This Access Center resource is intended to help teachers implement writing instruction that will lead to better writing outcomes for students with and without writing difficulties. We provide research-based recommendations, activities, and materials to effectively teach writing to the wide range of students educators often find in their classrooms.
Neuman started the webcast by sharing elements of good writing instruction. Which of these elements are present in your classroom? Which ones can you work to incorporate more explicitly, and how will you do that? What experiences have prepared you to teach writing?
Reflect on and share any books, videos, or articles that have helped you shape your writing program. Neuman shared some ideas for writing across the curriculum, including ideas for math, social studies, and science. How have you integrated writing across your curriculum? What new ideas did you get from watching this webcast?
Graham described four areas of skilled writing: Of these, which is the most challenging area for you as a teacher? If writing is like juggling a lot of balls in the air, what types of jugglers are your students?
Louisa Moats described elements of a good writing program. Consider the writing curriculum or program you use. Which components are there? Which ones are missing?
Writing instruction for ELL students should include among other things dialogue and vocabulary instruction, oral language modeling and oral language expression.
How can teachers in kindergarten and first-grade classes do that? Describe what it would look like. What writing skills and strategies have you modeled and explicitly taught recently? How did the lessons go? What changes would you make the next time you try it?
Welcome to the Reading Rockets webcast series. Joining me we have Dr. Neuman is also with us. And we have Dr. Thank you all for joining us. We know that far too many of our kids struggle with reading, how are we doing teaching writing?
The good is from to year we see some small growth in terms of grades four and eight in writing. Well, I think the consequences are just tremendous. First thing, we know that children really want to write, and that writing is what Arthur Appleby once called "thinking with a pencil.
They indicate what they want. And so therefore as they get old writing will take on an increasing importance in their activities. How much confidence do we have in the research we have about writing? And I guess the question I really want to ask is is there a consensus about the best way to teach writing?
I think we… a while back we became very confident that the writing process was the key to helping children learn to grow as writers.
What this has often translated to is giving children a great deal of opportunity to write and write from their own personal perspective. Well, can you break that down for us, the instruction?Writing courses consistently provide such integrated activities for students; however, in First Year Seminars and content-area courses, reading and writing can also be practiced together and sequenced effectively to support the learning experience.
Lucia Hasty, a well-known lecturer and expert on teaching braille, discusses the importance of early literacy, language and concept development for children who are blind and the specific skills needed for braille literacy.
Reading together We Are Water Explorers, Raft Builders, and Readers! Becky Koons is a Senior Resident Services Manager with AHC Inc. at the Woodbury Park Community Center in Arlington, Virginia. During the minute podcast, he talked about the relationship between reading and writing, specifically how students become better writers the more they practice reading—and how the opposite holds true as well: As students write more frequently, their reading skills improve.
Qualities of strong writing instruction. In order for teachers to support all students' writing ability development, certain qualities of the writing classroom must be present. Still, professors who teach writing often find themselves questioning the role of reading in the first-year writing classrooms.
These professors are concerned about the amount of class time they devote to discussing readings as opposed to the amount of class time they devote to teaching writing.