How do we monitor struggling writers?  Response to Intervention (RTI) is one process that does just that when done with fidelity.  In a nutshell, the process is below.  Tons of info are available if you have further questions.

Through RTI, students get the support they need when they need it before it’s too late.

RTI: Use a universal screener  2-3 times a year. Collect data over time.  Adjust instruction until success.  Modify and differentiate the instruction (intervention) and then check regularly (process monitoring) to see if the intervention is working.

RTI is what good teachers have always done.

Well, I can get on a soapbox about writing instruction.  Hearing others make excuses about why students can’t write when we haven’t taught them really bothers me.  As I say often, teaching students to write is hard work, but it CAN be done.

Research is available about what works and what doesn’t.  Best practices are available.  A process for teaching writing is available.  There is even a process on monitoring struggling students (RTI) that is available.  We know what to do.  We need to rethink schools, I believe, to envision a world where we are educating all our students where all leave school literate and knowledgeable. We are not there yet.

If you haven’t read the Writing Next research, download it and check it out.  Here, I am listing strategies that work.  The actual document goes in to much more detail. With all the research at our fingertips, there is no reason why we should not be creating classrooms that have our children leaving as successful writers.

1. Actually teach the strategies.

2. Teach summarization.

3. Use collaborative writing.

4. Set specific writing goals.

5. Use some word processing.

6. Teach and use sentence-combining.

7. Use prewriting.

8. Include inquiry activities.

9.  Use process writing approach.

Have students study models of effective writing. Teach and use “writing for content” learning.

Just as there is a writing process, there is also a process for reading.  As there are strategies for preparing to read and reading itself,  there are also ways to extend the reading. Listed below are several extension strategies .

1. Oral discussion

2. Graphic organizers (which can be used in each step of the process): To compare characters, settings,  organizational structures

4. Quick writes

5. Summarize sections.

6. Present a readers’ theatre.

7. Write a poem about what was read.

8. Extensions will vary depending on whether the reading is fiction or non-fiction.

Writing: POW

   P     lan what to say.

   O    rganize what to say.

   W   rite and say more.

Silent and Purposeful Reading Process: MAX

    M   otivation (before): Connections. background knowledge, setting a purpose

    A    cquisition (during): Reading and gathering information

e   X  tension  (after) : See separate post about extending reading.

Reading and writing are tools for learning subject matter and for communicating.  Writing proficiency develops over time and must be nurtured, even for the best writers and readers. Motivation for writers is paramount , especially for struggling  students. To ensure improvement and to develop this motivation, strategies are available.

Whether teaching in a classroom or homeschooling, organizing a positive writing atmosphere is important. Books, books, books and  creative writing materials are just the beginning of this area.  Opportunities for writing and reading must be offered daily.  Time for journals and authentic writing  are integral to every day regardless of where education occurs.  Examples of great writing(exemplars) can be displayed, as well as students’ writing in progress.

Writing should not occur in isolation, however. Writing skills should be practiced in context, not on isolated skills sheets.   During practice , students should have the chance to reflect before, during, and after the writing. Direct instruction is important.

Rubrics that take away some of the subjectivity of scoring writing are important as students strive to improve.  These should not be a secret.  Sharing the end result before beginning gives students direction for their final papers. Breaking writing into chunks also provides opportunity to improve along the way.

Because writing and reading are skills to use to learn subject matter, writing needs to occur across the curriculum in all subjects.  Replacing skills sheets with the chance to write and think will do wonders for  student learning and assessing what students know. Giving students oral and written feedback during the writing process, not just at the end, is when real learning can take place.

Begin now to improve your students’ or your own children’s writing skills.  Whether one is reading words from someone else in a book or writing one’s own words, one is learning what it means to communicate effectively.

Happy writing.

Students and adults can improve writing skills if given the tools to do so.  If writing is a literacy skill for life-long learning, which it is, then we as educators must provide the practice, resources, and encouragement  to ensure students are equipped for life.

The time for completing job applications and resumes will come quickly, so we must start early preparing our children for these.  We all could benefit from better organization in our writing and note taking skills, as well.  Specialized writing skills such as these can be taught.  Assuming there will be transfer of knowledge isn’t wise.

It is important that we explicitly teach foundational writing skills to the point that they become automatic so that when the time comes for specialized writing,  students and adults will find success.  As people must be prepared to meet the many writing demands of the workplace, we must as parents and educators provide learning opportunities and much practice for our students who rely on us.

Writing is my passion.  Anything writing. Books. Essays. Words. Teaching it.  Helping teachers learn how to teach it.  Before I retired, a  pleasure of mine was watching students improve their writing skills, seeing their confidence grow as they learned to manipulate the language on the page.  I always was bothered by the murmuring of folks about how poor the writing of students was when, frankly,  many students were not being taught how to write. Hence, the struggling writers…

I admit teaching students to write is hard  work, but it CAN be done.  I want to share some quick strategies and thoughts about helping the struggling writer. Try one or try them all.  Monitor progress.  Build confidence first.  No one likes to do what he feels he does poorly. Success will breed success.

Struggling writers don’t see themselves as writers . They generally lack confidence about their writing. As writing ” should be used as a means of thinking, exploring, and increasing academic achievement,” we are failing students, especially struggling ones, if we don’t teach them how to write.

Struggling writers need help  with detail, word choice, mechanics, handwriting, finding their own errors, correcting their errors, and fluency.  They need explicit instructions and practice.  Struggling writers need writing prompts, visual maps , written plans, lists, perhaps dictation devices, and  some need word processors.

They need to set goals and to  understand  the differences among genres of writing. For instance, they should be taught that persuasive writing has a position, reasons, evidence, and a conclusion.  Students need to evaluate their own writing in terms of their own goals, and opportunities for them to revise often should be available. Struggling writers need to do more planning.

Stay tuned for strategies to use with struggling writers. Until then, check out my previous posts.

Happy writing.