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8 Research-Based Writing Strategies for Elementary Students 

In my experience, there is not one simple formula for teaching writing. We must employ a range of effective writing strategies for elementary students , to guide them in their writing and build their skills. These strategies, according to research , should include plenty of practice, feedback, and revision. Think of the following activities and resources as tools in your teacher toolbox!

Instructional Strategies for Teaching Writing to Elementary Students

From my teacher toolbox to yours: these are the elementary writing strategies I've found to be the most effective over the years.

1. Set Aside Daily Writing Time

Get your students writing every day! Writing is such a great way for students to “show what they know” about a particular topic or even a way for us to read about what they did over the weekend. What’s wonderful about writing is that students can do it across all disciplines, both formally and informally.

Each day of the week could be a different writing prompt or activity. I know some teachers who like to post “Do Now” writing activities for students as they settle into the classroom at the beginning of the day.

Some examples of a “Do Now” include:

• What is your favorite subject in school? What do you like most about it?
• Describe three things you like to do on a rainy day.
• Imagine you find a magic wand! What would you use it to build? Why?

Others may have themed days. For example, on Mondays they may do “Weekend News” and on Tuesdays students will write sentences using their vocabulary words. Teachers in upper elementary grades may even have designated days for more in-depth writing blocks. No matter which way you fit writing into your plans, make sure your students do it every day!

2. Make Use of Mentor Texts

While mentor texts can be picture books for elementary students, they are not just any “old” read-aloud! There is so much knowledge and insight that students gain from a mentor text. And it can have a huge impact on their writing.

I like to think of a mentor text as an interactive read-aloud. It allows for students to be engaged in the story through teacher prompting. A teacher plays the role of a moderator, using guided questions such as, “What are the descriptive words the author is using to describe the tree?” and “How is the writer making the story interesting for readers on this page?”

Even before diving into the story, after only reading the title of Alexander and the Terrible, No Good, Very Bad Day by Judith Viorst, I ask my students, “What kind of day do we already know Alexander is going to have?” Their responses should pull directly from the title–”terrible, no good, and very bad.”

Examples of mentor texts for particular writing lessons:

•   I Don’t Want to Be a Frog by Devorah Petty is an engaging and silly story to introduce opinion writing.
• Scaredy Squirrel Makes a Friend by Melanie Watt is a fun story that shows a surprisingly procedural way to make a friend. This book is perfect for a how-to writing unit.
•   I Need My Monster by Rita Moreno has wonderful descriptive words on nearly every page. It is great for modeling descriptive writing and also reviewing how adjectives can enhance storytelling.
• The True Story of the 3 Little Pigs by Jon Scieszka not only provides a new perspective on a traditional story but also helps to teach point-of-view in writing.

3. Create Anchor Charts

Anchor charts are a visual way to increase student confidence as they complete a writing assignment. Think of it as a giant reminder for them. It allows students to independently seek out support when they need a refresher regarding the writing task at hand. Anchor charts are meant to be informative yet easy to read for students to reference as needed.

Anchor charts are one of my most favorite “teacher tools.” I almost exclusively make anchor charts with my whole class. It serves as the medium that I put our ideas on when brainstorming a topic or to convey any pertinent information needed to help students be successful in their independent work. Students will likely remember working on the anchor chart altogether, more so than seeing a previously created poster that is then read to them.

When I introduce a personal narrative writing project with my students, I like to sit down after reading our mentor texts and pull apart the text to find the elements of what exactly is a personal narrative. Together, the class and I make a list of those elements, like focusing on a small moment from your life, and including a beginning, middle, and end. The chart reminds students what we need to include in our writing in order to create our own personal narrative. This is all displayed on an anchor chart that is then displayed on our wall for the remainder of the writing unit. As we get deeper into the unit, students will be prompted to return to the anchor chart, using it as a checklist of sorts as we continue to develop personal narratives.

First-grade teacher Katie Risolo Radovich creates anchor charts, like the one shown above on personal narratives, with the help of her class. She says it's important for students to participate in the process as it helps them remember the concepts better than if she displayed a premade chart. Students can then use the chart as a giant checklist that they refer to again and again with each writing assignment.

4. Break Down the Writing Process

Elementary school is when students are starting to think of themselves as writers. It is critical that the writing process is not only taught, but also practiced for every writing unit and even every grade level. Students are learning about the way writing develops over time. From teacher modeling, reviewing each step together as students work toward the final publication, they will have thorough practice of the different steps in writing.

Below is a brief list of my most commonly used approaches for each step of the writing process:

• Brainstorming/Planning : I love to use sticky notes. It’s a physical way for students to see and move their thoughts around. When introducing how to use sticky notes in writing, I explain that while they are sticky, they do not get stuck. In other words, nothing is set in stone. Letters, words, and sentences can be added and removed. The use of sticky notes is a discernible tool in writing.
• Drafting : For each writing unit, I provide a variety of sentence starters and sentence frames for students to use and plug in their own words. The purpose is not to have students’ writing to appear more uniform. Rather, it actually makes it easier for them to understand what is being asked of them to write, especially when it comes to different units in writing. Sentence starters allow for students of all different writing abilities to organize their thoughts while still having ownership over their words since they are able to pick which sentence starters and sentence frames they feel is best for their draft.  Examples of sentence starters include:   My favorite outdoor activity is __________. I was surprised when __________. I like reading books about __________. I am thankful for  __________.
• Revising : At this stage of the process, I teach the acronym ARMS: A dd sentences and words. R emove unnecessary words and sentences. M ove sentences and words around. S ubstitute words or sentences with new ones.

Then, I have students read their drafts out loud to themselves and work through each stage of the acronym. Lastly, I have students do this again but in a one-on-one conference with me.

