sharing, evaluating, revising, and editing during the writing process.
- Identify strategies for students to use when sharing, evaluating, revising, and editing.
- Identify potential challenges or misconceptions related to students' sharing, evaluating, revising, and editing, and begin considering solutions.
- Identify opportunities to integrate sharing, evaluating, revising, and editing into their classroom's instructional writing time.
- Prepare a lesson plan that uses gradual release to teach a specific sharing, evaluating, revising, or editing strategy.
COMPONENTS OF THE WRITING PROCESS COVERED IN SESSION 2.3
Excerpts from page 14 of the Teaching Elementary School Students to Be Effective Writers Practice Guide.
SESSION 2.3 ACTIVITIES
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 2.3
- Complete the Session 2.2 Teaching Strategies Lesson Plan Template (653 KB) for a planning or drafting strategy lesson.
- Complete Prepare to Share: Planning/Drafting Lesson Plan with Gradual Release (597 KB).
- Collaborative work during Session 2.3
- Participate in a 1-hour learning and discussion session with peer teachers.
- Begin using the Session 2.3 Teaching Strategies Lesson Plan Template (651 KB) for a sharing, evaluating, revising, or editing strategy lesson.
- Independent work after Session 2.3
- Complete the Session 2.3 Teaching Strategies Lesson Plan Template (651 KB) for a sharing, evaluating, revising, or editing strategy lesson.
- Complete Prepare to Share: Sharing/Evaluating/Revising/Editing Lesson Plan with Gradual Release (610 KB).
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 2.3.
MODULE SEQUENCE
When you are ready to move to the next tab, Session 2.4, select the Next button below.
Session 2.4: Build Student Independence
Session 2.4 is the final session focused on Recommendation 2a from the practice guide. This session focuses on guiding students to select and use appropriate writing strategies as well as encouraging students to be flexible in their use of the components of the writing process.
By the end of Session 2.4, participants will be able to:
- Identify strategies for encouraging student independence and flexibility in the writing process.
- Identify opportunities to build student independence into upcoming writing instruction.
- Develop a writing lesson that includes opportunities for student flexibility and independence.
Writing is not a linear process, like following a recipe to bake a cake. It is flexible; writers should learn to move easily back and forth between components of the writing process, often altering their plans and revising their text along the way.”
SESSION 2.4 ACTIVITIES
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 2.4
- Complete the Session 2.3 Teaching Strategies Lesson Plan Template (651 KB) for a sharing, evaluating, revising, or editing strategy lesson.
- Complete Prepare to Share: Sharing/Evaluating/Revising/Editing Lesson Plan with Gradual Release (610 KB).
- Collaborative work during Session 2.4
- Participate in a 1-hour learning and discussion session with peer teachers.
- Complete the Goal Cards Activity (1 MB).
- Independent work after Session 2.4
SELF-REFLECTION
Approximately three weeks after you complete Session 2.4, complete the Module 2 Self-Reflection (1 MB) and review progress with a coach.
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 2.4.
MODULE SEQUENCE
When you are ready to move to Module 3, select the Next button below.
Module 3: Sustaining Evidence-Based Writing Instruction Throughout the School Year
Introduction to Module 3
Welcome! Module 3 includes one professional learning community (PLC) session that builds off Modules 1 and 2. It does not introduce new content from the practice guide. Instead, it reviews the recommendations covered in the previous two modules and helps teachers develop ways to sustain new instructional practices. The session lasts 60 minutes and includes implementation work to complete after the session.
MODULE 3 GOALS
Session 3.1: Sustain the Practice
- Create a vision for writing in your classroom for the remainder of the year.
- Update and develop new goals for writing instruction, drawing on all three recommendations.
PRACTICE GUIDE RECOMMENDATION REVIEWED IN MODULE 3
Providing adequate time for students to write is one essential element of an effective writing instruction program. However, recent surveys of elementary teachers indicate that students spend little time writing during the school day. Students need dedicated instructional time to learn the skills and strategies necessary to become effective writers, as well as time to practice what they learn. Time for writing practice can help students gain confidence in their writing abilities. As teachers observe the way students write, they can identify difficulties and assist students with learning and applying the writing process.
– Recommendation 1 from the Teaching Elementary School Students to Be Effective Writers Practice Guide, p. 10
Writing well involves more than simply documenting ideas as they come to mind. It is a process that requires that the writer think carefully about the purpose for writing, plan what to say, plan how to say it, and understand what the reader needs to know.
