Studio WISE…a mosaic of literacy, history, and creativity

After having taught students for over 40 years, I know writing instruction is not easy. It is downright hard even for those of us who are comfortable with teaching it. I have seen so many teaching “fads” come and go over the years, but one thing has remained constant: literacy is the backbone of all of education. If one can’t read and write, one is doomed to struggle.

Strategies may change, but basic writing instruction does not. Those who know me or have followed me for any length of time know that I am not a fan of canned writing programs, but I also am not totally opposed to using a program if it is paired with teacher instruction and much feedback. That is only possible if data is compiled from the program and analyzed regularly. We cannot take out the human aspect of teaching and really educate our students. Perhaps they will perform on a standardized test, but I don’t think from my own experience with teaching that they will fare well in the real world as they must be prepared to adequately use their writing skills.

That being said, what I am offering here and in other posts can be applied immediately as part of an already established writing plan, or it can be used to assist in creating a writing plan for homeschooling parents or for school districts across the country. (I can be contacted at slpholbert@gmail.com for more information about your writing plans.)

What does writing instruction look like at your school? Is it planned or an afterthought? Is it relevant or just a ritual that all children go through occasionally? Is it just one more thing on your plate of leftover strategies or is it a buffet of deliciousness ready to feed hungry students? Take some time and really think about it. Be honest with yourself. Is writing time appealing to students? Do teachers look forward to it or is it dreaded? Regardless, please keep reading with an open mind.

Just remember to maintain a balance between time actively writing and time teaching students the strategies and skills needed. More time is needed for the application of skills. Integrating skills into the writing is the answer to getting it done.

Recommendation 1:

Dedicate time to the students and to the teachers who need support and training. Students will NOT make much progress if they are NOT given enough time and opportunities to develop as writers. They need frequent and sustained writing. At least 45-60 minutes daily in the process of writing is recommended. Students also need writing for multiple purposes across all content areas.

What are multiple purposes? Letters, notecards, emails, reports, how-to’s, summarizing, persuasion/ argumentative, logs, journals, stories/narratives, plays, poems, autobiographies, book evaluations , tests involving writing, and so forth…

Remember as William Hazzlitt, a 19th century novelist, said, ” The more a man writes, the more he can write.”

Recommendation 2:

Increase students’ knowledge about writing. How is that done, you might be wondering.

• Start with discussing with the students the characteristics of good writing. What does it look like in action?
• Have them read well-crafted literature.
• Talk about the different purposes and forms of writing.
• Ask what authors are trying to achieve and have students apply these procedures to their own writing.
• Provide models/exemplars of specific types of writing.

Recommendation 3::

Search for opportunities to motivate students to write. Most students begin their school experience wanting to learn to write and read. Are we the reason some of them lose this desire? I pray not.

• Create an environment where students flourish.
• Have a supportive and pleasant classroom environment.
• Let students collaborate in a structured way.
• Make assignments real and meaningful.
• Accept and encourage writing efforts.
• Be enthusiastic about writing yourself…even if you have to fake this excitement.
• Share your own writing.
• Celebrate success.
• Set high, but realistic, expectations.
• Provide enough support so students progress, but encourage them to do as much as they can on their own.

Recommendation 4:

Help students become strategic writers. Most of what happens during writing happens inside the writer’s head.

• Set up a predictable writing routine.
• Expect students to plan, draft, revise, edit, and share. Remember this is a fluid process.
• Give direct assistance to application processes.
• Use think sheets and graphic organizers.
• Teach them simple strategies that they can use independently like brainstorming, semantic webbing, etc.
• Use the following process for teaching writing strategies. (Graham, Perin, Rogers, 2007-08) 1. Describe the strategy and the purpose for learning it. 2. Make it clear when they should use the strategy. 3. Show students how to use it. Model. 4. Provide practice and give assistance as needed. 5. Continue instruction until students can use strategy independently. 6. Encourage students to apply the strategy. 7. Let students give feedback about how this strategy improved their writing.

Recommendation 5:

Teach basic writing skills to mastery. This is a great place for mini-lessons and the application of skills.