• Editing : I introduce the acronym CUPS: C apitals: beginning of sentences, I, names, months, places and titles U nderstanding: Does it make sense? P unctuation S pelling (write the sounds you hear, spell known words and what is on the word wall correctly) Spaces (leave appropriate space between every word)

I typically have students work in pairs at this step. It is an awesome way to get students working together. I call it an “I Spy” game to encourage engagement and cooperation.

• Publishing : In my class, students will have a handwritten, final copy in their neatest handwriting for most assignments. However, some writing units may require use of the computer for students to type up their work. This is my favorite step of the process because there are so many ways to have students publish and share.  Some ideas include: a handwritten story book; poster project; digital presentation; e-book; or mini movie.

I have vivid memories of my 3 rd grade writing celebration from when I was a student. I can still feel the sense of accomplishment when I got to stand at the microphone and read my short story in front of the class and our families. I wish I could have a writing celebration at the end of every writing assignment. Still, I do allow students time to share their writing and interdisciplinary projects with one another at the completion of each unit. Then, we have a writing celebration in the spring with our class and families to show off their accomplishments in writing.

5. Use Graphic Organizers

As teachers, we know that in each class, we are teaching to all different strengths. Just like our students, graphic organizers come in all different styles! They give structure for their thoughts and ideas. Realistically, you can use graphic organizers for all steps of the writing process.

Examples of graphic organizers :

•   K-W-L : A three-column chart that is a great tool that students can use to organize ideas—what they know (K), what they want to know (W), and what they have learned (L)—about a topic of exploration
• Story Map :  A chart that helps students break down the elements of a story, including the setting, characters, problem, and resolution
• Venn Diagram : A chart used to note similarities and differences on a particular topic 
• Sandwich Chart :  A chart shaped like a sandwich with each ingredient representing a part of an essay, such as the opening sentence, supporting details, and closing sentence
• Step-by-Step : A chart that helps students describe the steps it takes to complete an activity or process
• 5 W's : A chart that guides information gathering by asking students to answer the who, what, where, when, and why of a topic they're exploring

6. Provide Writing Rubrics

Rubrics lay out the framework students need to work within. It is a clear way to explain what exactly you are looking for in their writing. Rubrics help students learn expectations. Additionally, it allows for self-assessment. Depending upon the assignment, rubrics will look different. Nevertheless, the basic commonalities should include explicitly what the goal of the writing assignment is, along with a rating scale. I suggest you provide student access to the rubric from the beginning of the unit. They should be familiar with the rubric by the time they start writing since they'll need to refer to it throughout the writing process.

7. Schedule Peer Conferences

Even at the first-grade level, there is so much a student can get out of working with a peer. Students do not often get to practice learned concepts together. Teachers should detail and model the expectations of peer conferencing. In my classroom, I do this by implementing “Glow and Grow” feedback. As a class, we go through the different sentence starters and sentence frames I give them to use as they navigate this time with their writing buddy. I use my own draft that they have worked with me to develop throughout the unit to model giving compliments (“glow”) and providing suggestions and corrections (“grow”).

8. Provide Feedback

Any list of strategies to teach writing in elementary, or any grade for that matter, would not be complete without mentioning the importance of teacher feedback. And remember, feedback should not just come at the end of the writing assignment. I spend much of the writing block checking in with students as they are working. Realistically, it can be difficult to meet with students every day or every time we are working on writing. If I am not walking around the room to work with students, oftentimes I am pulling students over to my table to work with them one on one or in a small-group setting. As much as I can, I am reading students' work, listening to them read their work to me, and then offering scaffolded support. I know how essential feedback is for students to develop as writers. I use the rubric for the writing assignment that we are frequently referring back to as the guide for my feedback. I also refer to anchor charts we have used throughout the writing process to help students be successful.

Elementary school is the time when teachers lay the groundwork for their students to become writers. Each year, students dive deeper into the writing process. At the same time, they're working on foundational skills like sentence structure, letter formation, and punctuation. Writing instruction is rather complex and can feel daunting. Applying research-based writing strategies for elementary students supports their writing and puts tools in their writer toolboxes!

Try Writable for Grades 3–12 to support your ELA curriculum, district benchmarks, and state standards. The program provides more than 1,000 customizable writing assignments and rubrics, plus AI-generated feedback and originality check that will save teachers time while boosting student skills.

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15 Essential Resources for Elementary Writing Instruction

Authored by Janine Henley, this blog post offers 15 essential resources for elementary educators to enhance their writing curriculum and instruction. From webinars to books and podcasts, each resource is carefully selected to empower teachers, literacy coaches, and reading specialists in cultivating proficient writers in their classrooms. Dive into this curated collection of resources to unlock writing success, strengthen foundations, and foster creativity among young learners.

Table of Contents

• Articles, Guides & Research

Books : Effective Writing Instruction

• In “Keys to Early Writing,” you’ll find a comprehensive guide aligned to Keys to Literacy’s professional development modules. This resource is designed to support educators with an introduction to writing instruction, detailed instructional practices, real classroom examples, and engaging professional learning activities. The book also features numerous reproducible templates that you can use with your own students.
• The Institute of Education Sciences’ “Teaching Elementary School Students to Be Effective Writers” guide offers four insightful recommendations to enhance elementary students’ writing skills. With detailed implementation steps and solutions for common challenges, this guide is a must-have for teachers, literacy coaches, and educators dedicated to improving their students’ writing proficiency. Explore this resource to learn more about effective elementary writing instruction!

