Writing the Language Block : Reflection

 

Reflection on Writing Instruction in the Balanced Literacy Block

Writing instruction is essential for students to communicate and express ideas effectively. In the balanced literacy block, the teacher gradually releases responsibility to students, from modeling writing skills to guiding them, and finally encouraging independent writing. This approach helps students master both the mechanics (e.g., punctuation, sentence structure) and the content (e.g., organizing ideas, developing stories).

Writing instruction serves three key purposes:

1. Print awareness (left-to-right orientation, letter formation, punctuation).
2. Phonics skills (hearing sounds and linking them to letters).
3. Writing process (drafting, revising, and publishing ideas).

Effective writing instruction requires balancing these elements, considering each student’s developmental level. For younger students, interactive writing,where the teacher and students share the pen, helps build skills, while older students benefit from more independent writing during Writer’s Workshop.

Different types of writing (e.g., Modeled Writing, Shared Writing, Guided Writing) cater to various stages of development. Younger students start with shared or modeled writing, where the teacher does much of the work, while older students progress to independent writing, using the writing process to develop ideas into finished pieces.

Clear objectives help guide student progress. For example, younger students might start by writing simple sentences about a book, whi
le older students might write stories with a clear sequence of events, using adjectives and transition words.

Ultimately, writing instruction is about helping students develop confidence, creativity, and communication skills. By gradually releasing responsibility, we support students in becoming independent, effective writers who can express themselves clearly and creatively.

Shared Reflection By Faith Henry, Elvina Brown and Raven Richards