• Handwriting, spelling, punctuation, capitalization, word processing, etc. are included in basic skills.
• Until mastered, these require a lot of the writer’s mental energy.
• Basic skills need to be taught explicitly and directly and then applied.
• Students must receive explanations, modeling, and guided practice.
• Sentence-combining needs to be taught so that students know an effective way to form more complex sentences.
• Model and model again.
• Have students practice and apply it in their writing.
• Additional instruction for those students having trouble can have a positive impact on their writing.

Recommendation 6:

Take advantage of technological writing tools.

• These support developing writers, especially struggling writers.
• Word processing helps make revisions easier, allows for professional-looking formats, and helps students who have fine motor difficulties produce text in an easier manner.
• Speech synthesis programs and word prediction programs are also available.
• Outlining and semantic mapping software is helpful.
• Collaboration can be achieved through the use of computer networks and internet.
• Google has many helpful resources.

Recommendation 7:

*Use assessment to gauge students’ progress and needs. We need to ask if the writing instruction is working, if it needs adjustment , and who needs extra help.

• Are ideas clear and fully-developed?
• Is the text logically organized?
• Are words used effectively and precisely?
• Are sentences varied?
• Is the tone or mood appropriate to the genre?
• Are there spelling, usage, and grammar errors?
• Is the finished product legible and attractive?
• Some tools to assess writing are rubrics, student logs, journals, and conferences. Logs can be used to record what they did while writing, and journals can be for explaining how they felt before, during, and after.
• An important part of assessment is identifying students who need extra help and then giving them the help.

STRUGGLING WRITERS:

• Provide extra instruction in the writing process and sentence-combining.
• Reteach.
• Develop small-group and individual mini-lessons.
• Modify writing assignments.
• Allow extra time.
• Praise performance AND effort.
• Increase frequency of conferences.
• Establish procedures for peer help.

Where do you start?

• Write every single day.

• Use the writing process.

• Know the genres and teach them

• Support and engage ALL students.

• Have students write for a variety of audiences and purposes.

• Have students share their writing or parts of it.

Recommendation 8: Teach vocabulary.

Effective Writing Instruction for All Students by Steve Graham is a great resource.

The goal for all students is the same–to develop knowledge about forms of writing, basic writing skills, strategies for effective writing, and motivation. All students need to be taught strategies for planning, revising, and self-regulation. Strategies take several weeks to teach, so teaching 3-4 strategies WELL yearly is an attainable goal. All students need feedback. Special Needs students need a framework and more explicit teaching, as well as more feedback. Following is a comparison of needs of proficient and struggling students.

Proficient Writers

• Basic framework
• Use of technology
• Writing Process
• Frequent writing
• Peer conference for direct feedback
• Set goals.
• Revise extensively.
• Rubrics needed for planning and evaluating
• Use exemplars.

Struggling Writers

(High percentage of minorities, ELL students, and low socio -economic)

• Need more support
• More intensive, explicit instruction in skills and strategies but not in place of the writing–Both needed–need balance–handwriting, spelling, punctuation, and sentence formation hinder writing, so these need to be taught along with the writing.
• Self-regulation strategies need to be taught.
• Set goals.
• Teach the use of technology, but balance that with handwritten pieces, as well.
• Teach the process.
• Write frequently.
• Give direct feedback.
• Make connections to other curricular areas.
• Monitor often and regular.
• Build fluency and stamina.
• Do more planning before writing.
• Have short skills practice sessions with immediate application in a meaningful writing task.
• Use exemplars.

Spelling for all:

Teach patterns of words. Memorize high-frequency words. Give wordlists. Use word walls. Provide dictionaries and teach to use them. Teach strategies for studying spelling.