Articles, Guides & Research : Elementary Writing Instruction

• 826 Writing Reports aims to ignite the power and joy of writing, envisioning a world where every student has access to quality writing education. Their dedication to creating more writing spaces and empowering teachers resonates deeply with our own commitment to literacy. 826 is working towards a future where writing flourishes in every classroom, enriching the lives of students and educators alike. The 826 Writing Reports explore the current state of writing instruction and research based best practices that will help move the needle on student achievement.
• In the latest edition of “Best Practices in Writing Instruction,” experts dive into strategies to help create a supportive writing environment and strategies to teach writing for different purposes. There are also several chapters that explore how to support students in honing specific skills—from handwriting and spelling to sentence construction and the writing process. This definitive text translates new research into effective guidelines for teaching writing across grades K–12, offering educators practical insights and real classroom examples to cultivate a comprehensive, high-quality writing program.
• The Reading League’s Curriculum Evaluation Tool provides educators with a valuable resource to assess the alignment of curricula with evidence-based practices in reading instruction. With the Curriculum Evaluation Guidelines (CEGs) Reviewer Workbook, curriculum review teams can effectively rate and record evidence of potential red flags. It’s crucial to ensure that instructional practices align with the scientific evidence base of how children learn to read, particularly in Tier I instruction. The guidelines are meticulously designed to identify any non-aligned practices, or “red flags,” across key areas such as Word Recognition, Language Comprehension, Reading Comprehension, Writing, and Assessment
• In the article “5 High-Impact Writing Strategies for the Elementary Grades,” educators are encouraged to broaden their perspective on writing instruction beyond traditional storytelling and informational pieces. While these are undoubtedly valuable, the article emphasizes the importance of foundational transcription skills, such as handwriting. The article also discusses integrating writing across all content areas to deepen students’ understanding and prepare them as proficient writers. By incorporating writing into various subjects and providing opportunities for student choice, educators can nurture a strong foundation for young writers to excel in authoring texts across genres.
• In this blog post, I’ll be diving into The Writing Rope Book Club: A Spotlight on Explicit Writing Instruction. As both a member of the Heggerty team and an experienced educator myself, I’ll share insights and strategies to enhance writing instruction in elementary classrooms. Join me as I explore the steps to starting The Writing Rope book club and provide practical tips to strengthen your teaching practice.
• In this insightful blog post, Dr. Gary Troia dives into the realm of effective writing instruction, offering invaluable insights for educators. As we explore “A Guide to Effective Writing Instruction,” Dr. Troia seamlessly connects structured literacy practices with the art of teaching writing, providing practical strategies to enhance instruction. Gain a deeper understanding of the essential elements of effective writing instruction and learn how to integrate them seamlessly into our classrooms.

Webinars : Improving Student Writing Skills in the Classroom

• In this insightful webinar, Margie B. Gillis, Ed.D, a nationally recognized literacy expert, discusses the critical role of syntactic knowledge in student comprehension. As we explore the Syntax Attitude Educator session, Margie shares valuable research insights and practical strategies for educators to teach students how to understand the functions of sentence parts within text. During the webinar, Margie’s expertise shines through as she equips educators with evidence-based practices to enhance reading comprehension in the classroom. When we focus on syntax, we help strengthen not only our students’ reading comprehension but their written composition skills as well. This webinar will help equip you with the knowledge of sentence parts so you can teach syntax effectively!
• The AIMS Institute 2024 Symposium brings together some of the brightest minds in literacy education to share valuable insights and practical strategies. From exploring the reading-writing connection to delving into considerations for English Learners and Emergent Bilingual Students, this symposium covers a wide range of topics crucial to elementary education. With presentations from experts like Dr. Sonia Cabell and Dr. Devin Kearns, you’ll gain valuable tools and techniques to enhance your instruction and support student learning. Plus, with presentation slides generously shared by the presenters, you’ll have access to a wealth of resources to further your professional development.
• The 2022 Literacy Symposium: Writing Strand is a treasure trove of insights and strategies to enrich your teaching practice. Led by esteemed experts like Joan Sedita and Dr. Anita Archer, this symposium covers a wide range of topics crucial to fostering literacy development in your students. From exploring the importance of summarizing for comprehension and writing skills to delving into effective spelling instruction and syntax comprehension, each session offers practical suggestions and research-based approaches that you can implement in your classroom. Whether you want to enhance your students’ writing skills or deepen their comprehension abilities, this symposium provides valuable tools and techniques to support your journey as an educator.
• The webinar titled “An Introduction to a Simple View of Writing” presented by Dr. Murray and Dr. Beveren Currie provides a comprehensive overview of the simple view of writing, offering insights into its components and implications for instruction. Through engaging discussions and practical examples, attendees gain a deeper understanding of the transcription and composition skills that are essential to become a proficient writer. Delivered as part of the PATTAN Literacy Symposium, this session equips educators with essential knowledge to enhance writing instruction and support student success in literacy.
• “Navigating Writing Instruction in the Elementary Classroom,” hosted by Alisa VanHekken, Chief Academic Officer at Heggerty, this webinar promises valuable insights and strategies to enhance our approach to teaching writing. It explores transformative practices and addresses key questions shaping writing education today. It’s a great resource for anyone looking to inspire a new generation of confident and creative young writers.

Podcasts: Teacher-Friendly Podcasts Spotlighting Effective Writing Instruction

• Dive into the fascinating world of writing science with Pedagogy Non-Grata’s latest podcast episode. Join the round table discussion featuring esteemed writing experts Dr. Steve Graham, Dr. Amy Rouse Gillespie, Joan Sedita, and Lyn Stone as they discuss the best practices of effective writing instruction. Gain valuable insights and practical strategies from these leading voices in education as they explore the latest research that fosters writing proficiency. Whether you’re an educator, parent, or writing enthusiast, this episode offers invaluable knowledge to enhance your understanding of the science behind writing.
• In this podcast episode, “Writing Your Way to Better Reading,” host Susan Lambert engages in a thought-provoking conversation with renowned expert Dr. Steve Graham about the intricate relationship between writing and literacy. Drawing from his extensive experience, including his role in chairing the What Works Clearinghouse Practice Guides on writing, Dr. Graham shares valuable insights into supporting student writing, overcoming obstacles in writing development, and emphasizing the significance of teaching handwriting skills.

