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Ten Writing Instructional Strategies Every Teacher
Should Know
Douglas Fisher
San Diego State University
Language Experience Approach
Students are active language users Teacher transcribes students’
words (whole class,
small group, or
individual) Students extend
text
Interactive Writing
Oral Language Composition &
Construction “Sharing the pen”
students write
in front of their
peers
Writing Models
Offers a pattern or
form to scaffold
writing Using existing text
students insert
original writing
Generative or “Given Word” Sentences
Focus on the craft of writing Lessons to refine
practice Use student
examples for
editing “No excuse”
Word Pyramids
Requires students to consider lots of words Explores and expands word knowledge Dictionary use?
Power Writing
Brief, timed writing events to improve
fluency Students chart their
own progress Extension -
progressive
writing
Found Poems
Student use existing text Select specific words/phrases Arrange them in free-verse Requires re-reading
of texts
RAFT Writing
Role, Audience, Format,
and Topic are
explicitly taught Perspective taking
is the focus
Writing to Learn
What do students know and think? Brief prompts
– Yesterday’s news – a review of class from the previous day
– Crystal ball – a prediction of what might come next – Best thing I learned – a summary or analysis of the best
part of class– Exit slip – a written review of the class completed
before leaving the room Not process papers
Independent Writing
Based on a prompt, students produce original writing
Multiple genres Rubrics guide
students’
completion
of the task
Interactions: Writing and the Language Arts
Read aloud or shared reading Independent reading Word study (word wall) Collaborative learning
centers Individual and small
group instruction
