How to Provide Consistency in Writing Instruction Without Losing Your Creativity

The Importance of Consistency

            There’s no doubt about it – when using data to drive instruction it’s important to apply a consistent approach.  Consistency across and between grade levels ensures many things:

            •  that all basic assured writing experiences are addressed at each grade level

            •  that each grade level shares responsibility in the overall development of the writer

            •  that when growth in writing over time is measured, we can draw conclusions based on consistent practice and assured experiences.

            •  providing a consistent approach allows teachers to better assess the effectiveness of instruction

            Without consistency, data gathered is of questionable value – in a school, for example, looking at writing scores in grades 3 and 4  over time…  If each grade 3 classroom approaches writing instruction differently, then these third graders are sent on to a variety of fourth grade classrooms who approach instruction differently, what are we measuring?  How do we determine what is working and what needs to be modified?

            So, it makes sense to provide consistency.  It is the best way to gauge growth over time and the effectiveness of instruction.

Taking Consistency to the Extreme

            Except…in some places language arts instruction has taken consistency to the extreme.  At a recent conference I overheard a representative from a large, well-known textbook publisher explaining to a young teacher how easy it is to use their basal series.  “It’s one lesson a day.  You can look at the online video of each lesson to see how it’s done.  Then, basically, you follow the script.  It’s simple, really foolproof!”

            That should make the hair on the back of any educator worth their salt stand on end.  As though the children in our classrooms are cookie-cutter replicas of one another.  How do you move to lesson 2, when half the class has got it and the other half hasn’t?   What about a topic that is particularly compelling or exciting to students?  Or the one that is a drag?  Where does the teacher’s professional discretion and real-world experience – even intuition come into play?  Or passion for a topic? 

            Clearly, while it’s important to “stick to the program” and provide the consistency necessary to provide solid data, aren’t there ways a creative teacher can make even the most scripted instruction their own?

            This idea of providing basic assured experiences in a consistent fashion in creative, flexible ways is the backbone of the EW approach.  And, this approach can be applied to other curriculum areas to enhance and enrich teaching and learning.

Unity and Variety – How to Achieve it?

            In our Comprehensive Guides we strive, in each skill area, to provide a wide range of activities that vary in difficulty.  In this way teachers can differentiate, providing more challenging material for students who need it, and a more directed, narrowed-down manner.  But, one would hope, any worthwhile resource should provide the same kind of instructional opportunities. 

            So, how else can teachers put their own creative fingerprint on a basic assured experience or required lesson?   How they can “stay on track” in terms of pacing while meeting the needs of the range of students in their classrooms?  And how can they keep the creativity and passion in their teaching?  Here are three ideas that can be applied to writing instruction, or, for that matter, almost any other curriculum area lesson:

1.)  Use the basic lesson as a prototype for alternate lessons on different topics or themes.  If the prescribed writing lesson asks you to describe a story critical character, for example, a “giant”, drop in a story critical character that relates to a piece of literature or social studies topic.  If it’s Halloween, substitute a Halloween character, if it’s March, make it a Leprechaun.  In this way the skill (elaborative detail) is still taught, but the vehicle for teaching it is modified to meet the needs and interests of the class.

2.) Integrate writing across the curriculum for extra practice and application.  Imagine your class is working on using detail-generating questions in expository writing.  Apply this to a current science topic, for example, the study of “mammals” in science.  For students who have not yet grasped the use of detail-generating questions within the framework of the writing lesson, this provides another opportunity.  For those who have grasped it they can solidify their understanding by applied practice.  This cross-curricular application allows you to continue to move along the scope and sequence/pacing as prescribed, while providing additional support for those who need it.

3.) Use an art connection as a tool for classroom management, pacing, and enrichment.   During a writing lesson, some students immediately grasp the skill you’re teaching and quickly apply it.  Ten or fifteen minutes into the writing time they’re “done”.  Others continue to struggle.  Use art as a management tool to keep everyone on the same page, while providing creativity and enrichment.  As you begin the guided practice writing time, assign a related art activity to your students who might struggle with the writing.  For example, if you’re working on a narrative piece, have them select a story critical character, setting, or object and and create a big, bright, detailed illustration.  Meanwhile, as this group is creating art, the remaining students who are more independent writers can be writing.  Circulate and read examples aloud.  This provides an additional “rehearsal” for the struggling writers.  As this group of able writers finishes, send them to the art table to begin illustrating.  As the struggling writers complete their artwork, send them to their seats to begin writing.  Their artwork often provides concrete detail that will inform their work.

4.)  Stick to a theme that is fascinating or fun and indulge in it.  Sometimes pacing rolls along so quickly that we seem to skim the surface of our language arts and writing themes, always jumping ahead to the next prescribed lesson.  Instead, when students are taken with something, pirates, or the rain forest, or giants, or Chinese New Year – whatever it is, grab the ball and run with it.  Vary the lessons, substituting the characters, setting, and objects related to the theme for whatever you find on the next skill lesson.  Create accompanying artwork, decorate the class bulletin boards with their writing and art on the theme.  Collect picture books or nonfiction books on the theme and create a theme library.  Locate appropriate websites for students to visit and keep a list of these posted.  Photograph them at work and display these photos.  Have a class theme-party to celebrate this rich immersion in the subject.

            In short, these days you may not have much control over the skill-related content or the pacing of lessons.  But you can maintain that while maintaining your sanity, indulging your creativity, and passing along your passion to your class.  All this while meeting the needs of the range of students in your classroom.

            (See the Creative Connections sections at the end of scores of lessons in The Comprehensive Narrative Guides and the Writing Connections in the Editing and Revising Books for more suggestions.)