Strategies+To+Improve+Writing

As students are learning writing, there are multiple opportunities to individualize instruction based on student needs and level of mastery. Below are some strategies that could be used in the classroom to assist all learners in the writing process.

=__Use casual talk about students' lives to generate writing ideas__= Have informal discussions with students to help generate ideas. Once students have an idea, consider giving the student a time limit to 'tell' their story. by limiting the time they can talk, students will have to decide what is important and what is not. Have students then write down their responses. (http://www.nwp.org/cs/public/print/resource/922#Nine)

=__Help student writers draw rich chunks of writing from endless sprawl __= Have the student make rough sketches of the story they are trying to tell. Take a small piece of paper and create a frame. Place the frame around the most important part of the sketch. Have the student write about what they see in the frame, leaving out all the 'extras' (http://www.nwp.org/cs/public/print/resource/922#Nine)

=__Write Alouds__= You as the teacher model a short writing piece. As you verbalize what you are going to write, you write it on chart paper or project your piece. As you write, it is important to verbalize your decision making process: "I think I should look back at my outline. How can I spell this word? Will it help if I say it to myself slowly?" etc. (http://www.readwritethink.org/professional-development/strategy-guides/write-alouds-30687.html)

=__Create a print rich environment__= Fill your classroom with posters, wall charts, and photos with captions. Students need to be surrounded with print to model correct spelling of common words that they will use on a daily basis []

=__Response Groups__= Using this type of protocol allows students to read aloud their work in a supportive group environment. Students receive feedback and then consider that feedback during the editing process. It is important for the teacher to "train" students in how to provide proper feedback during this type of collaborative process.

Peregoy, S. F., Boyle, W. F., Cadiero-Kaplan, K. (2008). //Reading, writing, and learning in ESL//. Retrieved from the University of Phoenix eBook Collection database.

=__Dialogue Journals__= Using dialogue journals in the classroom helps students learn to use writing as a means of communication. Students write and can highlight certain pieces in which he or she wants the teacher to respond.

Peregoy, S. F., Boyle, W. F., Cadiero-Kaplan, K. (2008). //Reading, writing, and learning in ESL//. Retrieved from the University of Phoenix eBook Collection database. =__Portfolios__= Maintain a portfolio of students' work throughout the course to examine growth. Portfolios promote teacher reflection as well as student self-assessment and motivates students to continue learning to refine their writing skills.

Peregoy, S. F., Boyle, W. F., Cadiero-Kaplan, K. (2008). //Reading, writing, and learning in ESL//. Retrieved from the University of Phoenix eBook Collection database.

=__Rubrics__= Incorporate rubrics into writing instruction at the onset of the assignment. Students will know in advance the requirements of the assignment and can work toward those expectations.

Peregoy, S. F., Boyle, W. F., Cadiero-Kaplan, K. (2008). //Reading, writing, and learning in ESL//. Retrieved from the University of Phoenix eBook Collection database.