Students who struggle in reading and writing often become disengaged with traditional instructional methods. Boys in particular, who often benefit from kinesthetic learning activities, may become frustrated in reading and writing. It’s crucial, therefore, to develop instructional techniques that promote engagement and move students along the academic continuum.

These literacy instructional techniques for developing text-based writing tasks, reading to locate text-based evidence and writing independently can benefit upper elementary and middle school students. Although they were developed initially to address the needs of boys in grades 5-8, they can be helpful for all students.

Developing a text-based writing task

• Select relevant and fascinating topics based on student interest. You might consider completing an interest inventory three times during the school year (for example, in September, January and April).
• Choose complex and interesting readings that contain pictures, diagrams, maps and charts. Visual learners will benefit from these text features.
• Complete the writing task as if you were a student. You’ll be able to anticipate challenges and potential questions that might arise, and that particular writing task will become easier to teach.
• Share the task with students and ask for feedback. Student voice is important. If their feedback is appropriate, incorporate their suggestions into a revised task. This will motivate students and give them ownership of their work.
• Provide a list of clearly written and bulleted task expectations that students can refer to when completing their drafts. A checklist can also be a useful visual tool.
• Distribute two copies of a monthly calendar page that includes specific calendar date deadlines for drafts. Students can keep one copy in their planners and the other one at home. This page with due dates holds students accountable.

Close reading to locate text-based evidence

• Before beginning to read any nonfiction text, it’s important to provide an opportunity for students to share their prior knowledge about the topic. This technique also serves as an informal baseline assessment of what they know.
• Students’ first reading of a text should be for understanding. The second time, students can begin to locate text-based evidence.
• Encourage students to use a highlighter to annotate text-based evidence.
• Students should create graphic organizers, including a place for drawing, before beginning the actual writing task. Remind students to use this graphic organizer as a road map while completing the task.

Independent writing process

• Remind students to skip lines when writing a rough draft. This facilitates easier independent proofreading, peer editing and revising.
• Provide stretching breaks during independent writing time. Some students are better able to focus on completing writing tasks after a stretching opportunity. Teachers can implement whole-class stretching times or just allow students to stretch when the need arises. Permitting some students to stand while they write can also help them sustain concentration.
• Require students to proofread their work independently by reading it aloud. Students should then make corrections in blue, green or red pen. Since these three colors are noticeable, students are more likely to include their edits and revisions in their final writing piece.
• Allow students to type their final drafts. Students will deepen their technological skills and also enjoy selecting an image for their cover page. The expectation of typing a final draft can begin as early as 3rd grade.
• Arrange one-to-one conferences with students about their graded writing pieces to explain their strengths and areas for improvement.
• Provide opportunities for students to share their writing with the class. Remind them to speak in their “confident playground voices.” This helps other students listen to what is being said and become active learners.