KeystoLiteracy.com. (n.d.). Training Book: Keys to Early Writing, 2nd Edition (2020). Retrieved from https://keystoliteracy.com/product/training-book-keys-to-early-writing-2nd-edition-2020/

Institute of Education Sciences. (n.d.). Foundational Skills to Support Reading for Understanding in Kindergarten Through 3rd Grade (NCEE 2016-4008). Retrieved from https://ies.ed.gov/ncee/WWC/PracticeGuide/17

826 National. (n.d.). Retrieved from https://826national.org/

Graham, S., MacArthur, C. A., & Hebert, M. (n.d.). Best Practices in Writing Instruction: Second Edition. Guilford Press. Retrieved from https://www.guilford.com/books/Best-Practices-in-Writing-Instruction/Graham-MacArthur-Hebert/9781462537969

The Reading League. (n.d.). Curriculum Evaluation Guidelines. Retrieved from https://www.thereadingleague.org/curriculum-evaluation-guidelines/

Mosby, A. (2024, March 15). 5 High-Impact Writing Strategies for the Elementary Grades. Edutopia. Retrieved from https://www.edutopia.org/article/high-impact-writing-strategies-elementary-students

Henley, J. (2024, March 27). The Writing Rope Book Club: A Spotlight on Explicit Writing Instruction [Blog Post]. Retrieved from https://heggerty.org/resources/blog-post/the-writing-rope-book-club/

Troia, G. A. (2023, November 2). A Guide to Effective Writing Instruction [Blog Post]. Retrieved from https://heggerty.org/resources/blog-post/a-guide-to-effective-writing-instruction/

PaTTAN Literacy Symposium. (2022, August 26). The Syntax Attuned Educator [Webinar]. YouTube. Retrieved from https://www.youtube.com/watch?v=JE1LFsDS7j8

AIM Institute. (2024, March 11). 2024 Symposium Recordings: The Intersection of Reading and Writing [Conference Session]. Retrieved from https://institute.aimpa.org/programs-research/research-to-practice-symposium/2024symposium/2024recordings?utm_campaign=2024%20Symposium&utm_medium=email&_hsmi=299155430&_hsenc=p2ANqtz-_2Mwhxo4h2zTp5A1zJMW9we3d_o-BvaIw8nMYzNk-OCNhGiOM6mH5LIQNYXm-OyNLmYi5kYMfhLwqaMv1rBboVrYldfQ&utm_content=299155430&utm_source=hs_email

PaTTAN Literacy Symposium. (2022). Writing Strand: 2022 Literacy Symposium [Webinar Collection]. Retrieved from https://sites.google.com/pattan.net/pattan-literacy/2022-pattan-literacy-symposium/writing-strand?authuser=0

Murray, J., & Beverine-Curry, L. (2020, July 13). An Introduction to a Simple View of Writing [Webinar]. Retrieved from https://www.youtube.com/watch?v=G4oX81uJwmQ

VanHekken, A. (Host). (n.d.). Navigating Writing Instruction in the Elementary Classroom [Webinar]. Heggerty. Retrieved from https://heggerty.org/downloads/webinar-navigating-writing-instruction-in-the-elementary-classroom/

The Science of Writing Round Table. (n.d.). [Audio podcast episode]. In Apple Podcasts. Retrieved from https://podcasts.apple.com/us/podcast/the-science-of-writing-round-table/id1448225801?i=1000647603501

Graham, S. (Guest). (n.d.). Writing your way to better reading [Audio podcast episode]. In Science of Reading: The Podcast (Season 7, Episode 8). Amplify. Retrieved from https://amplify.com/episode/science-of-reading-the-podcast/season-7/episode-8-writing-your-way-to-better-reading/

Janine Henley, M.Ed

Janine is currently a Literacy Specialist at Heggerty. Before joining Heggerty, she served as a classroom teacher, reading specialist, and literacy coach. Janine holds a Master’s degree in Elementary Education from the University of Mary Washington and earned her reading specialist endorsement from the University of Virginia. Trained in Orton Gillingham, she has worked with diverse grade levels, spanning from K-8, showcasing her passion for education.

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Building Lifelong Writing Skills

Instead of addressing a single piece of writing, elementary teachers can focus on students’ overall abilities and needs.

Are you looking for more effective ways to help your students become stronger writers? Would you love to be able to make the following statements?

•  “I feel much more capable of identifying student needs in writing and teaching them strategies to use that improve their abilities.”
•  “I feel as though I have a better understanding of what my students really need.” 

These quotes are from educators who were reflecting on their first year teaching a writers’ workshop after working with their colleagues and me throughout the year. Both took the time to dig into some new ideas that helped them change their instructional practices in writing so that they were asking questions and making choices that moved their writers forward.

Prior to this year, these teachers tended to lean toward what many teachers often do—talk to students about what they see in their writing piece at the moment. For example, you may notice that a student isn’t using any elaboration techniques and their sentences or paragraphs are very short and simple. You may look through their piece and then ask the student, “What did that look like?” And then after they tell you, you might say, “OK, why don’t you write that down?” 

But consider this: How will this correction or revision, which is based solely on that particular piece, help your student to elaborate well in their next piece?  Will they take the strategy of adding details about how something looks and apply it to their writing next time? 

In my experience, understanding  Lucy Calkins’s idea of how to teach the writer, not the writing, is what we need to help grow writers so that students will apply new strategies in their future work. You want to know your students’ strengths and needs as writers, not just what the current writing piece may need at the moment.  Then, and only then, will you provide them with the tools they need to improve their skills as writers.

Here are my tips for helping your writers grow in their abilities by providing them with what they need as writers.

Know your writers

The most important step to building up your writers is knowing them . Know their writing behaviors and ability level. There are three ways to accomplish this. 

