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 are some key PD resources related to this topic?

The Writing Process

Journal Writing Every Day

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:

Teaching Writing to Diverse Student Populations

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.