NCTIES2023

With the added pressure of learning loss associated with the COVID-19 pandemic, structured foundational literacy approaches, following a well-defined scope and sequence, have found their moment to shine. Here in NC, The Science of Reading, founded upon brain research and instructional best practices related to literacy, has us all focused on explicit instruction of fundamental skills. But what about writing, and in particular, the Science of Writing? What does the current body of research tell us about the state of elementary writing instruction in U.S.? And, more importantly, how does a focus on writing lead to the empowering of students with critical thinking skill sets and communication tools, while also enhancing students’ performance in all school subjects?

In this session, we will focus on research-based best practices for writing instruction. Participants will engage in turn and talks, stop and jots, quick quiz games, and other movement activities as we explore the connection between literacy and writing instruction and practice, and how teachers can take a more integrated approach to both. By taking a more intentional approach to reading and writing instruction with Writing A-Z, teachers will be better able to maximize their classroom instruction time, while minimizing planning and preparation effort. Participants will also have the opportunity to log in to Writing A-Z and engage directly with this solution.