BUILD INTO ANY WRITING PLAN SUPPORT FOR STRUGGLING WRITERS. THE SUPPORT NEEDS TO BE IN ADDITION TO THE TEACHER’S REGULAR INSTRUCTION AND NOT IN PLACE OF…

• Before teaching students to write, we must build stamina and motivation in the students and many times with the teachers.
• Clear writing starts with clear thinking for children and adults.
• Writing is s craft, a process—a slow one.
• We learn to write by writing.
• Writers need to know the purpose and audience for the writing.
• Grammar books are not necessary to teach writing. They are a resource.
• Research shows that traditional grammar instruction, with its focus on rules, has little impact on the quality of students’ writing.
• Not all writing needs to be graded.
• Set high expectations, but don’t frustrate your weak writers.
• Some writing assignments are meant to be quick. Some may last several weeks.

Donald Graves, Steven Graham, and Lucy Calkins agree that writing needs to be satisfying, meaningful, give some choice, and opportunity to share. The teachers’ role is showing “how to do it” and helping students get it done through feedback.

“The antidote for failure equals explicit writing instruction and adequate practice.”

What do you need to do before actually creating a writing plan for a school system?

1. Create a systemwide writing committee composed of strong writing teachers (and administrators) across all curricular areas. Include some parents and community members.
2. Review the data and the current writing research. ( I am available to present this to your groups.) This will include a lot of information.
3. Review the writing process.
4. Study the writing standards.
5. Invite business people to discuss the importance of writing, and ask other districts that are successful to present what they do.
6. Write a rough draft of a plan.

This is a simplistic list, but the process will look different for different school systems. More will be involved, but this is the minimum to do in preparation. It will take time and patience. It is possible, however.

Whether you are a parent, teacher, administrator, student, or none of these, you most likely realize the importance of teaching students to think, and one of the best ways of achieving this goal is to teach students to write. Yes, TEACH students to write. This initiative belongs to parents and all educators, not just language arts teachers. It can be accomplished with a little guidance and time.

Writing in all content areas is writing to learn. Research has much to say about this very subject. As the research is not the point of this post, you see here only a bulleted list of the research.

• Best to integrate writing
• Writing is active engagement.
• Increases comprehension
• Helps make connections
• Makes us think about what we know or don’t know
• Motivates us to go where our interests are
• Enhances and refines thinking skills
• Organizes knowledge
• Enhances vocabulary
• Talking plus writing equals better retention.
• Helps students explain, describe, predict, and integrate
• Improves problem-solving
• Promotes inquiry
• Improves application
• Information/concepts are understood at a deeper level.

That is powerful information and should encourage us all to make some changes in how we approach writing in our classes. Writing helps to clarify and solidify what students have learned and helps them respond to what they read., so why is it so hard to do?

As we are ALL responsible for helping students learn to think, I will offer you some realistic suggestions, tried-and-true, to implement immediately. (A canned writing program will not accomplish the goal…) Writing is another way to monitor student learning and understanding. It increases understanding which will result in increased achievement in the content areas. WRITING is actually key. We cannot assume, however, that students can write effectively without our teaching them the HOW of writing.

For some background, students are expected to be proficient in writing narratives, persuasive/argumentative, and informational pieces, among others, and all of these can be used in others content areas, not just in ELA classes. The standards ask for more non-fiction reading and writing and to accomplish the writing , students collect data from numerous sources, both primary and secondary sources. Getting this accomplished takes direction from teachers and parents.

Writing in the content areas is NOT teaching students to write. It is applying what they know and have learned in their ELA classes. That being said, writing should be done daily and expected in every class. Following are strategies to help you get started now.

• Journals for reflections, summaries, quick-writes, self-assessments, think-pair-share, and research notes
• Notetaking (teach how): Chunk lectures and have summarization every 5-15 minutes.
• Read, analyze, and emulate argumentative pieces.
• Read info texts and look for evidence they can use to make claims in their writing.
• Give feedback on what students have done well and what they need to improve.
• Include writing on tests, notes, homework, quizzes.
• Teach vocabulary.
• Use word splashes.
• Use Concept Cards: On one side, students write the basic concept, procedure, etc.. On the other side, students explain… You could also accomplish the same thing with the Cornell Notes approach.
• In math, have students defend answers or routes taken in math. Create word problems.
• Journals, essays, timed-writing, response questions, open-ended questions
• Science writing is objective, logical, and precise. It includes lab reports, writing prompts to summarize, writing texts to explain graphs, analyzing, writing journals to outline procedures and findings, and writing to evaluate lectures and seminars.
• Summarizing in informational texts: One-sentence summary, Cornell notes, Big Picture questions, synthesizing, and the RAFT strategy
• Creativity has a place in science writing, as well. Students can write a first person account of a major volcano, a story describing food’s journey, a kid’s book explaining a scientific concept, you get the idea…

