Indicator 1j

Indicator 2p Materials include explicit instruction in varied writing processes, embedded in

what students are studying throughout the unit.

Scoring

2 points

Materials meet ALL of the

requirements of this indicator.

1 point

Materials DO NOT meet ALL of the

requirements of this indicator.

0 points

Materials DO NOT meet ANY of

the requirements of this indicator.

● Materials include explicit instruction in writing processes (paragraph and multi-paragraph construction for

varying purposes), embedded in what students are studying throughout the unit.

● Materials provide teachers with mentor texts and/or student exemplars to support students in examining

how the genre works.

● Materials provide guidance and instruction to teachers on how to provide timely and constructive

feedback on student writing.

About this indicator:

What is the purpose of this Indicator?

While the previous indicator considered whether materials include opportunities for students to practice both

on-demand and process writing, this indicator solely looks at process writing (at the paragraph and

multi-paragraph level). Materials should include clear and structured guidance on the various stages of writing

processes, as well as ample opportunities to apply these processes through proven, evidence-based strategies.

This indicator uses the term “processes” instead of process to emphasize that, depending on the genre and

intended audience of a piece of writing, the writing process differs. Through exposure to varied writing

processes, students learn how to adapt their writing style and approach to suit different contexts, genres, and

audiences, enhancing their versatility as writers. Teacher guidance should include explicit instruction to help

students understand and navigate the stages of writing—prewriting, drafting, revising, editing, and

publishing—enhancing their overall writing proficiency. By breaking down the writing process into clear,

manageable steps, students can approach writing tasks with more confidence and clarity and master organizing

and developing their ideas. In order to meet expectations for this indicator, materials should also include teacher

guidance on providing timely and constructive writing feedback that supports students in improving their writing

skills.

Research or Standards connection:

In the Introduction to the Writing Standards (pg. 42), the Common Core State Standards state, “Each year in their

writing, students should demonstrate increasing sophistication in all aspects of language use, from vocabulary

and syntax to the development and organization of ideas, and they should address increasingly demanding

content and sources.”

In “Writing Next: Effective Strategies to Improve Writing of Adolescents in Middle and High Schools,” Graham

and Perin (2007) present a critical analysis of adolescent writing instruction in the United States, highlighting a

significant crisis in writing proficiency. They argue that while reading instruction has shown progress, adolescent

writing skills have remained stagnant. The report uses meta-analysis to synthesize a large body of research on

writing instruction and identifies 11 key elements that are supported by evidence:

● Writing Strategies: Teaching students specific strategies for planning, revising, and editing.

● Summarization: Explicitly teaching students how to summarize texts.

● Collaborative Writing: Using instructional arrangements where students work together to write.

● Specific Product Goals: Assigning students specific, achievable goals for their writing.

● Word Processing: Using computers and word processors as instructional tools.

● Sentence Combining: Teaching students to construct more complex sentences.

● Prewriting: Engaging students in activities designed to generate or organize ideas for writing.

● Inquiry Activities: Engaging students in analyzing data to develop ideas for writing.

● Process Writing Approach: Interweaving a variety of writing activities in a workshop environment.

● Study of Models: Providing opportunities for students to read, analyze, and emulate good writing.

● Writing for Content Learning: Using writing as a tool for learning content material.

In “Evidence-Based Recommendations for Teaching Writing,” Graham, Collins, and Ciullo (2024) provide 11

evidence-based recommendations for effective writing instruction, drawing on a comprehensive review of nearly

1,000 research studies. They emphasize the importance of providing support for students as they write, teaching

foundational writing skills, incorporating twenty-first century tools, and encouraging students to write across the

curriculum, connecting writing with reading. The authors also highlight the crucial role of creating a motivating

writing environment where students are encouraged to try hard and believe in their abilities. They conclude by

emphasizing the importance of teaching writing effectively, advocating for a more holistic approach that

recognizes the evolving landscape of technology and communication in society.

Resources:

● CCSS Anchor Writing Standards (p. 41)

● Introduction to the Writing Standards (p. 42)

Indicator 2p Guiding Question:

Do the materials include explicit instruction in varied writing processes, embedded in what students are

studying throughout the unit?

