At the primary level, teachers provided students with story starters to help them scaffold their writing. A time is set aside every day for individual reading. Social, collaborative activities. Students have a variety of opportunities to engage in team projects, group writing, group discussions, and generating their own books. Teachers model reading process.
Teachers model the reading processes for students.
They use story starters as a way of modeling after-reading processes. For example, primary-level students might start with dictation in September, move to the story starter by December, and then write more elaborate responses to the story starters in March. Integrating reading and writing. Teachers allow students to do follow-up writing which takes off on a theme, but allows enough room for the learner to bring in his or her contextual knowledge. Also, some of the teachers report using creative writing and creative acting with puppets to draw on meaningful contexts of student ideas.