First, you’ll want to administer and analyze an “on demand” writing piece, a piece of writing that’s written independently in one period of time. As the students are writing, take note of their behaviors and record what you notice—are they engaged, on task, planning, revising, and editing?

Look through each writing piece and take note of the strengths and weaknesses. A rubric would be a helpful tool for this stage of the process. Then look at each piece according to the strands of the rubric and identify where the students stand. 

The third way to know your writers is to talk to them. During independent writing time, meet with students and learn how they work. Ask them how they planned their writing piece, why they chose their topic, what they’ll be doing next, etc. 

These questions will provide important information about how students think about the writing process, and it’s also an effective way to identify any struggles that students may be having with engagement. If they haven’t spent much time writing, or if you’ve seen them up and about and not writing, this is a simple way to find out why.

Find the ‘base level’ of need

Many times, the first aspect of writing that you notice in a student’s piece is what you choose to work on with the writer. For example, if you notice in one student’s piece that they consistently write only a page or two before moving on to a new topic, you may decide that they need to build their stamina or elaborate more. 

There’s often something else beneath what we see in the writing, however, that’s causing the student difficulty. In this case, perhaps they didn’t take any time to plan or rehearse their writing. Missing this step of the writing process would certainly prevent them from knowing what to write, and as a result, they would have only a few ideas to include in their piece. 

Teachers need to identify the real reasons for any difficulties their writers may have so that they can identify what they truly need to learn. This is another area where talking to and questioning students will help. As you hear more about a writer’s process and decision-making, you’ll be able to more easily identify their base area of need. 

One tool I’ve found to be quite effective for teachers in identifying the base level of need is “The Hierarchy of Writing Goals,” from Jennifer Serravallo’s The Writing Strategies Book : Your Everything Guide to Developing Skilled Writers . 

Teach the writers what they need

Once you’ve established the students’ areas of need, consider what the next steps might be in those skill areas that will help them to grow as writers. In the above example of the student who wrote only a page or two before starting a new topic, this writer needs techniques for planning out their writing. When they engage in the planning portion of the writing process, they won’t run out of things to include in their piece. 

You’ll want to choose a few strategies and teach them one at a time, either within a whole-class mini-lesson, a small group, or a one-on-one conference. One helpful strategy for planning a writing piece is to draw a quick sketch for each step of the story on each page of a booklet. An effective planning strategy for an informational piece would be to use bullet points to establish subtopics.  

Be sure the students understand that this is something writers do to help them write more about their topic and that they can use this anytime they’re planning a new piece. 

Use language of the writing strategy, not the writing 

The example at the beginning of this post of the student not using any elaboration techniques, with the teacher then asking them to write something for the piece that provides more detail, is an illustration of “teaching the writing.” Instead, it would have been better to teach the student a strategy that writers use for elaboration that would be useful for that piece, as well as future pieces. 

You might say, “If writers want to help their readers to understand what they’re writing about, they need to elaborate with details. One way to do this as a writer is to include words that tell about how something looks. This will help the reader to visualize what they’re reading, which will be more interesting to them.”

Notice how the language is pointing to what writers do rather than what could or should be in the piece of writing. This language helps teachers to stay focused on the writer’s choices and moves, and it also helps your writers to understand that they make choices as a writer and that these skills can be used anytime they are writing. 

Language is a very powerful aspect of “teaching the writer” for both the teacher and the students. The words you use when teaching a strategy will help you gear your instruction toward the writers. When you change your focus to growing your writers for their future and provide them with what they need for writing a new piece independently, you’ll make a much larger impact. 

Know your writers, find their base level of need, and teach them strategies using language that focuses on the writer, not the writing. Your writers will be creating strong pieces in no time. 

4 Ways Reading and Writing Interlock: What the Research Says

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In putting together this special report on how writing instruction can and should build on the science of reading, Education Week reporters read through dozens of studies and spoke to leading researchers in the field.

From this reporting, we landed on four main research takeaways, each of which are worth reiterating here and consulting as school districts assess the strength of their own writing programs.

1. Reading and writing are intimately connected.

Research on the connections between the two disciplines began in the early 1980s and has grown more robust with time. Although there are elements specific to each, like handwriting, that need to be practiced on their own, reading and writing instruction appear to be effective when combined.

Among the newest and most important additions are three research syntheses conducted by Steve Graham, a professor at the University of Arizona, and his research partners. One of them examined whether writing instruction also led to improvements in students’ reading ability; a second examined the inverse question. Both found significant positive effects for reading and writing.

A third meta-analysis gets one step closer to classroom instruction. Graham and partners examined 47 studies of instructional programs that balanced both reading and writing —no program could feature more than 60 percent of one or the other. The results showed generally positive effects on both reading and writing measures.

2. Writing matters even at the earliest grades, when students are learning to read.

Studies show that the prewriting students do in early education carries meaningful signals about their decoding, spelling, and reading comprehension later on.

Reading experts say that students should be supported in writing almost as soon as they begin reading, and evidence suggests that both spelling and handwriting are linked to the ability to connect speech to print—a process known as encoding —and to oral language development.

3. Like reading, writing must be taught explicitly.

Writing is a complex task that demands much of students’ cognitive resources. Researchers generally agree that writing must be explicitly taught—rather than left up to students to “figure out” the rules on their own. That way, they can spend more time focusing on what they want to say, rather than trying to determine how to say it effectively.

There isn’t as much research about how precisely to do this. One 2019 review, in fact, found significant overlap among the dozen writing programs studied , and concluded that all showed signs of boosting learning. Debates abound about the amount of structure students need and in what sequence, such as whether they need to master sentence construction before moving onto paragraphs and lengthier texts.

But in general, students should be guided on how to construct sentences and paragraphs, and they should have access to models and exemplars, the research suggests. They also need to understand the iterative nature of writing, including how to draft and revise.

A number of different writing frameworks incorporating various degrees of structure and modeling are available, though most of them have not been studied empirically.

