Classroom Practices For Supporting Early Literacy Instruction in tcrsb

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  Ensure writing experiences have a clear purpose and intended audience.
  
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  Teach using the gradual release of responsibility.
  
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  Teacher modeling of good writing is crucial.
  
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  Teach a limited number of new forms of writing each year. Teachers of P-3 in Tri-County Regional School Board are encouraged to work together to plan a Curriculum Map for Writing.
  
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  Occasionally, ask students to write from a prompt.
  
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  Differentiate writing experiences based on student strength, need, and stages of development.
  
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  Embed traits instruction in real writing contexts.
  
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  Place the ownership for editing on the student.
  
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  Emphasize the correct spelling of “No Excuses” Words.
  

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  An unbalanced focus on conventions
  
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  Teachers making all the decisions all the time about what students will write about
  
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  Teachers introducing a writing task and then asking students to write independently, skipping the modeled, shared, and guided writing experiences
  
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  Teachers always editing student work or sending work home to be edited
  
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  Editing with students but focusing on too many conventions at once
  
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  Teaching the traits in isolation
  

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  Assessment of writing is ongoing.
  
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  Assessment may be formal (using rubrics, exemplars) or informal.
  
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  Teacher uses ongoing assessment to determine next teaching steps for the whole class, small groups, and individuals.
  
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  Students submit written products.
  
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  Students participate in the co-creation of rubrics and checklists.
  
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  Teacher provides ongoing effective feedback to feed forward learning in the area of writing.
  
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  Teachers have a solid understanding of grade level targets.
  
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  Teachers in Grades Two and Three are expected to participate in TCRSB Writing Exemplars project in February and again in May/June.
  
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  Teachers must understand the developmental stages of writing and plan instruction accordingly.
  
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  Teachers must keep ongoing notes about student progress and maintain efficient records.
  

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  Minimum of 3 times a week (10 to 20 minutes)
  
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  Embedded in Writing Workshop (usually)
  

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  Print-rich environment
  
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  Posted (as much as possible) visual supports
  
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  Interactive word wall of high frequency words
  
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  Use of open and closed word sorts
  
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  Making Words, word sorts, and word hunt activities
  
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  Continued focus on onset and rime
  
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  Explicit instruction on common word patterns, prefixes and suffixes
  
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  Differentiation of word study experiences based on student need, and stage of development
  

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  Weekly spelling tests being the major component of spelling instruction
  
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  Asking students to memorize lists of words that do not share common patterns or parts
  
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  Students completing spelling activities that are not related to real reading or writing experiences
  
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  Posting all words students will need on the word wall at the beginning of theyear
  

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  Teachers must be knowledgeable about phonological awareness and phonemic awareness
  
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  Teachers assess in part through conversation with students
  
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  Teachers assess in part through observing students as they approach and engage in word study tasks
  
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  Teachers assess in part through spelling skills in student writing
  
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  Teachers use ongoing assessment to determine next steps for whole class, small groups, and individuals
  
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  Teachers keep daily notes and efficient records about student writing
  

See: Word Matters, Fountas and Pinnell

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  Revised/Updated P-3 Curriculum Guide
  
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  The Reading Workshop Series DVD, P-3
  

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  P-6 Writing Exemplars