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September 4 @ 9:00 am October 27 @ 3:30 pm

Intentional Teaching of the Writing Process in Grades K-2

Learn how to develop young children’s knowledge and enthusiasm for writing.

In this 8-week online course for K-2 teachers, you will learn how to guide students to become fluent and effective writers through the use of mentor texts, interactive writing, writers’ notebooks, and genre study.

September 4- October 27, 2024 (Fall Term I)
Number of Days:
8 weeks
Grade Levels:
Literacy Teaching
  • Classroom Teachers & Interventionists
  • Literacy Coaches & Teacher Leaders
Earn 3 graduate credits
Online Course
$2,700 ($875/credit + $25/credit comprehensive fee) + required texts
  • Course Number: EEDUC 6176.80
  • Fees are subject to change
Course Description & Outcomes
Cancellation Deadline & Refund Policies


In the primary grades, it is important for children to learn about the writing process, become comfortable and fluent with encoding written messages, and learn how to use writing for effective learning and communication. Successful teaching of young writers requires an understanding of the theory and practice of how children develop as writers, and how children’s writing changes over time. You will learn how to support children’s learning through a focus on the writer’s craft, genres, strategies, and skills that young writers need to know.

In this course, you will engage in using your own writer’s notebook to experience the writing process and to develop your knowledge of genre, craft, and conventions. Topics also include: assessing and planning for instruction; interactive writing; individual conferring; whole-group minilessons and share for all students, with an emphasis on supporting multilingual learners across these instructional contexts.


Required Texts

You are responsible for purchasing/having access to the following professional texts for this course:

  • Anderson, C., & Glover, M. (2024). How to become a better writing teacher. Heinemann
  • Bomer, K., & Arens, C. (2020). A teacher’s guide to writing workshop essentials: Time, choice, response grades K-5.
  • Clay, M.M. (2010). How very young children explore writing. Heinemann.
  • Laman, T.T. (2013). From ideas to words: Writing strategies for English language learners. Heinemann.
  • Fountas, I.C., & Pinnell, G.S. (2022). The Fountas and Pinnell literacy continuum, expanded edition: A tool for assessment, planning, and teaching, preK-8. Heinemann.
  • Fletcher, R. (2023). A writer’s notebook: Unlocking the writer within you, Revised edition. HarperCollins Publishers.

This option must be taken for 3 graduate credits. Take the course individually or as a required course in our 18-credit Online Graduate Certificate in Developing Literacy Expertise Through Responsive Classroom Teaching.

Gen Arcovio, Literacy TrainerHeadshot of Genevieve Arcovio

Gen worked as a literacy specialist and teacher in public schools for many years before joining the Center for Reading Recovery and Literacy Collaborative as a Literacy Trainer. She has experience as a Reading Recovery teacher, classroom teacher, interventionist, and literacy coach. Over the years, she has worked with many students, educators, and administrators in the area of literacy acquisition and learning. 

Interested in professional learning at your school or district? Schedule a meeting with one of our trainers.