{"id":3701,"date":"2020-07-17T17:36:57","date_gmt":"2020-07-18T00:36:57","guid":{"rendered":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/?p=3701"},"modified":"2020-07-18T00:33:12","modified_gmt":"2020-07-18T07:33:12","slug":"integrating-writing-across-the-curriculum","status":"publish","type":"post","link":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/integrating-writing-across-the-curriculum\/","title":{"rendered":"How to Integrate Writing Instruction Across the Curriculum Using the Bucket Model"},"content":{"rendered":"

Since all students write across the curriculum, all teachers teach writing across the curriculum. The question is this: Are they getting results? Are they improving their students\u2019 writing?<\/p>\n

To get results across the curriculum, teachers need to take charge of teaching writing across the curriculum. And to take charge of teaching writing across the curriculum, teachers need three things: 1) systems and routines, 2) materials and resources, and 3) knowledge of models.<\/p>\n

What I present here is a big-picture model. Be sure to read my free eBook Nine Strategies for Teaching Writing Across the Curriculum<\/a> for specifics on how to teach writing across the curriculum.<\/p>\n

The Bucket Model: Straight Lines and Converging Lines<\/h3>\n

The heart of teaching writing across the curriculum is to tie everything together in a way that improves your students\u2019 writing. After all, the goal is to improve our students\u2019 writing!<\/p>\n

But what are you supposed to tie together? To answer that question, be sure to check out the Definitive List of Writing and Grammar Skills<\/a>. Furthermore, you can ask yourself one simple question: What is it that I teach my students about writing? That\u2019s what you need to tie together.<\/p>\n

The following Bucket Model puts things in perspective. When you are teaching writing, you are drawing from one of three buckets:<\/p>\n

Bucket 1:<\/span> Teach Lessons and Isolated Skill Drills (Mini-Lessons)
\nBucket 2:<\/span> Create a Foundation and Framework with Pattern Based Writing: Quick & Easy Essay<\/a><\/span>
\nBucket 3:<\/span> Teach Writing and Improve Your Students\u2019 Writing<\/p>\n

In the graphic below, notice that the straight lines don\u2019t connect. To teach writing effectively over time, teachers need to connect those straight lines in Bucket 3. In Bucket 3, various lines converge to create \u201cExceptional Writing Instruction.\u201d<\/p>\n

\n\t\t\t\t\t

The Bucket Model Graphic<\/span><\/h3>\n

Let\u2019s take a few minutes to examine the graphic. After that, I\u2019ll explain what it all means!<\/p>\n

\"How<\/p><\/div><\/div>\n

 <\/p>\n

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Teaching Writing: Bucket 1, Bucket 2, and Bucket 3<\/span><\/h3>\n

Let\u2019s now take a quick look at each of our three buckets.<\/p>\n

Bucket 1: Teach Lessons and Isolated Skill Drills (Mini-Lessons)<\/span><\/h3>\n

To understand Bucket 1, you just need to understand two things:<\/p>\n

1.<\/span>\u00a0 Decades of research show that grammar instruction and isolated skill drills do little to improve students\u2019 writing<\/a>.<\/p>\n

2.<\/span>\u00a0 Students learn to write by 1) prewriting, 2) writing, 3) rewriting, and 4) publishing. Although this can be done in Bucket 1, your time is better spent doing this in Bucket 3.<\/p>\n

Think about a lesson on complex sentences or a lesson on revision. Although these are essential skills, these lessons have little value if they are not reinforced or required in the real world.<\/p>\n

Notice in the graphic that the parallel lines head off into the future\u2014never to connect. Put simply, if you teach a typical worksheet or curriculum lesson in each of those five Bucket-1 categories, they would not connect in any way. In real writing, they do connect.<\/p>\n

Bucket 2: Create a Foundation and Framework: Pattern Based Writing: Quick & Easy Essay<\/span><\/h3>\n

As the Bucket model illustrates, Pattern Based Writing: Quick & Easy Essay<\/a><\/span> is its own thing\u2014its own category. Even though teachers can teach many parts of the program as isolated Bucket 1 lessons, the program is primarily a system and a methodology that ties everything together. Furthermore, it\u2019s a system and methodology that teachers can build on and rely on in Bucket 3.<\/p>\n

Pattern Based Writing: Quick & Easy Essay<\/a><\/span> is the middle bucket. It creates a foundation and framework for connecting Bucket 1 and Bucket 3.<\/p>\n