Teachers can help students become effective writers by teaching a variety of strategies for carrying out each component of the writing process. Over time, students will develop a repertoire of strategies for writing. Teachers should explain and model the fluid nature in which the components of the writing process work together, so that students can learn to apply strategies flexibly—separately or in combination—when they write.
– Recommendation 2a from the Teaching Elementary School Students to Be Effective Writers Practice Guide, p. 12
Students need both the skill and the will to develop as writers. Teachers should establish a supportive environment in their classroom to foster a community of writers who are motivated to write well. In a supportive writing environment, teachers participate as writers, not simply instructors, to demonstrate the importance of writing. By taking part in writing lessons and activities, teachers convey the message that writing is important, valued, and rewarding.
To further develop students' motivation to write, teachers should include opportunities for students to choose their own topics and/or modify teacher-selected prompts related to the purposes and genres being taught. When students choose their own topics, they may become more engaged and motivated to write. Such engagement and motivation could potentially lead students to write more frequently and become more involved in the writing process and the writing community.
Students and teachers also should have regular and structured opportunities to interact through giving and receiving feedback as well as collaborating on writing activities. Collaboration can increase the sense of community in a classroom, as well as encourage students to become engaged in the writing process with their peers. When students feel connected to one another and to the teacher, they may feel safe participating in the writing process and sharing their writing with peers. Publishing students' work also can help them feel valued in their community.
– Recommendation 4 from the Teaching Elementary School Students to Be Effective Writers Practice Guide, p. 34MODULE SEQUENCE
Work on the module by moving through the tabs from left to right. When you are ready to move to the next tab, Session 3.1, select the Next button below or go up to the tab menu.
Session 3.1: Sustain the Practice
Session 3.1 focuses on combining the three recommendations introduced in previous sessions to develop a plan to sustain evidence-based writing practices in the classroom.
By the end of Session 3.1, participants will be able to:
- Create a vision for writing in their classroom for the remainder of the year.
- Update and develop new goals for writing instruction, drawing on all three recommendations.
SESSION 3.1 Activities
Download the comprehensive Teacher’s Guide (8 MB) for easy access to all Toolkit activities.
- Independent work before Session 3.1
- Complete the Prepare to Share: Building Student Independence (604 KB).
- Collaborative work during Session 3.1
- Participate in a 1-hour learning and discussion session with peer teachers.
- Revisit high-level learning goals.
- Complete Developing a Classroom Vision (197 KB).
- Independent work after Session 3.1
- Complete Goal Setting (652 KB).
- Complete Roadblocks (636 KB).
FACILITATOR RESOURCES
Facilitator's Guide (7 MB)
Detailed guidance on how to effectively lead each professional learning community session.
Facilitator's Slide Deck (384 KB)
Presentation slides to help facilitators engage participants and guide learning during Session 3.1.
MODULE SEQUENCE
You've completed all toolkit modules! Select the Next button below to visit Teacher and Facilitator Materials, which offers a comprehensive, linked list of all Toolkit materials.
Teacher and Facilitator Materials
Access all Toolkit materials, including guides, self-reflections, activities, videos, and slide decks.
Module 1
Integrating Writing Across Subjects (116 KB)
Prepare to Share: Adding Writing Time to the Day (608 KB)
Prepare to Share: Building in Student Choice (599 KB)
Module 2
Selecting Appropriate Strategies (674 KB)
Prepare to Share: Teaching Components of the Writing Process (602 KB)
Session 2.2 Teaching Strategies Lesson Plan Template (653 KB)
Session 2.3 Teaching Strategies Lesson Plan Template (651 KB)
Prepare to Share: Planning/Drafting Lesson Plan with Gradual Release (597 KB)
Prepare to Share: Sharing/Evaluating/Revising/Editing Lesson Plan with Gradual Release (610 KB)
Prepare to Share: Building Student Independence (604 KB)
Module 3
"Pick Ideas" Strategy Modeling Video
Sample Lesson Plan: Teaching the Sentence Generation Strategy (688 KB)
Sample Lesson Plan: Teaching the Peer Sharing Strategy (691 KB)
Sample Lesson Plan: Teaching the COPS Editing Strategy (691 KB)
Sample Lesson Plan: Teaching the Self-Evaluating Strategy (884 KB)
This list includes additional resources and further reading on strategy instruction for the writing process:
Harris, K. R., Graham, S., Friedlander, B., & Laud, L. (2013). Bring powerful writing strategies into your classroom: Why and how. Reading Teacher, 66, 538–542. Available at https://www.researchgate.net/publication/260351922_Bring_Powerful_Writing_Strategies_Into_Your_Classroom_Why_and_How.
