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Marzano Academies

Writing to Win’s three integrated reading-writing routines

for Marzano Academies

complementary* instructional routines

Applied Grammar’s Sentence Building puzzles ensure your learners use the language skills you teach in their independent writing. This routine …

  • Provides precision keyboarding with immediate feedback on capitalization, sentence structure, spelling, and punctuation
  • Impacts writing conventions, writing style, and word choice (up to 62% of the weight of state writing rubrics)
  • Opens learners to a variety of language patterns for expressing their thoughts
  • Provides practice with putting sentences together instead of just taking them apart

Online value-add – organizes learner work, provides immediate feedback on each puzzle, and produces reports of learner performance

In 30-minute lessons twice a week for 18-20 weeks, the impact on grades 1-12 learners is evident in class and on end-of-year tests.  <click to see impact data> <click to see product> <click to see an overview video of Applied Grammar online>.

Flynn Marzano Academy practices Sentence Building in print (literacy level 1) and online (levels 2-8).

Call 706-850-5854 (EST) to schedule a demonstration of this instructional routine.


*Complementary (to complete or bring to perfection) – instructional routines that help facilitators teach what they already teach more efficiently and effectively.

Writing on Demand’s Daily Writing to Learn the Curriculum provides vocabulary-building strategies for use in any subject area. This routine …

  • Engages learners with openers and closers for productive work sessions
  • Creates “paper trails” of learning in any course of study
  • Logs notes and observations for learner reflection and parent conferences
  • Supports formative assessment of learner knowledge
  • Provides rubrics for self-assessment and peer responses

Online value-add – provides a variety of writing prompts for all national standards of ELA, math, and science

In 15-minute entries three times a week for 15+ weeks, the impact on grades K-12 learners is evident in class and on end-of-year tests. <click to see impact data> <click to see product> <click to see an overview video of Writing on Demand online>.

Flynn Marzano Academy selects a facilitator for each literacy level to implement a rigorous Writing on Demand routine.

Call 706-850-5854 (EST) to schedule a demonstration of this instructional routine.

Paired Texts Packets guide learners responses through the steps of the reading and writing process naturally. This routine

  • Ensures comprehension of more content-rich texts than learners meet on state tests
  • Supports responses to reading texts within the steps of the writing process
  • Moves learners to higher levels of reading comprehension
  • Motivates learners with authentic, engaging facilitator models
  • Nurtures fascination with the role of words that authors choose

In 30 minutes session three times a week for three weeks each nine weeks, learners show mastery of the key elements of argument, informative, or narrative genres. <click to see impact data> <click to see product> <click to see an overview video of Paired Texts Packets>.

At Flynn Marzano Academy, facilitators of literacy levels 3-8 use the packets to complete their instruction in the informational, narrative, and opinion / argument genres.

Call 706-850-5854 (EST) to schedule a demonstration of this instructional routine.


APPLIED GRAMMAR ONLINE (grades 3-10, grades 1-2 in print)

Applied Grammar focuses on language maturity, writing style, and language conventions. Learners who experience Applied Grammar online have the additional benefit of extensive practice with precision keyboarding.

Applied Grammar: acquiring mature sentence variety

Classroom studies from 1970 – 2016 demonstrate that teaching sentence patterns of Standard American English with sentence combining improves the quality of learners’ independent writing. With the help of instructional videos for each grammatical pattern, learners acquire the variety of mature sentence patterns needed for distinctive writing. Applied Grammar achieves mastery of each sentence pattern in three ways:

1.        An oral-kinesthetic mini-lesson (6-8 min)

2.        Work session of written practice with a PAL online or in print (12-15 min)

3.        Close for celebration and discussion of the grammatical pattern practiced (5 min).

The instructional tools include

Sentence Building student book <hyperlink to a student product>

Sentence Building teacher manual <hyperlink to one individual teacher product package>

Sentence Building presents 10 levels of practice at increasing levels of maturity. In 30-45 lessons per level, learners achieve mastery of all core language standards. Each lesson contains puzzles of simple sentences with signals that prompt learners to create standard sentence patterns. When learners reach a level of automaticity in creating a sentence pattern, they start using the pattern in their independent writing.