The key is to help students think, reflect, and organize. What better way to do this than to write! We are preparing our children for their tomorrows.

Have you ever felt like you were running a race but standing in place? Maybe you have felt as if you were popping all over the place like bacon in a hot skillet. Let’s have a chat about that.

Let’s be honest. We are not capable of doing everything or being everything to everyone. It is possible to have peace and no guilt (I’m still working on this one…) about how we spend our time. Before we delve into the subject of the use of our time, remember that constant, frantic behavior is not required to earn God’s favor.

A couple of myths are worth repeating . Myth 1: You can always fit more into your schedule. Fact: Time comes to us in a limited quantity. We also need to be aware of, not ignore, our God-given needs and rhythms when we choose what fits into our schedules.

Myth 2: Busyness is next to godliness. Fact: Nope. Jesus didn’t have a harried life. He rested. He found time to preach and to heal, but he also made time to meditate, spend time with others like his disciples, pray, and spend time alone.

Ok, what can we do? We are not “bionic Christians.” Let’s start with evaluating the use of time. Set some goals for building our relationship with God. Next, plan for the time you need for family. Then plan for everything else. Set priorities.

Eliminate things that are less important. Start to say no to activities that don’t fit your plan and obligations. Try to own less. Try to do less of the frivolous activities.

Enrich your family times. Think about your purpose and your family’s purpose. Build your life around that and your relationship with God. Ask yourself if your family pays a price for commitments and priorities you have. Rework these to protect and respect the family God gave you.

We have nothing to prove to anybody but God. Read 1 John 5:21 and 2 Peter 3: 10-11 as a reminder of this. What motivates you, God or man? Once you answer that, you are well on your way to make some changes.

It is possible to have peace, not guilt, about how we use our time.

Walking in our own gifts and talents is important. Comparing ourselves to others is harmful. We are uniquely created by God with our individual gifts that we are to share with the world.

It is really easy to look around and find someone that appears to be dripping with talents that we find much more appealing or even someone with the same talent we might have but at a different level. Stop it. Stop comparing yourself to others.

If God has blessed you with a musical talent, embrace it. You will always be able to find someone out there who is a better musician, but God has called you, at your level of ability, to share what you have. Study, practice, get better, but don’t compare. Of course, this is only one example, but it can be applied to any area of your life.

Natural talents aren’t just art, music, and the like. Natural talents can include adaptability, teamwork, public speaking,, and other soft skills. Maybe you are a fabulous cook or can organize and decorate. Talents typically come naturally to us, so identifying them early is beneficial. Parents and teachers need to be observant early and guide the children toward areas where the students excel. I’m not so sure we do a very effective job of that though.

Grouping us all together doesn’t work. We are different. Forcing a square into a circle doesn’t work. It frustrates. Accepting we are born with different abilities and talents is crucial. It’s not always easy to let your free spirit child develop among the other rigid family members, but watching children and adults develop and excel using the talents they have is so rewarding.

What would the world look like if we all stayed in our lane and used what we have to make the world a better, more loving, peaceful place? Let’s begin to use what we do well…and, yes, you have something you do well…to change the world. No more comparisons.

We watched a documentary today about the 82nd Airborne , and let’s just say, I am in awe. Oh, my word! What bravery these soldiers displayed! As they were preparing to jump rapidly out of the flying metal bird, I watched the faces and looked for signs of terror, any signs. I didn’t see any. Perhaps if I had been there, I would have heard the rapid beating of their brave hearts, but maybe not. It takes a special man or woman to be a soldier, and I am so appreciative that people have served and continue to serve to keep the United States of America safe.