Evidence Collection

Note: This indicator uses the term “processes” instead of process to emphasize that depending on the genre

and intended audience of a piece of writing, the writing process differs.

In the Instructional Materials being reviewed:

● Look for clear, structured lessons that provide explicit instruction on each stage of the writing process,

including prewriting, drafting, revising, editing, and publishing.

● Ensure that the materials include teacher modeling of writing strategies and processes, demonstrating

how to approach writing tasks effectively.

● Verify that the materials provide mentor texts and student exemplars that illustrate how different genres

work and highlight effective writing techniques.

● Look to see that the materials include clear, step-by-step guidance on writing processes for constructing

paragraphs and multi-paragraph texts for various purposes (e.g., narrative, persuasive, expository).

● Check to see that the materials provide clear guidance and strategies for teachers on how to offer timely

and constructive feedback on student writing. This includes criteria for evaluating writing and

suggestions for improvement.

● Evaluate whether the materials encourage a supportive feedback approach, focusing on developmental

growth and specific areas for revision, rather than only on errors.

● Ensure that the instruction on writing processes is integrated with activities that allow students to

practice these processes, reinforcing learned strategies in authentic writing tasks.

● Ensure that guidance is included to help teachers support students in improving their writing skills

through targeted and actionable feedback.

Cluster Meeting

Preparing for the cluster meeting:

● Do the materials provide clear, structured lessons that offer explicit instruction on each stage of the

writing process, including prewriting, drafting, revising, editing, and publishing?

● Do the materials include teacher modeling of writing strategies and processes, demonstrating effective

approaches to writing tasks?

● Do the materials provide mentor texts and student exemplars that illustrate how different genres work

and highlight effective writing techniques?

● Is there clear, step-by-step guidance in the materials on writing processes for constructing paragraphs

and multi-paragraph texts for various purposes (e.g., narrative, persuasive, expository)?

● Do the materials offer clear guidance and strategies for teachers on how to provide timely and

constructive feedback on student writing, including criteria for evaluating writing and suggestions for

improvement?

● Do the materials encourage a supportive feedback approach that focuses on developmental growth and

specific areas for revision, rather than solely on errors?

● Is the instruction on writing processes integrated with activities that allow students to practice these

processes, reinforcing learned strategies in authentic writing tasks?

● Is there guidance included to help teachers support students in improving their writing skills through

targeted and actionable feedback?

During the cluster meeting:

● Share evidence of the indicator.

● Discuss whether the materials provide clear, structured lessons that offer explicit instruction on each

stage of the writing process, including prewriting, drafting, revising, editing, and publishing.

● Discuss whether the materials include teacher modeling of writing strategies and processes,

demonstrating effective approaches to writing tasks.

● Discuss whether the materials provide mentor texts and student exemplars that illustrate how different

genres work and highlight effective writing techniques.

● Discuss whether there is clear, step-by-step guidance in the materials on writing processes for

constructing paragraphs and multi-paragraph texts for various purposes (e.g., narrative, persuasive,

expository).

● Discuss whether the materials offer clear guidance and strategies for teachers on how to provide timely

and constructive feedback on student writing, including criteria for evaluating writing and suggestions for

improvement.

● Discuss whether the materials encourage a supportive feedback approach that focuses on

developmental growth and specific areas for revision, rather than solely on errors.

● Discuss whether the instruction on writing processes is integrated with activities that allow students to

practice these processes, reinforcing learned strategies in authentic writing tasks.

● Discuss whether there is guidance included to help teachers support students in improving their writing

skills through targeted and actionable feedback.

● Look for and discuss whether the indicator was met fully, partially, or did not meet any scoring bullet in

the scoring section.

● Agree on the final rating.

Gateway 2: Comprehension Through Texts,

Questions, and Tasks

Criterion 2.2 Materials include questions, tasks, and assignments that are meaningful,

evidence-based, and support students in making meaning and building

knowledge as they progress toward grade-level mastery of literacy skills.

Materials include clear, explicit instruction guidance for teachers across all

literacy skills.