Most importantly, there are no error-ridden sentences for learners to correct. They meet only acceptable sentences of Standard Written American English.

My 6th graders love solving the puzzles in Applied Grammar online. The oral-kinesthetic cheers

 became pretty exciting. When they migrated to the keyboard, some of the very best writers

became impatient with keyboarding. I let them return to the student books which

helped them work carefully in pencil. One by one, they started returning to

try the keyboarding again, this time with success. We are seeing the

sentence patterns that they practice show up in their writing.

 –  P. Huddle, Tennessee

Facilitators help learners complete 2-3 Sentence Building lessons per week. An oral-kinesthetic mini-lesson helps the pattern become automatic for learners and the written practice online or in print anchors it in their minds.

Facilitators begin with a hard copy of Lesson 1 – Pretest Rewrite Passage – that learners complete with pencil and paper. They save them to compare with their Posttest Rewrite Passage at years end.

Note Simple systems in print or online help facilitators monitor learner progress, assemble reports, and recognize achievements of individual learners or classes.

We would love for you to share your successes with Applied Grammar with us at [email protected]. Feel free to include pictures of your learners in a group mini-lesson or working with a PAL at a computer.

Strengths of Applied Grammar online

  • engaging sentence-combining puzzles
  • signaled practice with conventions, word choice, and writing style
  • immediate feedback for learners
  • instructional videos for each grammatical pattern
  • pretest, periodic written assessments, and posttest for tracking learner growth
  • correlation of up to 62% of the weight on state writing rubrics
  • precision keyboarding



Writing on Demand is a system of frequent short writing entries focused on learning the content knowledge of any subject area. Learners using Writing on Demand online have the additional benefit of extensive practice with composing their thoughts on a keyboard.

Writing on Demand: writing for deeper understanding

This writing routine goes beyond quick writes, free-writing responses, or open-ended reflections. Writing on Demand does not assume that learners already possess productive habits of processing new know­ledge. Instead, proven critical-thinking strategies prompt learners to explain what they have learned a different way than they were taught.

These instructional tools for facilitators and learners make mastering core content standards simple and likely.

Daily Writing to Learn the Curriculum, student book <hyperlink to student product>

Daily Writing to Learn the Curriculum, teacher manual <hyperlink to teacher package>

Daily Writing to Learn the Curriculum helps learners move new knowledge out

 of short-term memory into long-term memory. It prompts them to think about

new material in different ways, not just hear it and forget it.

– S. Bjornson, South Dakota

Facilitators in Marzano academies write along with their learners at least three times a week as part of their ELA, math, science, or social studies curriculum. They work their way through the writing strategies one at a time, using a strategy at least 3-5 times before moving on to another. Grades 2-12 start with Strategy G – Copy and Continue. They prompt learners to explain the main idea from a lesson such as

The life cycle of a frog moves through four different stages.

Learners copy this prompt to kickstart their recall of the lesson taught. They then continue to explain the stages in the life cycle of a frog in their own words. They accurately embed an expected number of key terms in their explanation. Once they self-assess their writing with a rubric, they read it aloud to a PAL who responds with a PAL’s response rubric.

Facilitators move on to strategies E (compare-contrast), B (concept acquisition), C (argument / opinion), and L (analogy). These strategies build the learners’ academic and content vocabulary and give them confidence in writing thought at DOK 2-4  

Strengths of Writing on Demand

  • quantified expectations
  • critical-thinking strategies
  • systematic vocabulary building
  • engaging bell ringers / closers
  • self-assessment and PAL’s rubric
  • facilitator commentary feature (online)
  • progress logs for parents and learning leaders (online)

Writing on Demand focuses on the content of the curriculum. Learners keep a Log of Entries in My Writing to Learn Journal <hyperlink to product page>. If learners create their own notebooks, they title them My science journal, My learning log for math, or My social studies notebook.

After a year of Writing on Demand, learners are practiced critical thinkers and fluent writers about important subjects, events, issues, and beliefs that benefit them throughout their college and career.

