Writing is something that I felt like I dropped the ball on in my first two years as a teacher. It was such a struggle, and I didn’t know where to begin. There were a few things that I learned along the way that changed writing in my classroom.
First, what do teachers need to know to teach young writers? Graham (2021) detailed a teacher’s response when asked how she will teach writing (p. 1). The teacher was able to speak freely on the importance of writing, the form it takes in her classroom, and how she will teach it. I believe that this encompasses the foundation to creating a promising writing program. Teachers need to be educated on the importance of writing, how to implement writing in the classroom, and how to explicitly teach writing skills. Similarly, Graham specifies that teachers need to understand writing theory, evidence-based writing practices, and how to teach writing (p. 2). This is the general picture for how writing should be approached in the classroom.
Now that we have an overall view of what writing should look like in the classroom, we can look at a few specific examples of research-based approaches.
1. Quick Writes- Quick Writes are super simple and of course… quick! Simply set a timer and provide concrete expectations. For example: “You will have four minutes to write four lines about if you prefer ice cream or cake.” These quick writes transformed my students’ attitudes about writing and even established an important procedure for the beginning of our class. I alternate between opinion, narrative, explanatory, and informational prompts. If you are looking for a quick way to implement these, check out these simple prompt check lists that allow students to get right to work when they enter class:
2. Digital Writing- Howell, Perez, and Abraham (2020) suggest that utilizing digital tools increases participation and practicality of writing assignments (p. 97). Although many teachers would like to revert back to pre-COVID teaching practices which were much more limited in terms of technology, equipping students to be technologically proficient is part of our responsibility. Create an online journal for your students, let them create an info-graphic, or assign a digital essay.
3. Model Writing- Rowe, Shimizu, and Davis (2021) highlight some practices that are important for developing early writing skills. In large groups, teachers should model writing on a daily basis and allow students to participate by adding words or letters (p. 4).
4. Experimental writing- In small groups, students should be given the freedom to try to respond to prompts even if they do not know all of their words and letters.
5. Check your Prompts- Specific prompts give students a concrete task and can easily be differentiated. Make sure that students have specific and actionable prompts. Reiterate the need to re-read the prompts and answers.
6. Link to Content- Writing should always be incorporated into math, science, and social studies. Find ways to provide written responses in all major subjects.
7. Practical Writing- In centers, students should be able to play write or use writing to accomplish a life skills task such as creating a grocery list or writing a card. Older students should be given opportunities to write creatively.
8. Treat Students like Professional Writers- I found a video by Big Think (2012) that highlight’s a writing teacher’s favorite exercises (link below in references). As a middle school ELA teacher, I am starting to train my students to think more like writers than like students. This teacher said that she emphasized the strategies that writers use to draw readers into fiction. For example, she provides students with prompts that automatically create tension because readers want to know what happens in tense situations. An example of this would be asking students to write about two characters who do not like each other and are trapped together in an elevator. She also encourages students to write about defining moments in a story (ex: when a hero becomes a hero). I think that these writing strategies are wonderful because we want our students to approach writing as if they are writers.
References:
1. Big Think. (2012, April 23). A writing teacher’s favorite writing exercises [Video]. YouTube. https://www.youtube.com/watch?v=RKlMJM3NYOU
2. Dagen, S. A., & Bean, R. M. (Eds.). (2020). Best practices of literacy leaders, second edition: Keys to school improvement. The Guilford Press.
3. Edutopia. (2018, March 4). 60-second strategy: 7-minute writes [Video]. YouTube. https://www.youtube.com/watch?v=ZeaO-0_Kc3g
4. Graham, S. (2021). Creating a classroom vision for teaching writing. The Reading Teacher.
5. Howell, E., Perez, S., & Abraham, W. (2020). Toward a professional development model for writing as a digital, participatory process. Reading Research Quarterly, 56(1), 95–117.
6. Rowe, D., Shimizu, A., & Davis, Z. G. (2021). Essential practices for engaging young children as writers: Lessons from expert early writing teachers. The Reading Teacher.
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