Research and Resources

In classrooms, writing instruction is implemented through Writing Workshop and process writing. Children engage in a balance of narrative, informational, and argument/opinion/persuasive types of writing for various purposes and audiences. The teacher guides the process and provides instruction through modeling, mentor texts, shared writing, guided practice, and conferencing. Students independently utilize the skills and strategies that have been modeled. Students generate ideas, plan, draft, revise, edit, publish and reflect upon their work. Research supporting the Writing Workshop approach and the importance of the writing process is documented by numerous professional developers and literacy leaders including Lucy Calkins and Mary Ehernworth from Teachers College, Irene Fountas and Gay Su Pinnell, Ralph Fletcher, and Donald Graves, among many others.

• Time for students to practice skills and strategies daily.
• Explicit instruction combined with guided and independent practice.
• Ongoing formative and summative assessment to monitor student progress.

Literacy teachers, grades K-8, developed grade-specific essential questions and understandings as well as targeted knowledge and skills (Writing Overviews). This ensures that all students will be exposed to the same language and skills at every grade level. Differences exist in the implementation of reading and writing instruction from grade to grade and classroom to classroom; however, the approach to instruction remains the same. All teachers in District 36 are viewed as informed decision-makers, and instruction should be flexible according to students' readiness, interest, and learning profiles.

The Language Arts Committee selected a core resource for teaching writing. This resource is the Units of Study for Teaching Writing (K-8) from Teachers College, Columbia University. Research behind their program is detailed on the Reading and Writing Project website under Research Base. Lucy Calkins has been a leader in reading and writing instruction for over 25 years, and Teachers College develops scientifically proven, research-based reading curriculum and instructional methods. Another resource for instruction is the Literacy Continuum from Fountas and Pinnell. Irene Fountas and Gay Su Pinnell developed the Literacy Continuum after “over two decades of research and practical work with teachers.” All of these leaders in education are part of Heinemann’s network of professional development and resources available to educators.