Writing instruction in elementary classrooms: Making the connection to common core state standards

Stephanie Richards, Janet M. Sturm, Kathleen Cali

Research output: Contribution to journalReview articlepeer-review

9 Scopus citations


This study used a survey of primary general education teachers to examine the frequency of writing instructional activities and the genres composed most frequently by students in these classrooms. Surveys were completed by first-, third-, and fifth-grade general education teachers, with questions addressing writing activities, writing instruction, instructional strategies, writing genres, and writing environment. Means of teacher responses were calculated for each grade level to determine how many days per school year each activity occurred. To better understand the changes that occur in writing instructional practices and genres across grade levels, these means are compared and shifts are discussed. Results of this study revealed that the frequency of writing instructional practices and genre usage change across the primary grade levels, but that great variation also exists among teachers at each grade level. Links among the survey results, the Common Core State Standards for writing, and best practices for writing instruction will be made.

Original languageEnglish
Pages (from-to)130-145
Number of pages16
JournalSeminars in Speech and Language
Issue number2
StatePublished - 2012


  • Common Core State Standards
  • language/literacy
  • primary education
  • students with disabilities
  • writing genres
  • writing instruction


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