Describes a shared writing program which emphasizes the connection between reading and writing in a natural setting, in which first graders and fifth graders get together to write books. (SR)

Describes a sentence expansion technique found to be an effective and motivating way to teach sentence structure and vocabulary to elementary school students. (SR)

The teaching activities presented in this pamphlet focus on spelling. The pamphlet begins with a discussion of the relationship between spelling and writing. Following that, it describes a language experience approach and its implications, the benefits of daily writing, and the kind of writing that allows a successful spelling program to operate.…

Described are strategies that help writing-disabled students improve handwriting skills (e.g., provide models, use prompting and fading techniques, teach proofing skills) and strategies that allow students to circumvent handwriting problems so they can concentrate on the subject matter content (e.g., typewriters, computers, oral reports and…

Compositions of 10 high-knowledge and 10 low-knowledge fourth-grade students taught by either academically-oriented or cognitive developmentally-oriented teachers were analyzed in terms of four types of propositions they contained to assess the relative influence of writers' prior knowledge and teachers' classroom lesson structure on students'…

Suggests how a teacher of writing can cover curriculum and organize content to provide an environment in which children can create personal meaning through writing by using two common methods: webbing, which integrates content by theme, and the separation of content into time blocks. (EL)

Describes a writing course developed at Rutgers University (New Jersey) for increasing enrollment of elementary school teachers. Participants spend the bulk of their time in each course writing, discussing the writing in small groups and the processes and problems of the writing. (HTH)

The writing workshop has endured and even flourished in thousands of schools across the country because no other approach or program matches the writing workshop when it comes to growing strong writers. This guide introduces and explains the writing workshop and reveals how it can be a potent tool for empowering young writers. The guide aims to be…

This list of year-by-year statements has been drawn together from England's National Literacy Strategy Framework for Teaching with a particular focus on writing. It sets out an illustrative set of targets for each year from Reception Year to Year 6 in different aspects of writing. The statements also take account of the stages set out in…

Designed to meet the fundamental state standards and reform agreed upon by educators, this book, with its unique approach to writing, offers teachers an essential resource to spark creativity and skillful writing in all students. Each chapter in the book begins with a question, giving students a hands-on opportunity to explore a specific writing…

A 3-year study involving 15 teachers and 15 students with visual impairments (grades K-4) evaluated the impact of the Mountbatten Brailler when used in a literacy instruction project. Teachers reported students were more motivated to write when they used the Mountbatten Brailler than when using the Perkins Brailler. (Contains 3 references.) (CR)

Presents classroom procedure involving Telling, Requesting, and Coaching (TRC) to enhance reading and writing in diverse students as an alternative to probing for information without prompts to introduce lessons, which is confusing and time consuming. Notes how TRC facilitates students' recall by telling them the needed information, requesting…

Presents five children's writing samples and makes suggestions for working with each writer. Stresses the importance of meeting children where they are (regardless of how they compare with their peers), since that is the only place from which they can start. (SR)

Argues that children's literature enhances the teaching of reading skills, assists in language development, provides a good model for developing writing skills, and develops permanent reading habits. (SR)

Describes how, at the Alice Carleson School in Fort Worth, Texas, elementary school students have ongoing sources for meaningful writing tasks as they participate in the business of school. Offers examples written by students of in-house memos, letters organizing a conference, and solutions to school problems. (SR)