Bucket 3: Teach Writing and Improve Your Students\u2019 Writing<\/span><\/h3>\n

Everything in the research on teaching writing and Writer\u2019s Workshop theory says that teachers need to spend time in Bucket 3. Furthermore, the research says that if teachers stay in Bucket 1 and just keep turning pages, they may not create real writers. This is why teachers have historically become so disenchanted with their writing curriculums. Those curriculums are not what teachers believe them to be, and most of them are isolated skill drills.<\/p>\n

Not only is writing \u201cThe Neglected R,\u201d it\u2019s also the most confusing R. I hope you can see and agree with this simple addition problem: Bucket 1 + Bucket 2 + Bucket 3 = Writing Success<\/em>.<\/p><\/div><\/div>\n

 <\/p>\n

\n\t\t\t\t\t

Integration: Bucket 1 and Bucket 2<\/span><\/h3>\n

The goal of Pattern Based Writing: Quick & Easy Essay<\/a><\/span> is to create skilled and confident multi-paragraph writers quickly and easily and in a way that makes sense to students. I want my students cheering, \u201cI finally get it! I can\u2019t even read what I was writing before!\u201d<\/p>\n

However, experienced and novice teachers alike have asked me how to integrate Pattern Based Writing: Quick & Easy Essay<\/a><\/span> with what they are already doing. Most of these teachers have a good idea of what they should do and want to do, but they want additional input and confirmation. When I follow up with teachers to see how things went, I always hear amazing stories. Teachers always find a way to make what they want to do work. Here are some examples of the types of questions that I may hear:<\/p>\n

1.<\/span>\u00a0 When should I teach strong verbs?<\/p>\n

2.<\/span>\u00a0 Can I stop at the paragraph stage and teach revision? Should I try to get a truly Perfect Paragraph before I move on?<\/p>\n

3.<\/span>\u00a0 What if my students are writing very simple sentences? Should I require sentence variety in the paragraphs? Can I require complex sentences?<\/p>\n

4.<\/span>\u00a0 What about juicy adjectives and word choice? Should I ban words?<\/p>\n

5.<\/span>\u00a0 What about grammar and mechanics? What should I do about grammar and mechanics?<\/p>\n

Here is my answer:<\/span><\/p>\n

1.<\/span>\u00a0 Teachers need to teach Bucket 1 skills. That\u2019s the reality of every classroom that I have ever seen.<\/p>\n

2.<\/span>\u00a0 Teachers can always (at all times) hold their students accountable for using the Bucket 1 skills that they have taught them. They can do this in any kind of writing and every kind of writing. It\u2019s possible to hold students accountable and create student ownership at the same time.<\/p>\n

3.<\/span>\u00a0 Do what you feel is best. There is more than one way to get results. However, if it doesn\u2019t produce results on the page or create engaged students, stop doing it. Keep in mind that everything is a tradeoff in time. Combining things can create synergy, or it can confuse students and bring the program to a standstill.<\/p>\n

4.<\/span>\u00a0 Spiral:<\/span> Take breaks as needed, never force things, and don\u2019t create a battle of wills. I always have a plethora of Bucket 1 skills that I want to teach my students, and I focus on those when my students need a break. Additionally, I may back up and practice paragraphs across the curriculum while I hold my students accountable for Bucket 1 skills.<\/p><\/div><\/div>\n

 <\/p>\n

How I Do Things: I Create A Basic Multi-Paragraph Foundation FAST<\/h3>\n

Personally, I want to create that multi-paragraph foundation and framework FAST so that teaching writing becomes easy. I find that students don\u2019t TRULY understand paragraphs until they are introduced to multi-paragraph writing. A paragraph is a whole in itself, but it\u2019s also a part of a whole composition. The word paragraph<\/em> is both a noun and a verb. If students don\u2019t understand this on a kinesthetic level, they don\u2019t understand anything about paragraphs in real writing.<\/p>\n

Although I teach Bucket 1 and Bucket 2 skills side by side, I don\u2019t integrate the two Buckets as much as some teachers do, as I want to introduce my students to multi-paragraph writing first. I believe that the way I do it motivates students because I get them writing and I let them write and I make them reflect on their writing.<\/p>\n

