STRUCTURES: a writing process scaffold

From the early 1990s, K-12 Writing to Win schools reported signif­icant gains in student performance on independent tests of written expression. There are several reasons why. First, Writing to Win STRUCTURES routine consistently uses concrete terms of voice (style), pictures (ideas) and flow (organization) in talking about writing. Second, each writing task includes PALS (peer-assisted learning system) strategies that meet core standards of speaking and listening. Third, each writing task includes student self-assessment. A rigorous STRUCTURES routine insures 90% + achievement among all student subgroups of gender, race, ethnic group and students with learning differences (SWD). All results included here derive from systematic classroom action research reported by local school districts or in studies for doctoral dissertations. Independent tests include state writing assessment.

2013 - Results Tables High Schoool

2013 - Results Table Middle School STRU

2013 - Results Table Elementary STRU

  

UNDERSTANDINGS: daily writing to learn the curriculum

From the early 1990s, K-12 Writing to Win schools in nine states reported signif­icant gains in student performance on independent tests of knowledge. There are two reasons why. First, Writing to Win UNDER­STANDINGS builds the vocabulary of the stand­ards in all courses when teachers are faithful to the routine (three entries/week). Shrinking achievement gaps indicate that students understand the vocabulary of the criterion-referenced and end-of-course tests they take with better comprehension. Second, the frequent short entries that students write solidify the new know­ledge they learn on the very day they learn it. A night’s sleep cannot wash away new knowledge that is connected to students’ prior knowledge. The writing solidifies it. Rigorous UNDER­STANDINGS routines insure 90% achievement among all student sub­groups of gender, race, ethnic group and students with learning differences (SWD). It’s exciting to witness.

All results included here derive from systematic classroom action research reported by local school districts or in studies for doctoral dissertations. Independent tests include state competency or end-of-course tests.

2013 - Results Table High School UNDER

2013 - Results Table Middle School UNDER

2013 - Results Table Elementary UNDER