Education Week’s Post

Like it or not, cursive writing is returning to countless classrooms. Education Week has a downloadable resource that has six practical tips to help students master the re-emerging style. ✏️ Read more: https://edw.link/je1

Another accessible ELA resource has been added to The Inclusive Modified Classroom! This Grade 6 "Imagination Reading & Writing Unit" was created to help students access grade-level reading and writing standards through the right supports; not lowered expectations! The resource includes simplified imaginative passages, visuals, word banks, multiple-choice questions, sentence starters, and scaffolded writing prompts to support SEN, ELL/ESL, and struggling readers in inclusive classrooms. For teachers, it saves planning time while helping ensure that more students can participate meaningfully in the same unit. Same standards. Different access! Now available on TpT:

Ever wonder how to turn your first‑grader’s scribbles into clear sentences? ✏️ With a few simple steps—modeling, guided practice, and fun prompts—kids learn to start with a capital letter, add a subject and verb, and finish with punctuation. iBloom’s adaptive tools give instant feedback, building confidence one sentence at a time. Try it free and watch their writing blossom! 👉 Read more: https://lnkd.in/dDfTKQp3 #Grade1Writing #SentenceStructure #EarlyLiteracy #TeachingStrategies #PrimaryEducation #writing sentences grade 1 #sentence structure for kids #capital letters #punctuation #first grade writing #early literacy #grammar basics #primary education

Having recently watched the new adaptation of The Magic Faraway Tree, I found myself reflecting on the value of imaginative texts in the teaching of writing within KS2. Fantasy literature offers a unique opportunity to extend pupils’ thinking beyond conventional boundaries. By engaging with worlds that operate according to their own internal logic, children are encouraged to take creative risks, experiment with language, and develop greater confidence as writers. In response, I have been developing a KS2 writing unit inspired by the ever-changing lands of the Faraway Tree. The unit focuses on supporting pupils to craft detailed settings, construct coherent imaginative worlds, and develop characters within unpredictable narrative contexts. It also emphasises how setting can shape both plot and reader engagement. What is particularly striking is the way each “land” introduces a distinct set of rules. This reinforces an important principle in writing pedagogy: effective writing is not solely defined by accuracy, but by clarity, cohesion, and purpose. As educators, there is significant value in balancing explicit instruction with opportunities for creativity. When pupils are given permission to explore and take risks, the quality of their ideas and expression often deepens considerably. I would be very happy to connect with others exploring fantasy writing or teaching this text, and to share ideas or resources. #Education #PrimaryEducation #EnglishTeaching #CurriculumDesign #Literacy #KS2

The American education system is fixated on finding the latest method or system to get students reading and writing. Unfortunately, no hack exists. Reading is sometimes dull. Writing is often hard. You can’t entertain yourself to an education.

A report is now available titled "The Writing Readiness Gap: Why K-3 Students Are Not Prepared and What Educators Need." Available from Learning Without Tears, the report shares survey results conducted by Hanover Research from a national study of K-3 educators' views about young students' proficiency in sentence writing and handwriting. One of the findings: Only 16% of educators surveyed believed students complete Grade 3 highly prepared in sentence writing or handwriting. Link to access the report: https://lnkd.in/exEwa5kr

I’ve seen some incredibly detailed (and unnecessarily large) writing frameworks in schools. Honestly, unless you’re working with children with very complex needs, a lot of it just becomes a waste of time. The writing curriculum is cumulative. The same skills are built on and developed throughout each year and key stage. But sometimes it feels like we try to do everything at once, instead of just focusing on getting the basics right, consistently. I’d much rather see children writing a little bit every day. Practising one specific objective, getting comfortable with it, and then building confidence. Instead of expecting Year 2 pupils to produce “big writes” that often just put them off writing altogether. It’s hard to bring them back when this happens. If the foundations are there early on, the stamina will come later. That’s what Years 5 and 6 are for. How do others approach this, are you seeing the same in your school?

Educators know this time of year brings test anxiety and longing for summer. 😰💭🌴 Come explore the engaging writing resources our team has been cooking up, including: 🎥 Author-led, explicit instructional videos, teaching foundational grammar and writing skills 📓Leveled reading passages, writing prompts, and resources to scaffold state and district benchmark writing assessment prep 📝 Multimodal ways for students to capture, reflect, and collaborate on writing including drawing, voice, video, typing, and more 💡…and the best part? Each lesson includes auto-scored assessments, providing students and teachers with actionable insights to deepen learning 🥳 Read below ⬇️ to sign up for our webinar series and learn more!