An inclusive classroom environment for writing

An inclusive classroom environment for writing

1. student materials

   • writing supplies
     • personal dictionary, writing paper
     • pencils, erasers, writing spacers, and sharpeners...
   • technology
     • supportive tech: protector, Kurzweil, Google Translate, speech-to-text, and text-to-speech
     • useful links and website (e.g., for phonics development, typing skill...)
   • supportive materials according to students' readiness
     • graphic organizers
     • story starts, sentence starters

2. professional materials

   • anchor chart/class notes showing class discussion and student learning
     • chart: what good writers do, what good editors do, and what good spellers do
     • different text forms, writing styles, and the purposes of writing
     • a class collection of ideas for writing
   • display of student work
   • expectations and success criteria
   • sample work showing examples and work in different levels
   • display of other language-related posters or resources (e.g., spelling strategies)
   • use multimedia and a variety texts

3. physical space

   • safety
     • no accidents
     • minimize distractions
     • consider students with mobility needs and vision needs
   • accessible
     • making writing materials and resources accessible for all students
     • students can easily reach out to teacher for support
   • writing corner
     • (see student materials & professional materials)
     • an area for writing conferences
     • engaging games and literacy activities
   • seating
     • clear vision for all
     • grouping seating for group work
     • quiet working area

4. classroom atmosphere

   • safe
     • discuss feelings and attitudes towards writing
       • students will recognize and understand their own feelings, learn strategies to deal with challenging feelings
       • teachers should find out students' attitudes toward writing, and help students develop a positive mindset about writing (e.g., can't do it YET)
     • develop positive thinking towards risk-taking and making mistakes
   • welcoming
     • display of texts (signs and labels) in multiple languages according to students' linguistic background
     • make learning relevant to student experience
   • supportive
     • celebrate student achievement and improvement
     • set personal and achievable goals

5. time/structure

   • scaffolding & gradual release of responsibility
     • modelled writing, explicit instruction, shared writing, guided writing, individual writing
   • Before writing:
     • discuss expectations, and co-create success criteria through samples
     • have a small-group discussion or class discussion to help students make connections and generate ideas
   • During writing:
     • provide ongoing feedback based on the success criteria created by the class for students (individual conference or small-group conference)
     • review the expectations and the success criteria to keep students on track
   • After writing
     • sharting time for the class
     • display student work
     • self-reflection or peer feedback
     • teacher provides feedback (stars and wishes)
   • tasks/topic
     • according to students' interests, cultural background, personal experience, and background knowledge
     • making connections to current issues, character education, or cross-curricular topics
     • giving students options to choose topics or tasks
     • addressing the grade-level expectations
     • provide accommodation or modification when needed
     • provide alternative tasks and tiered tasks to challenge students appropriately
     • making connections with other parts of language/literacy development (speaking, reading, listening, writing, viewing, and representating)
   • make writing part of the class routine
     • writer's workshop
     • free write
     • journal writing