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Hover to see how factors connect to Foundational Writing Skills. Then click connected factors to explore strategies related to multiple factors.
Writing involves many Foundational Writing Skills, including punctuation, capitalization, spelling, and writing speed. As these skills become automatic, students can use their cognitive resources to focus on other writing processes and the content of what they are writing. In this way, mastering these skills is a critical step towards writing fluency.
Foundational Writing Skills include:
Writing can become personally meaningful when students have an actual audience and a real purpose for communicating with that audience.
Students practice making and finding meaning in their reading through a book club model.
Checklists and rubrics help students develop their abilities to self-assess and revise their writing.
When peers are able to work together to plan, draft, edit, and revise their compositions, their writing quality improves.
Expressing ideas through visuals and audio, and understanding others' ideas in these forms, is as critical in today's world as traditional reading and writing.
Daily review strengthens previous learning and can lead to fluent recall.
Dictation can allow students with transcription difficulties to still participate in the writing process and generate ideas.
Dictionaries and thesauruses can serve as resources for students to expand their Vocabulary knowledge.
Explicitly teaching strategies for different genres, like narrative or persuasive writing, helps students write for different purposes and audiences.
Formal spelling instruction improves not only students' spelling skills but also their reading skills.
Explicitly teaching strategies for planning, writing, and revising texts improves students' writing quality.
When students explain their thinking process aloud, they recognize the strategies they use and solidify their understanding.
Increasing how much students write improves both their writing and their reading.
Providing constructive feedback supports students' writing development by letting them know how to improve their writing.
As students walk through stations working in small groups, the social and physical nature of the learning supports deeper understanding.
In guided inquiry, teachers help students use their own language for constructing knowledge by active listening and questioning.
Spending time with new content helps move concepts and ideas into Long-term Memory.
Easy access to high frequency words promotes sight word recognition as students see the words repeatedly.
Independent reading promotes literacy by emphasizing student choice with teacher support in selecting books, as well as by making time for free reading.
Practicing until achieving several error-free attempts is critical for retention.
Journaling allows students to reflect on their thinking and feelings, process their learning, and connect new information to what they know.
Full sentence manipulatives allow students to practice producing more complex Syntax and writing.
Providing physical representations of parts of a sentence activates learners' mental processes.
Creating patterns for remembering classroom processes, narrative structures, etc.
By talking through their thinking at each step of a process, teachers can model what learning looks like.
Instruction in multiple formats allows students to activate different cognitive skills to understand and remember the steps they are to take in their literacy work.
Playful activities can support the development of learners' Metacognition and also inspire their narratives and writing.
When students reframe negative thoughts and tell themselves kind self-statements, they practice positive self-talk.
When students read models of the type of writing they are doing, they can identify effective elements to incorporate in their writing.
Through one-on-one conferences, teachers can provide individual support to each student to deepen comprehension and interest in reading.
Providing space and time for students to reflect is critical for moving what they have learned into Long-term Memory.
Students build their confidence, strategy use, and comprehension by reading and rereading books.
Books for vision differences support reading development for learners with visual needs.
Reading materials of varying complexity and levels are necessary for all students to experience success.
Providing varied types of resources that align with interests of individual students supports overall literacy development.
With figurative language and creative sentence structure, poetry supports the development of a deeper understanding of the different ways language makes meaning.
Books on social and emotional learning (SEL) topics, such as developing empathy and productive persistence, help teach these skills.
Selecting culturally responsive reading materials, including multicultural and diverse texts, is critical for supporting all students.
When students engage in a dialogue with themselves, they are able to orient, organize, and focus their thinking.
When students monitor their comprehension, performance, and use of strategies when reading and writing, they build their Metacognition.
Sentence frames or stems provide language support for students' writing and participation in academic discussions.
Bringing students' every day literacy practice of texting into the classroom provides regular, low-stakes practice communicating with authentic audiences.
Providing tools so learners can choose to listen to a text supports individual strengths and needs.
Web-based dictionaries and thesauruses can serve as visual and audio resources for students to expand their Vocabulary knowledge.
Research has shown that students write longer pieces with stronger quality when they use word processing software.
Word sorts are multisensory activities that help learners identify patterns and group words based on different categories.
A word wall helps build Vocabulary for reading fluidity.
Writing conferences allow students to share, reflect on, and receive feedback about their writing, which promotes Motivation for revising.
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