Write on, NY!
Write on, NY! is a statewide writing initiative that promotes student writing and the Lifelong Practices of Writers. This initiative is a collaborative endeavor with New York State’s teachers, districts, educational organizations, the NYSED English Language Arts Advisory Panel, and statewide ELA and literacy professional organizations. Listed below are the Lifelong Practices for Writers, which guide the Next Generation Learning Standards for English Language Arts.
This initiative supports English Language Learners (ELLs) and students with disabilities (SWD). Referencing the NYSED Language Progressions and Modalities can assist ELL student success and instructional planning for the teacher. It is essential to scaffold and model instruction using various strategies for all modalities of written expression where appropriate. Suggested scaffolds include sentence starters, paragraph frames, and ideas to build on students’ vocabulary. We want writing to be relevant to the students’ experiences, cultures, and interests.
For each of the following Lifelong Practices of Writers, click on the Practice to see recommendations of how this can be enacted in classrooms. As the Write on, NY! workgroup creates more resources, this website will expand. Thank you to the educators who have provided classroom examples for this initiative.
Write on, NY! Practices and Elements (PDF Version, includes all practices and elements on one page)
- Writers recognize writing as an essential tool for communication.
- Writers recognize writing as part of the thinking process.
- Writers engage in daily reading, writing, speaking and listening across the subject areas.
- Daily routines and long-term goals for writing are established.
- Technology and 21st century tools for writing are available and modeled for students to use throughout the writing process.
- Keyboarding and handwriting skills are practiced to facilitate writing.
- Writers write to inquire, communicate, learn, and understand across subject areas.
- Writers develop effective writing and sentence construction skills through instruction and practice.
- Writers self-select topics and genres based on personal interest and preference.
- The reading and writing process includes language skills development.
- Scaffolds appropriately support the language and academic needs of all learners.
- The beliefs, motivations, and identity of writers are respected.
- Clear strategies for planning, drafting, editing, and revising are modeled throughout the school.
- Space is created for writer-to-writer collaboration and an exchange of ideas.
- Writers adopt a drafting process that includes ongoing review, revision, and rewriting.