We would love for you to share your successes with Writing on Demand with us at [email protected]. Feel free to include pictures of your learners writing with a PAL or working in groups with you.



These packets are useful as baseline assessments of learners level of  reading and writing proficiency for each writing genre. They help facilitators use groups of 2-6 learners for differentiated instruction. They also serve summative assessment at the end of the study of a writing genre. They are especially useful in states that administer open-ended writing prompts as part of year-end tests.

Learning leaders plan with facilitators to set aside three-week blocks in September, November, January, and March to guide learners through a Paired Texts Packet.

Paired Texts Packets: embedding reading comprehension into the writing process

These packets of reading comprehension and writing tasks provide concrete and practical guidance for learners. They guide them in analyzing and writing full-essay responses to content-rich reading texts. Four writing modules in the teacher’s manual ensure that learners grow as readers and writers – setup, prewriting, revision, and evaluation.

A pacing guide helps facilitators lead their learners through three 30-minute sessions each week for three weeks each nine weeks. In each session, learners work with PALs to practice reading, writing, listening, and speaking with intention.

There are four Paired Texts Packets for each grade, 3-12. Three informational texts expand the power standards of science or social studies. A narrative text reinforces ELA reading/literature standards. In all four packets, learners practice writing in argument / opinion, informational, and narrative genres. <hyperlink to master list of paired texts for 3-5, 6-8, and 9-12>

Writing to Win Paired Texts Packets, student edition <hyperlink to student products PTP>

Writing to Win Paired Texts Packets, teacher edition <hyperlink to teacher products PTP>

Writing to Win Paired Texts Packets, teacher manual <hyperlink to PTP teacher manual>


The paired texts are challenging and engaging, just what I was looking for. My learners

met the challenge, embraced the PAL system, and helped each other think through

the reading tasks. It’s great how the format for the reading and writing tasks are

consistent from packet to packet. My learners are the best prepared for

 end-of-grade tests that I have ever seen in the last 6 years.

P. Williams, Georgia


Strengths of Paired Texts Packets

  • age-appropriate, content-rich texts
  • 14 key terms for learners to use as they write
  • differentiated reading tasks for tracking learners’ growth as readers
  • model writing for each reading task and writing prompt
  • writing modules for prereading, prewriting, revision, and evaluation.

With Paired Texts Packets, facilitators focus on empowering learners to work as PALs (peer-assisted learning system). Together PALs analyze a pair of reading texts thoroughly and help each other use the writing process to craft insightful responses.

After two or more Paired Texts Packets, learners comprehend texts above grade-level expectations and write extended responses with ideas supported by evidence from reading texts.

By year’s end learners are proud of their four extended responses to paired texts.

We would love for you and your learners to share their successes with Paired Texts Packets [email protected]. Feel free to include pictures of your learners, their writing, or both!



In the summer following each academic years, learning leaders promote learners to the next grade level on Writing to Win online. They provide pro­fessional development training for new facilitators, using the Dashboard of Teacher Resources as www.writingtowin.com. The Writing to Win team is on call at 706-850-5854 or [email protected] to help organize and support professional development sessions.

Facilitators help learners continue the positive momentum established through the three phases of the Marzano Academies implementation. The three integrated reading-writing routines begin as follows.

In the first days of the next year, facilitators re-launch Writing on Demand (M, W, F). In week 4, they restart Applied Grammar online (T, H).

They set aside three-week blocks in September, November, January, and March to help learners move through each of the four Paired Texts Packets per grade level.

With conscientious leadership, all learners renew the integrated reading-writing practices with ease; learners new to the learning center fall into step; after all, the Writing to Win instructional routines are the simplest and most friendly way for them to learn.

Click on a Writing to Win routine for more descriptive details.

If you are in search of access to Marzano Academy learning options, check out our Writing to Win routines for teaching your students!

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It’s gold. The teachers opened the books, saw how to use them, and put them to right to work.

Dr. Robert Marzano at the first Marzano Academy launch


``It's gold! The teachers opened the books, saw how to use them, and put them right to work.``

Dr. Robert Marzano at the first Marzano Academy launch