Elementary teachers can use writing to learn effectively and regularly in their classrooms, not only to strengthen students' writing skills but also to deepen reading comprehension and encourage active learning. Students who use writing-to-learn strategies are more involved in their learning and perform better on assessments--but, more important,…

Poverty is a strong predictor of lack of academic success in reading, and schools serving high-poverty populations are more likely to show weak performance in high-stakes tests. But some schools manage to beat these odds, with students outperforming peers from more advantaged neighborhoods. Why? The author showcases six high-poverty schools where…

Outlines the process of peer editing, and points out that research shows peer editing to be highly effective. (ARH)

Shares what the author-illustrator has learned about writing from letters and visits with school children. (RS)

Demonstrates how writing can grow from the ongoing curriculum by discussing types of writing included in a unit on pets, suggests areas of the curriculum and materials that are good springboards to writing, and describes instructional materials that focus on writing. (ET)

Suggests that letter writing can provide an especially empowering form of writing practice, as young children send meaningful written messages to one another, classroom mascots, pen pals, family members, and even elected officials. Concludes that the ultimate purpose of reading and writing is meaningful communication, and letter writing provides…

States that writing is the one language outlet that enables a person to capture and examine thoughts. Notes the growing number of studies that help teachers evaluate writing as a learning technique. (MG)

Discusses the origination of the character, the voice, and the story behind the 1991 Newbery-winning "Maniac Magee" as told by the author, Jerry Spinelli. (MG)

Describes memories of a "romance" with reading and creative writing, followed by contrasting doubts as a teacher. (TO)

Presents the problem of intentional or unintentional plagiarism on the part of young students, several possible causes for it, and offers ways teachers can help students avoid copying and understand the value of owning one's writing. (JC)

Reviews two instructional resources which encourage the use of poetry in the elementary classroom as a unique genre with its own purposes and value. Uses the six criteria (explained in earlier columns) to detail how the resources were selected. (MG)

Presents a five-day instructional plan that allows children opportunities to explore and use idioms. (MG)