In "The Four Deadly Errors of Teaching Writing," Andrew Pudewa redirects us from overcorrecting to editing and pointing out just one or two things our students can work on. He admonishes us to not hold back help but to spoon-feed our students when they need it. He encourages us to stay away from unclear assignment-giving and instead give clear and detailed expectations. Finally, he condemns over-expectations and helps us to understand that our students need time and practice to get good at writing. The article is well worth the read!

Simple

Brief

Focused

Concise

Reflective of student needs

Non-threatening

Daily

Fun

Consistent

Responsive to students

Gentle

Light

Informative

Humorous

Playful

Inviting

Interactive

Hands-on

Is done by the teacher or parent/learning coach

Shows instead of tells

Offers an example

Is inspiring for students

Provides a reference

Is sensitive to the student's level of ability

Focuses on a specific skill

Is the first step of a gradual release toward student independence

Let's say your student doesn't use end marks such as a period, exclamation point, or question mark to complete their sentences.

Model it for them first by writing a sentence in front of them and noting that you are using an end mark to tell the reader that you are finished with that thought. You may have to do this several times for several days before your student sees and understands it.

Something important to note is that when we are exposed to something new, it takes an average of seven times for it to "click" in our brains (sometimes more if it is more complex and sometimes less). We can be patient and allow our students' brains time to process and take in the new information. This gentle patience will provide the foundation for a positive learning experience.

Participate in the writing task with your student by writing a sentence together and deciding what kind of end mark to put after your complete thought. 

Don't be afraid to use the language "complete thought" as this will help them hear vocabulary about writing. Have your student work with you to determine which end mark best fits. You can even create an end-mark garden, where the student "picks" the best one for the job. You can help too!

It is now time to allow your student to show you what they can do all by themself. 

Have your student complete the writing task independently. You can assign a sentence and let them know that they will need to use an end mark to complete their thought. 

When they use an end mark, be sure to let them know that they did it and that you are proud of them! 

If they did not put an end mark, you know that they still need a little help and a little more time and practice in the I do and We do sections. It's okay to move backward to reinforce the concept until your student can produce the skill on their own. 

Be sure to notice when they independently use the skill. That positive reinforcement will help them to continue using end marks and will show that you are paying attention to their hard work.