4. Writing can help students learn content—and make sense of it.

Much of reading comprehension depends on helping students absorb “world knowledge”—think arts, ancient cultures, literature, and science—so that they can make sense of increasingly sophisticated texts and ideas as their reading improves. Writing can enhance students’ absorption of this background knowledge, and should be emphasized rather than taking a back seat to the more commonly taught exercises, such as stories and personal reflections.

Graham and colleagues conducted another meta-analysis of nearly 60 studies looking at this idea of “writing to learn” in mathematics, science, and social studies. The studies included a mix of higher-order assignments, like analyses and argumentative writing, and lower-level ones, like summarizing and explaining.

This bibliography is by no means comprehensive, but it includes some of the studies and commentaries that we found most helpful in putting together this special report.

Berninger V. W., Abbott, R. D., Abbott, S. P., Graham S., & Richards T. (2002). Writing and reading: Connections between language by hand and language by eye. Journal of Learning Disabilities. Special Issue: The Language of Written Language, 35(1), 39–56 Berninger, Virginia, Robert D. Abbott, Janine Jones, Beverly J. Wolf, Laura Gould, Marci Anderson-Younstrom, Shirley Shimada, Kenn Apel. (2006) “Early development of language by hand: composing, reading, listening, and speaking connections; three letter-writing modes; and fast mapping in spelling.” Developmental Neuropsychology, 29(1), pp. 61-92 Cabell, Sonia Q, Laura S. Tortorelli, and Hope K. Gerde (2013). “How Do I Write…? Scaffolding Preschoolers’ Early Writing Skills.” The Reading Teacher, 66(8), pp. 650-659. Gerde, H.K., Bingham, G.E. & Wasik, B.A. (2012). “Writing in Early Childhood Classrooms: Guidance for Best Practices.” Early Childhood Education Journal 40, 351–359 (2012) Gilbert, Jennifer, and Steve Graham. (2010). “Teaching Writing to Elementary Students in Grades 4–6: A National Survey.” The Elementary School Journal 110(44) Graham, Steve, et al. (2017). “Effectiveness of Literacy Programs Balancing Reading and Writing Instruction: A Meta-Analysis.” Reading Research Quarterly, 53(3) pp. 279–304 Graham, Steve, and Michael Hebert. (2011). “Writing to Read: A Meta-Analysis of the Impact of Writing and Writing Instruction on Reading.” Harvard Educational Review (2011) 81(4): 710–744. Graham, Steve. (2020). “The Sciences of Reading and Writing Must Become More Fully Integrated.” Reading Research Quarterly, 55(S1) pp. S35–S44 Graham, Steve, Sharlene A. Kiuhara, and Meade MacKay. (2020).”The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis.” Review of Educational Research April 2020, Vol 90, No. 2, pp. 179–226 Shanahan, Timothy. “History of Writing and Reading Connections.” in Shanahan, Timothy. (2016). “Relationships between reading and writing development.” In C. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (2nd ed., pp. 194–207). New York, NY: Guilford. Slavin, Robert, Lake, C., Inns, A., Baye, A., Dachet, D., & Haslam, J. (2019). “A quantitative synthesis of research on writing approaches in grades 2 to 12.” London: Education Endowment Foundation. Troia, Gary. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/innovation-configuration/ Troia, Gary, and Steve Graham. (2016).“Common Core Writing and Language Standards and Aligned State Assessments: A National Survey of Teacher Beliefs and Attitudes.” Reading and Writing 29(9).

A version of this article appeared in the January 25, 2023 edition of Education Week as 4 Key Things to Know About How Reading and Writing Interlock

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Finally, a guide for upper elementary teachers that will show you how to teach research reports in a step-by-step format!

If you are struggling with teaching the research report process, you are not alone. Seriously, we’ve all been there!

I spent several years avoiding research reports for my 5th grade writers or simply depending on the Library-Media Specialist to teach the research process.

One year, I decided to take the plunge and teach my students how to research a topic and write a research report.

The process was clunky at first, but I learned a lot about how students approach research and how to guide them from choosing a topic to completing their final copies.

Before we discuss the HOW , let’s talk about the WHY .

Why You Should Be Assigning Research Reports to Your 5th and 6th Grade Students

I have three main reasons for assigning research reports to my students.

First, the skill involved in finding reliable sources and citing sources is valuable.

Beginning in 5th grade, and possibly even before, students need to be able to discern the reliability of a source . They should be able to spot propaganda and distinguish between reputable sources and phony ones.

Teaching the procedure for citing sources is important because my 5th grade students need to grasp the reality of plagiarism and how to avoid it.

By providing information about the sources they used, students are consciously avoiding copying the work of authors and learning to give credit where credit is due.

Second, by taking notes and organizing their notes into an outline, students are exercising their ability to find main ideas and corresponding details.

Being able to organize ideas is crucial for young writers.

Third, when writing research reports, students are internalizing the writing process, including organizing, writing a rough draft, proofreading/editing, and writing a final draft.

When students write research reports about topics of interest, they are fine-tuning their reading and writing skills.

How to Teach Step-By-Step Research Reports in Grades 5 & 6

As a veteran upper elementary teacher, I know exactly what is going to happen when I tell my students that we are going to start research reports.

There will be a resounding groan followed by students voicing their displeasure. (It goes something like this…. “Mrs. Bazzit! That’s too haaaaaaard!” or “Ugh. That’s boring!” *Sigh*  I’ve heard it all, lol.)

This is when I put on my (somewhat fictional) excited teacher hat and help them to realize that the research report process will be fun and interesting.

Step 1: Help Students to Choose a Topic and Cite Sources for Research Reports

Students definitely get excited when they find out they are allowed to choose their own research topic. Providing choice leads to higher engagement and interest.

It’s best practice to provide a list of possible research topics to students, but also allow them to choose a different topic.

