Evidence-based Features of Writing Instruction in Widely Used Kindergarten English Language Arts Curricula

Building Mental Models of Writers: Writing Aloud in Writing Instruction

“…Completing the WRITE Scripting Template provides the teacher with a solid plan for enacting the first GRR stage, teacher modeling. As explained earlier in this article, transitioning from teacher modeling to releasing more responsibility to students is an important aspect of effective, explicit instruction (Gabas et al., 2023; Graham et al., 2012). The second stage in GRR, guided practice, involves collaborating with students to complete the writing task using the focus skill or strategy being taught in the lesson.…”

“…Teachers can leverage write‐alouds to model how writers make decisions at all writing process stages. Hearing the teacher think through using different strategies and skills at each stage supports students in imagining how to do it themselves and applying it into their own writing (Gabas et al., 2023; Graham et al., 2012). Further, as the writing process can be recursive in nature, teachers can use write‐alouds to demonstrate how writing process phases aid text construction, rather than following a set order of steps.…”

The Alphabetic Principle and Concept of Word in Text: Two Priorities for Learners in the Emergent Stage of Literacy Development

“…They do not, for example, understand that print, rather than pictures, is what is read; or how print works in English, moving from left‐to‐right and top to bottom. We call these insights concepts about print (CAP) or print concepts, and young children come to understand them with modeling and practice (Gabas et al, 2022; Justice & Piasta, 2011). The most important print concept, one that is especially pivotal for entry into the beginning stage of reading development, is concept of word in text (COW‐T).…”

“…While writing and spelling words is more of a phonics task, it does provide keen insight into students' understanding of print concepts, phonemic awareness, and GPC (see Morris et al, 2003; Morris et al, 2017; Stahl & Murray, 1994). Research has shown that invented or phonic spelling (i.e., children writing the sounds they hear when attempting to spell unknown words) strengthens spelling and reading skills by honing phonological awareness, GPC, and later, word recognition skills (Copp et al, 2019; Gabas et al, 2022; Oulette & Sénéchal, 2017). In addition to participating teacher‐directed shared interactive writing, young children benefit from daily opportunities for independent writing practice.…”