I believe there are some folks that don’t consider the families and friends that are left behind when a soldier, whether drafted or a volunteer, leaves a comfortable, safe homeland to travel into the unknown. I say “unknown” because I believe no amount of Bootcamp can prepare for what awaits them at the end of their parachute or gun barrel.

Daddy, with a young wife and a precious baby on the way, volunteered at age 21. After Bootcamp and seeing his new son for a brief time, he flew to Germany where he spent seventeen months fulfilling his duty during the Korean War. My husband was drafted at age 21 and worried everyday for a year that he might lose his life in the thick jungles of Vietnam. Both made it home, but they were changed men and live with experiences they probably will never share.

It seems to me that the soldiers, at least those who are there for the right reason, have a brother or sisterhood that those of us on the outside cannot understand…and don’t want to understand on that level. To defend our country (and no matter what I hear from others, it remains a beautiful place), takes a special kind of individual with a bravery unlike any the average person has. I am sorry that it took watching this documentary to be reminded that I need not be afraid or ashamed to speak out about my love for the military and for what they have given to keep us safe and free.

Flying our United States flag, celebrating Veterans Day and Memorial Day, singing our National Anthem, and seeking out a soldier to thank are small gestures compared to what it takes to serve and perhaps give one’s life for these United States of America.

In today’s world, stress is almost imminent. The fast-paced lives we live often come with unexpected issues that cloud our minds and hearts with anxiety and unclear thoughts. Though we may never be completely stress-free, helpful strategies are available for managing this culprit.

Aromatherapy (essential oils) has been effective for years and can affect our emotions, our heart rate , and blood pressure. Breathing in the oils is relaxing and can calm us when we become anxious. Experts are available to train you in the proper techniques.

Journaling also is relaxing to many. Research supports this strategy and suggests that clarifying our feelings can counteract many of the negative effects of stress and anxiety. Just writing down thoughts and problem-solving along the way is very beneficial. A gratitude journal is especially helpful.

The Bible contains numerous scriptures related to anxiety and stress. Psalm 119: 143 says, ” Trouble and distress have come upon me, but your commands give me delight.” Matthew 6:34 says, ” Therefore, do not be anxious about tomorrow, for tomorrow will be anxious for itself…” Reading the Word of God is a way to bring peace to the soul.

As well as using essential oils, journaling, and studying scriptures, other helpful strategies to counter stress are spending time with a friend, starting an exercise routine, changing your diet, and listening to music.

Some stress is expected and may even propel us toward action, but too much is harmful and needs to be controlled . Give some of the suggested strategies a chance and see what happens. Stress is a pest, but you can still be blessed.

Are you a notetaker or a list maker? Do you keep a calendar or a bullet journal to help you survive the chaos that ensues without a plan? I don’t know about you, but I need to write it down and check it off to get that feeling of accomplishment. A new year is a fantastic time to write down goals and even a vision as guidance for the upcoming months.

Since the beginning of 2022, I have heard no less than three virtual pastors sharing the same idea and even quoting scriptures to support the concept of writing it down. Habakkuk 2:2 says to ” write down the vision and to make it plain…” Revelation 1:19 reminds us to “write the things we have seen…” Jeremiah 30: 2-3 references “writing in a book” what the Lord has said. I’m not sure if I really am hearing more talk about this or just more aware than I have been.

All my life I have been a list maker and a keeper of a calendar. Though I have a good memory, I found with children’s activities, doctor’s appointments, and a job that required numerous meetings, I had to be prepared. Now in a different stage of life, there are more medical appointments for family members and my elderly parents to remember. I find myself writing more about my goals and vision for the years rather than day-to-day. I do keep a bullet journal as an organizing tool and to give me that sense of accomplishment that I referenced earlier.

We live in trying times, so I like to make daily, weekly, or monthly plans that include choices that make the world a better place. I like to purposefully, intentionally, write it down so that it gets finished. I can know that I have not squandered the precious time I have been given.