Monthly Archives: September 2020

Setting writing goals can seem a daunting task.  Perhaps the following suggestions will get you started as you persevere in your writing instruction. For students who struggle to get anything on the page before asking how much is enough, set … Continue reading →

Today I pulled out some old articles about writing from 1987 and realized we are still singing the same old song about writing instruction and its importance? WHY? We know what works.  Why are we not doing it? I really … Continue reading →

Students are expected to respond to literature and to use critical thinking as they do.  We must teach them to use logic and reasoning to support and maintain a clear point of view. State Standards call for a very structured … Continue reading →

I have seen students and teachers roll their eyes when they hear the words literacy and writing.  I have heard the moans and groans and the “how much do we have to write” questions more times than I care to … Continue reading →

Once students have rough drafts of writing, revision needs to take place.  Students can revise their own papers with guidance and can also use peer revision.  One way for peer revision is to partner students and have them do the … Continue reading →

I think we sometimes assume students have been taught certain skills when they have not.  That is why it is imperative that we pretest and use the results to instruct.  We need to stop blaming those teachers who came before … Continue reading →

All students can improve their writing. Some students improve quicker than others, however.   Children with certain learning difficulties need  balance between opportunities to write and opportunities  to receive explicit instruction in skills and strategies to become proficient. These students … Continue reading →

The writing process should be taught, practiced, and used.  It should be consistent throughout the school. Students need to write daily with research recommending that students be actively involved in the writing process for at least forty-five minutes daily. Writing … Continue reading →

Many students struggle with writing.  Several barriers to good writing exist, and strategies for improving are available. Handwriting, spelling, punctuation, fluency, and sentence formation are some of the barriers. Handwriting: Consider word processing. Give students short daily practice sessions (10-15 … Continue reading →