Be sure to make your research topics narrow to help students focus on sources. If students choose broad topics, the sources they find will overwhelm them with information.

Too Broad: American Revolution

Just Right: The Battle of Yorktown

Too Broad: Ocean Life

Just Right: Great White Shark

Too Broad: Important Women in History

Just Right: The Life of Abigail Adams

Be sure to discuss appropriate, reliable sources with students.

I suggest projecting several examples of internet sources on your technology board. Ask students to decide if the sources look reliable or unreliable.

While teaching students about citing sources, it’s a great time to discuss plagiarism and ways to avoid it.

Students should never copy the words of an author unless they are properly quoting the text.

In fact, I usually discourage students from quoting their sources in their research reports. In my experience, students will try to quote a great deal of text and will border on plagiarism.

I prefer to see students paraphrase from their sources because this skill helps them to refine their summarization skills.

Citing sources is not as hard as it sounds! I find that my students generally use books and internet sources, so those are the two types of citations that I focus on.

How to cite a book:

Author’s last name, First name. Title of Book. City of Publication: Publisher, Date.

How to cite an internet article:

Author’s last name, First name (if available). “Title of Article or Page.” Full http address, Date of access.

If you continue reading to the bottom of this post, I have created one free screencast for each of the five steps of the research process!

Step 2: Research Reports: Take Notes

During this step, students will use their sources to take notes.

I do provide instruction and examples during this step because from experience, I know that students will think every piece of information from each source is important and they will copy long passages from each source.

I teach students that taking notes is an exercise in main idea and details. They should read the source, write down the main idea, and list several details to support the main idea.

I encourage my students NOT to copy information from the source but instead to put the information in their own words. They will be less likely to plagiarize if their notes already contain their own words.

Additionally, during this step, I ask students to write a one-sentence thesis statement. I teach students that a thesis statement tells the main point of their research reports.

Their entire research report will support the thesis statement, so the thesis statement is actually a great way to help students maintain a laser focus on their research topic.

Step 3: Make a Research Report Outline

Making an outline can be intimidating for students, especially if they’ve never used this organization format.

However, this valuable step will teach students to organize their notes into the order that will be used to write the rough draft of their reports.

Because making an outline is usually a new concept for my 5th graders, we do 2-3 examples together before I allow students to make their outlines for their research reports.

I recommend copying an outline template for students to have at their fingertips while creating their first outline.

Be sure to look over students’ outlines for organization, order, and accuracy before allowing them to move on to the next step (writing rough drafts).

Step 4: Write a Research Report Draft

During this step, each student will write a rough draft of his/her research report.

If they completed their outlines correctly, this step will be fairly simple.

Students will write their research reports in paragraph form.

One problem that is common among my students is that instead of writing in paragraphs, they write their sentences in list format.

I find that it’s helpful to write a paragraph in front of and with students to remind them that when writing a paragraph, the next sentence begins immediately after the prior sentence.

Once students’ rough drafts are completed, it’s time to proofread/edit!

To begin, I ask my students to read their drafts aloud to listen for their own mistakes.

Next, I ask my students to have two individuals look over their draft and suggest changes.

Step 5: Research Reports – Students Will Write Their Final Drafts! 

It’s finally time to write final drafts!

After students have completed their rough drafts and made edits, I ask them to write final drafts.

Students’ final drafts should be as close to perfect as possible.

I prefer a typed final draft because students will have access to a spellchecker and other features that will make it easier to create their final draft.

Think of a creative way to display the finished product, because they will be SO proud of their research reports after all the hard work that went into creating them!

When grading the reports, use a rubric similar to the one shown in the image at the beginning of this section.

A detailed rubric will help students to clearly see their successes and areas of needed improvement.

Once students have completed their first research projects, I find that they have a much easier time with the other research topics assigned throughout the remainder of the school year.

If you are interested in a no-prep, step-by-step research report instructional unit, please click here to visit my Research Report Instructional Unit for 5th Grade and 6th Grade. 

This instructional unit will guide students step-by-step through the research process, including locating reliable sources, taking notes, creating an outline, writing a report, and making a “works cited” page.

I’d like to share a very special free resource with you. I created five screencast videos, one for each step of the research report process. These screencasts pair perfectly with my Research Report Instructional Unit for 5th Grade and 6th Grade! 

Research Report Step 1 Screencast

Research Report Step 2 Screencast

Research Report Step 3 Screencast

Research Report Step 4 Screencast

Research Report Step 5 Screencast

To keep this post for later, simply save this image to your teacher Pinterest board!

Hi, If i purchase your complete package on grade 5/6 writing does it come with your wonderful recordings on how to teach them? Thanks

Hi Gail! The recordings on this blog post can be used by anyone and I will leave them up 🙂 The writing bundle doesn’t come with any recordings but I did include step-by-step instructions for teachers. I hope this helps!

Thank you for sharing your information with everyone. I know how to write (I think, haha), but I wanted to really set my students up for success with their research and writing. Your directions and guides are just what I needed to jar my memory and help my students become original writers. Be blessed.

You are very welcome, Andrea! Thank you for this comment 🙂

Hi Andrea, I am a veteran teacher who has taught nothing but primary for 25 years. However, this is my first year in 5th. I’m so excited to have found your post. Can you direct me to how I can purchase your entire bundle for writing a 5-paragraph essay. Thanks, Sue

Sure, Susan, I can help with that! Here is the link for the 5th Grade Writing Bundle: https://www.teacherspayteachers.com/Product/5th-Grade-Writing-Bundle-3611643

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Step-by-Step Explanation of How to Write a Research Paper for Elementary Students

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A research paper at the elementary school level meets many of the writing standards of the National Council of Teachers of English. A research paper allows students to read both print and nonprint texts, fiction and nonfiction, classic and contemporary works. Students are also asked to comprehend, interpret, evaluate and appreciate resources. In the process of writing the paper itself, students utilize language structure and language conventions along with figurative language and media analysis skills. The goal of the research paper at the elementary level is to give students the opportunity to learn more about a topic that interests them through a step-by-step writing process.

