ABSTRACT
This chapter discusses the importance of a reassuringly consistent routine for individual writing lessons. It explains how a good writing lesson will typically follow the writing workshop routine of mini-lesson, writing time and class sharing. It explains how a good mini-lesson is short and responsive to what the class’ learning needs are presently. Using research evidence, it makes clear that the most effective writing instruction includes teaching writing study and writing craft mini-lessons so as to increase children’s level of independence through self-regulation strategy development (SRSD). These lessons involve teaching techniques and strategies children can use independently to navigate the writing processes. It discusses how, for children’s knowledge and skill in grammar and punctuation use to improve, children should be taught to use it functionally through functional grammar lessons. Next, the chapter discusses how, as children become more experienced, they should be given agency to set their own process goals and deadlines. A rationale is given as to why children must have daily and sustained time for writing. Advice is given about what teachers should be doing whilst children are writing. Finally, it is explained how teachers can allow time for class sharing and how to conduct an effective ‘author’s chair’.
