Writing Routines
Did the teacher utilize established routines to support writing in the classroom that provide students with clear expectations and criteria for writing tasks?
Why does this matter?
There are many regular routines teachers can implement to increase writing in the classroom. The most famous, is, of course, the writing process , which takes students from brainstorming to a published piece. But there are many other routines - journals, learning logs, etc - that teachers can use to get students writing regularly in class.
Students benefit from frequent practice and familiar structures. Familiar class structures and routines free up students’ cognitive space to focus on new concepts and skills.
What does this look like in a classroom?
A predictable sequence of activities, e.g. an agenda
Daily journal writing- see this article for ideas
Regular peer editing -see this example
Time allotted for sharing strategies at the end of each lesson
Clear criteria -for example, checklists and/or rubrics - for all writing tasks. For anything they are writing, whether it is a daily journal or a research paper, students should know what is expected of them. See this article on creating rubrics.
What does this look like in a remote learning context?
The two videos to the right will give you detailed instructions in how to create rubrics in Google classroom and how to have students peer edit in Google Classroom; the website on the far right has some examples of how to use journaling during distance learning.
What are special considerations / resources for Multilingual / English Language Learners?
The three resources to the right can provide great ideas for establishing routines (many of which involve writing) with ELL/MLL students, a great writing routine called Quick Writes, and a video on the importance of using rubrics with ELL/MLLs.
When it comes to rubrics, here are some examples of speaking and writing rubrics.
What are special considerations / resources for students with IEPs?
When it comes to writing routines for students with IEPs, the article below provides many specific strategies and resources:
How is this related to CR-SE? (Culturally Responsive /Sustaining Education)
The CR-SE document states that the ultimate goal is: "Students are prepared for rigor and independent learning. Students understand themselves as contributing members of an academically-rigorous, intellectually-challenging school and classroom community. Students demonstrate an ability to use critical reasoning, take academic risks, and leverage a growth mindset to learn from mistakes. Students are self-motivated, setting and revising academic personal goals to drive their own learning and growth."
This won't just happen automatically -students need routines and structures to get them there. Writing routines are one way to do this.
How is this related to the Supportive Environment Framework / Social-Emotional Learning?
The Supportive Environment Framework states that "Student identities are affirmed and reflected in the curriculum and processes of learning." Many of our students need the structure and process of learning writing through the use of writing routines.