Writing the Elementary School Research Paper

Create a list of several topics of interest for the paper. List subtopics for each of the topics. Choose the topic that has the most available resources and is most interesting.

Choose reference materials from source materials: magazines, encyclopedias, reference books, nonfiction books, newspaper articles and interviews. List these sources on a sheet of paper to use for the bibliography.

Evaluate the list of sources. Determine whether each source is relevant to the topic. Determine whether each source has been evaluated by another agency. Determine whether the author is credible.

Take notes from each resource on a separate sheet of paper or index cards. Use the notes to create an outline of information to share in the research paper. Include topics and ideas for each section of the research paper in the outline.

Highlight notes and sections of the outline that support the overall idea, or argument, of the research paper. Decide upon a good opening sentence or paragraph and concluding sentence or paragraph for the research paper. Write a draft including details, complete ideas and information for each point in the outline.

Edit the written draft. Check for correct capitalization, punctuation, spelling and complete sentences.

Organize the research paper to include a title page, written report and bibliography of sources used.

• Scholastic.com: Writing Workshop: Research Paper
• Scholastic.com: Writing Workshop: Research Paper: Take Notes
• Scholastic.com: Writing Workshop: Research Paper: Draft
• Scholastic.com: Writing Workshop: Research Paper: Edit
• Try to keep the topic of the research paper as narrow as possible.
• Write down all of the information needed for the bibliography during the research period.
• Be aware of plagiarism rules and avoid copying sentences from references directly.

Based in Los Angeles, Jana Sosnowski holds Master of Science in educational psychology and instructional technology, She has spent the past 11 years in education, primarily in the secondary classroom teaching English and journalism. Sosnowski has also worked as a curriculum writer for a math remediation program. She earned a Bachelor of Arts in print journalism from the University of Southern California.

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Step Up to Writing Research-Based Writing Instruction

Grades K–12

• Step Up to Writing

Step Up to Writing ® is celebrating 25 years of unparalleled writing instruction for learners of all levels and types, from K–12. For more than two decades, Step Up to Writing has supported the individuality of every learner to grow literacy across all content areas by helping students understand each step of the writing process with strategies that develop their ability to create thoughtful, well-written compositions.

Writing Instruction That Adapts to Every Student’s Needs

Step Up to Writing ® is a comprehensive program of multisensory writing strategies that develop students’ ability to create thoughtful, well-written compositions. The solution’s explicit and systematic approach to teaching writing is designed to provide clear strategies, methods, and supports for increased writing success in all content areas. Created for all students, the strategies can be integrated into any curriculum or implemented as a standalone writing solution.

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Propel Students Forward with Explicit Instruction

Step Up to Writing instructional strategies help students understand the importance of each step in the writing process. Beginning writers explicitly learn and practice each phase of the process. Common expectations and language for writing across every grade level builds confidence as students grow into more advanced writers and the process becomes fluid and automatic. This writing program provides:

• Multimodal instruction/differentiation
• Flexible implementation options
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The Power of Step Up to Writing

Four grade bands (K–2, 3–5, 6–8, and 9–12) targeting writing strategies to age levels as well as subject-area learning in specific grades.

Focus on the specific text types emphasized in state standards: informative/explanatory, opinion/argument, and narrative writing.

Emphasis on using technology for research and to produce and publish work.

Grade-level specific Unit Maps provide a sequence of instructional strategies as they help students improve writing skills.

Realistic strategies for differentiation to ensure instruction will meet individual student needs.

Explicit focus on supporting students in producing organized, clear, and coherent writing.

Support the Individuality of Each and Every Learner

One size fits all never works. With this in mind, Step Up to Writing provides variation and differentiation based on each student’s needs throughout hundreds of strategies, across all four grade bands. Optional “Craft and Style” callouts within the strategies teach the three major text types while also providing opportunities for additional depth and richness.

Step Up to Writing provides the specialized instruction to meet the needs of diverse student groups.

General education.

• Strategies boost student writing to the next level
• Solid structure across the types of writing assignments
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Gifted & Talented

• Focus on organizing information strategically to increase written impact
• Writers learn to effectively articulate complex thoughts and content
• Students perceive shades of meaning within words

English Language Learners

• Oral language development is encouraged
• Students develop an academic vocabulary
• Students stay actively involved
• Emphasis on relating and organizing information
• Strategies make abstract concepts concrete
• Guidance for better reading comprehension
• Use of multisensory approaches
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Step Up to Writing Customer Success

We are committed to a long-term partnership with every district that implements our solutions. Districts can choose from a menu of training and support options including in-person or online. Visit our Customer Success page to learn more.

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Featured Step Up to Writing Resources

Brochure: How Step Up to Writing Aligns to the Science of Reading

Although reading and writing instruction are usually taught separately, they are both informed by the science of reading and reinforce each other throughout literacy development. Just as teaching students how to read requires explicit and systematic instruction, the same is true of writing instruction. In fact, writing is one of the most effective ways to improve reading proficiency.

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Podcast: How Handwriting Supports the Science of Reading

While assistive technology can help students with writing problems, it does not remove the importance of teaching explicit handwriting. Handwriting reinforces reading and spelling skills, and is linked to reading and spelling achievement. In this insightful podcast, you will learn how handwriting supports the science of reading and strategies educators can use immediately in the classroom to build handwriting into their daily lessons.

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White Paper: Connecting Handwriting to the Science of Reading

Handwriting is back in the curriculum after a long absence. Educators now understand teaching handwriting explicitly is firmly linked to reading and spelling achievement. Although it never disappeared totally, it was de-emphasized in most districts. But it’s now clear handwriting plays a critical role in literacy and is making a comeback.