Recommendation 2b from the practice guide: Teach students to write for a variety of purposes.
Self-Regulated Strategy Development (SRSD) Online: www.srsdonline.org.
Think SRSD: www.thinksrsd.com.
- Free resources: https://thinksrsd.com/free-resources-to-share/
School Leader Supports
Your school can become a place where students acquire the necessary writing skills for communication, learning, and self-expression. Using the strategies and resources shared in the School Leader’s Guide (1 MB), school leaders can institutionalize supports to improve student writing. The Guide is intended to be used alongside implementation of the Toolkit, which teachers can use in professional learning communities (PLCs). Resources Needed to Implement the Toolkit (193 KB) provides information about the time and materials needed to implement the toolkit in a PLC.
These resources can be reviewed and used on your schedule; however, it will be most valuable to engage with them before launching your school's Toolkit PLC. Thank you for dedicating the resources and time to implement the Toolkit and support writing instruction in your school!
COMPONENTS OF THE SCHOOL LEADER'S GUIDE
The School Leader's Guide is a collection of resources that will help you establish a schoolwide culture of writing, set up a PLC for success, monitor implementation, and inform continuous improvement. Each resource is described below and can be found in the School Leader's Guide.
Pages 3-5 of the School Leader's Guide
This resource offers tips and examples to help expand the culture of writing throughout your school. A schoolwide culture of writing helps develop a common language and understanding of what good writing looks like, which ensures all teachers are teaching writing in a consistent manner and that students are receiving the same message about the importance of writing and what is expected of them.
Page 6 of the School Leader's Guide
This resource offers reflection questions to help you think through the different steps of implementing a schoolwide writing vision. The reflection process will help you evaluate where you are in the process of implementing the vision.
Pages 7-8 of the School Leader's Guide
This resource offers three strategies to ensure teachers have enough dedicated time to move through the PLC modules and that PLC participants are set up for success:
- Prioritize writing professional development among other subjects.
- Establish PLC groups to facilitate discussion and achieve goals.
- Draw on existing knowledge.
Pages 9-12 of the School Leader's Guide
This resource will help you map out when sessions and independent work fit into your professional development schedule. A sample schedule with dates filled in is also provided.
Page 13 of the School Leader's Guide
This resource will help you select a PLC facilitator who leads the session, drives discussion, and guides the learning. Although the Facilitator's Guide (7 MB) provides easy instruction for any facilitator, there are certain characteristics you should consider when selecting a facilitator: ability to be flexible, familiarity with participants, and a commitment to writing instruction.
Pages 14-15 of the School Leader's Guide
This resource offers ideas to help non-literacy teachers integrate writing into their instruction. Specifically, the resource discusses ideas for specials teachers (such as art, music, and physical education teachers); STEM and social studies teachers; and assistant teachers, paraprofessionals, and other resource teachers to support writing.
Pages 16-18 of the School Leader's Guide
This resource highlights evidence-based writing strategies that teachers can use with K–1 students. The resource also includes a hypothetical classroom scenario demonstrating how to integrate writing time throughout the day in a kindergarten class.
Pages 19-21 of the School Leader's Guide
This resource shares how the writing strategies outlined in the practice guide and in the Toolkit are applicable for students in grades 5 and 6.
Pages 22-36 of the School Leader's Guide
This resource offers three examples of observation checklists you can use or adapt for classroom observations of writing practices, as well as examples of completed checklists. Gathering qualitative data on the extent to which teachers implement evidence-based writing practices included in the Toolkit will help you tailor future professional development discussions, inform future coaching sessions, and map student data to teacher practices.
Pages 37-40 of the School Leader's Guide
This resource offers strategies to help you set expectations for teachers to collect and use writing data, including samples and evaluations of student writing, to determine progress toward your school's writing vision and goals. These data will become the foundation of informing continuous improvement in writing instruction in your school.