AIM Pathways to Proficient Writing

Pathways to Proficient Writing is designed for educators that are committed to learning about the connection between writing research, theoretical models such as the Not-So-Simple View of Writing and The Writing Cycle, and best practices for writing instruction in the classroom. Participants learn effective assessment and instructional practices that will benefit all K-5 students, linguistically diverse populations, and those with or at risk for language-based learning disabilities. Completion of Pathways to Proficient Writing is estimated to take approximately 30 hours. At the end of the professional development opportunity, participants will be able to draw from their specialized knowledge of the processes and skills that comprise writing (including planning and organizing ideas; translating ideas; using transcription skills, and reviewing, revising and editing) to increase students' writing proficiency.

• Section 1: Why Does Writing Matter?

• Section 2: Oral Language Systems Provide the Foundation

• Section 3: Factors Influencing Writing Development

• Section 4: What is Writing Proficiency?

• Section 5: Assessing Writing

• Section 6: Use Transcription Skills: Handwriting, Keyboarding, and Spelling

• Section 7: Translate Ideas: Words and Sentence Level

• Section 8: Translate Ideas: Paragraph Level

• Section 9: Genre Specific Writing

• Section 10: Diagnostic, Prescriptive Writing Instruction

30 Hours

COMPETENCIES:

Knowledge and Practice Standards for the Teachers of Reading (IDA, 2018)

Standard 1: Foundations of Literacy Acquisition:

1.4 Identify and explain aspects of cognition and behavior that affect reading and writing development

Standard 4: Structured Literacy Instruction

Written Expression:

4G.1. Understand the major skill domains that contribute to written expression

4G.2 Know and apply research-based principles for teaching letter formation both manuscript and cursive

4G.3 Know research-based principles for teaching written spelling and punctuation.

4G.4 Know developmental phases of the writing process

4G.5 Know and apply appropriate use of assistive technology in written expression

Phonics and Word Recognition

4C.2 Know and apply systematically, cumulatively, and explicitly, teaching basic decoding and spelling skills