This helps students take ownership of their writing. I don\u2019t want to be their personal editor. As a result, I find that many of the small problems that drive teachers crazy simply vanish. Why? Well, students have been learning the rules of mechanics and conventions for years. When teachers give their students a chance to write and own their writing (with a foundation and framework in place), they start to take pride and care about their writing. Small problems are easy to catch and fix when the desire is there.<\/p>\n

Once again, many teachers do things differently. Many teachers like to maintain more control of the writing process, and they are good at doing so. Furthermore, it\u2019s often appropriate and effective to do so in small group situations.<\/p>\n

Hold Students Accountable in Stages: Don\u2019t Overwhelm Them<\/h3>\n

Occasionally, I\u2019ve had teachers ask me what they should hold their students accountable for while teaching the program. I\u2019ve also heard amazing stories of how small-group teachers diligently hold students accountable and resolutely take students through the writing process. Although there are no rules, I will say this: When in doubt, hold your students accountable in stages. Don\u2019t overwhelm them. Let them write! One of the two biggest mistakes in teaching writing is to not let your students write. (Note:<\/em> The other biggest mistake is to let them write however they want to write.) Controlling everything is not what teaching writing is about. Here is one way to think about it: Start with Level 1.<\/p>\n

Level 1:<\/span> Spelling; punctuation; run-on sentences; mechanics; capitalization, etc.<\/p>\n

Level 2:<\/span> Strong verbs; verb agreement; pronoun agreement; advanced sentence structure; amazing word choice; dialogue; quotes; true editing; true revision; transitions; sensory details, etc.<\/p>\n

Level 3:<\/span> Story structure; story techniques; evidence; PPE (point, proof, explanation); reading-writing connection; common thought patterns (cause-effect, pro-con, etc.), etc.<\/p>\n

 <\/p>\n

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Spiraling to Writing Success: Don\u2019t Stay Stuck!<\/span><\/h3>\n

Each year, students learn a shockingly low amount of NEW information. (Note:<\/em> I can\u2019t find the statistics I once had.) Most everything we teach is a review of and builds on what students have already learned in prior years. In short, we add a small amount of NEW information to what students already KNEW. As we teach the NEW, we are forced to review and build on the KNEW. This is one form of spiraling. As a whole, school is built on spiraling because our brains can only handle so much NEW information at a time.<\/p>\n

Once again, I encourage teachers to take charge of teaching writing. Use materials (including curriculums that spiral) strategically to improve your students ON THE PAGE writing. The reality of teaching writing is that teachers can see writing success or failure every single time their students pick up their pencils.<\/p>\n

As teachers target what\u2019s important, they must also spiral. Teachers can\u2019t expect students to master concepts on the first try or even on schedule. Here are a few terms associated with spiraling:<\/p>\n

\u00bb <\/span>Spiraling:<\/span> review, reteach, back up, hold accountable, reinforce, move on and return later, allow time to let it sink in, the need for multiple exposures, and circle back.<\/p>\n

Keep in mind that every time you hold students accountable, you are reviewing and reinforcing, and therefore, spiraling. As you use Pattern Based Writing: Quick & Easy Essay<\/a><\/span> (Bucket 2), you have two basic ways to spiral in Bucket 1 skills.<\/p>\n

\"How<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Since all students write across the curriculum, all teachers teach writing across the curriculum. The question is this: Are they getting results? Are they improving their students\u2019 writing? To get results across the curriculum, teachers need to take charge of teaching writing across the curriculum. And to take charge of teaching writing across the curriculum, […]<\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_et_pb_use_builder":"","_et_pb_old_content":"","_et_gb_content_width":"","footnotes":""},"categories":[491],"tags":[152,55,542,27,9,71,64,197],"class_list":["post-3701","post","type-post","status-publish","format-standard","hentry","category-teaching-writing-across-the-curriculum","tag-elementary-school-writing","tag-how-to-teach-writing","tag-integrating-writing-instruction","tag-middle-school-writing","tag-teaching-techniques","tag-writing-across-the-curriculum","tag-writing-instruction","tag-writing-strategies"],"aioseo_notices":[],"_links":{"self":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts\/3701","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/users\/4"}],"replies":[{"embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/comments?post=3701"}],"version-history":[{"count":26,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts\/3701\/revisions"}],"predecessor-version":[{"id":3729,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/posts\/3701\/revisions\/3729"}],"wp:attachment":[{"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/media?parent=3701"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/categories?post=3701"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/patternbasedwriting.com\/elementary_writing_success\/wp-json\/wp\/v2\/tags?post=3701"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}