Loading...
Access Type
Campus Access Only
Presentation Type
Asynchronous
Entry Number
51
School
School of Liberal Arts and Sciences
Department
Education
Keywords
Literacy, Writing, Secondary Education, Reading, Teaching
Abstract
Reading and writing develop in tandem. Each skill strengthens the other, and together they form the foundation of students’ critical thinking in every subject area. As secondary teachers continue to see gaps in students’ abilities to communicate their ideas clearly, the need for explicit writing instruction has become more important than ever. Writing is not an isolated skill to be taught only in the English classroom, it is a foundational component of literacy that supports learning in science, social studies, math, CTE, and the arts.
The goal of this professional development session is to help teachers understand why writing must be taught explicitly, intentionally, and consistently, regardless of content area. This season introduces the Model-Practice-Reflect cycle as a simple structure that makes writing instruction more effective, grounded in recommendations from the Institute of Education Sciences and What Works Clearinghouse. Participants will leave this session with concrete examples of modeling statements, low-stakes writing opportunities, and reflection routines that support metacognition. This session will provide practical tools and strategies that teachers can immediately implement in their classrooms to help students become more effective writers.
Primary Faculty Mentor(s)
Dr. Stephanie B. Copp
Primary Faculty Mentor(s) Department
Elementary and Secondary Education, Reading Program
Rights Statement
The right to download or print any portion of this material is granted by the copyright owner only for personal or educational use. The author/creator retains all proprietary rights, including copyright ownership. Any editing, other reproduction or other use of this material by any means requires the express written permission of the copyright owner. Except as provided above, or for any other use that is allowed by fair use (Title 17, §107 U.S.C.), you may not reproduce, republish, post, transmit or distribute any material from this web site in any physical or digital form without the permission of the copyright owner of the material.
The ‘Write’ Way Forward: Strengthening High Schoolers’ Writing Skills
Reading and writing develop in tandem. Each skill strengthens the other, and together they form the foundation of students’ critical thinking in every subject area. As secondary teachers continue to see gaps in students’ abilities to communicate their ideas clearly, the need for explicit writing instruction has become more important than ever. Writing is not an isolated skill to be taught only in the English classroom, it is a foundational component of literacy that supports learning in science, social studies, math, CTE, and the arts.
The goal of this professional development session is to help teachers understand why writing must be taught explicitly, intentionally, and consistently, regardless of content area. This season introduces the Model-Practice-Reflect cycle as a simple structure that makes writing instruction more effective, grounded in recommendations from the Institute of Education Sciences and What Works Clearinghouse. Participants will leave this session with concrete examples of modeling statements, low-stakes writing opportunities, and reflection routines that support metacognition. This session will provide practical tools and strategies that teachers can immediately implement in their classrooms to help students become more effective writers.