Join Us for the 2025 Write Now Virtual Conference

2025 Write Now Keynote:

Using Writing to Learn: The Critical Thinking Strand of the Writing Rope

Writing is thinking! This session highlights the vital role writing plays in supporting comprehension and learning across all subject areas. Practical instructional suggestions are provided for writing tasks that enhance learning, such as quick writes, responses to narrative text, note taking, and summarizing. The session also includes suggestions for teacher-generated prompts and introduces a routine students can use to analyze, write, and revise their responses. It concludes with guidance on using writing assignment planning guide.

Oral Language Connections for Writing Development Among Multilingual Students

Oral Language is the foundation for literacy which includes writing development. This session will address the components of language as they relate to writing among all students. Special considerations for the oral language features of multilingual students will be described. Participants will learn typical oral and written language patterns of heritage Spanish speakers and the instructional design principles necessary to enhance their oral and written language skills. Case studies will be presented along with lesson design examples.

Syntax, a Multi-Tool for Reading Comprehension and Writing in Grades 5-12

William van Cleave reminded us that “syntax matters” in both reading and writing instruction, especially in the upper grades. Syntax must be explicitly taught and connected to content. All good syntax instruction begins with a clause. In this session, participants will learn how to teach syntax to improve reading comprehension and written expression systematically. It’s about focusing on the function of words in sentences and not about memorizing the parts of speech.

Writing Narrative, Opinion, and Persuasive Essays Based on Text in Grades K-5 with SRSD Instruction

Narrative, persuasive/argumentative and informative writing are emphasized in standards and schools across the country. We will talk through how SRSD instruction across these genres works in grades K-5, and how strategies for each genre connect and become more sophisticated across grades, preparing students for the grades to come. Teachers are in charge, modifying SRSD instruction as needed to fit their students, classroom, and context; and integrating best practices with SRSD. The reading – writing connection is emphasized. How SRSD instruction teaches students close reading to learn and then write for these genres is shared, as is early work in Kindergarten. Student writing before and after SRSD instruction will be shown, including students with differing abilities across a typical classroom. Resources for teachers are shared.

Word, Sentence, and “Micro-discourse” Strategies: Keys to Text-Level Writing

Structured, systematic, and explicit literacy instruction results in significant gains in students’ comprehension and writing. Too often, writing instruction focuses exclusively on discourse (paragraph and multi-paragraph) structure, with minimal emphasis on development of topical vocabulary and sentence-level skills.  After a very brief review of theory and evidence, this presentation will describe topical (theme-centered) vocabulary, sentence formulation, and “micro-discourse” (inter-sentence cohesion and elaboration) strategies that participants can use right away in their teaching. The methods are well-suited for regular education, grades 1-5, and for students who need additional support in upper grade school, middle school, and even high school. Dr. Haynes will draw from his (2018) book for teachers, From Talking to Writing: Strategies for Supporting Narrative and Expository Writing, and will include more recent strategies developed and tested in the Written Expressive Language and Literacy Collaborative (WELL) language clinic at MGH Institute of Health Professions (see Lambrech-Smith & Haynes, 2022; Haynes, Smith & Laud, 2019) and in work with students in public schools in the greater Boston area.

Informing Writing: Effective Approaches for Assessing Writing and Providing Feedback

Writing assessment can be challenging. Quality and 6-trait rubrics can feel subjective, whereas curriculum-based measures and measures of genre elements can seem less focused on students’ ideas, creativity, and voice. Difficulty finding time to respond to student writing can also make writing assessment feel unmanageable. Yet, feedback is one of the most effective ways to support students’ writing development.

This session will focus on practical and efficient ways to provide students with feedback that helps them improve their writing. We will discuss a few types of writing assessment and provide tips for integrating peer- and self-assessment into your everyday writing practices that make writing assessment feel more manageable. The session will have a particular focus on analyzing writing genres (especially informational and argument), with some discussion of assessing elements of writing at multiple levels of language (letters, words, sentences, paragraphs, etc.).

Unlocking Writing: The Keys to a Statewide K–12 Writing Movement

Featured Panelists:

• Melanie Hazelwood, Director of the Literacy Center, Indiana Department of Education
• Natalie Klibert, Director of Literacy Strategy, Louisiana Department of Education
• Sarah Ballew Welch, Ed.S. ELA Program Specialist, Georgia Department of Education

While the Science of Reading has captured national momentum, writing remains the overlooked companion in literacy success. This session invites state leaders to examine the current state of writing instruction, explore national and state trends, and identify pressing needs across classrooms. We’ll highlight how state organizations are partnering with Keys to Literacy to elevate writing by building teacher knowledge of the research base, investing in professional learning, and advancing practical, scalable approaches. Let’s make writing the next literacy priority, systemwide.

It’s Possible: Leading the Shift to Effective Writing Instruction

This engaging session, led by KTL’s Head of Instructional Leadership, Pati Montgomery, and Vice President Lisa Klein, is designed for education leaders ready to champion effective, research-based writing instruction. Discover how to create the conditions for success, support teachers with what they need most, and implement scalable, evidence-based practices that make high-impact writing instruction not only possible but powerful.

Sentence Sense: Practical Strategies for Teaching Syntax Skills in the Early Grades

Featured Speakers:

• Shauna Cotte, Vice President at Keys to Literacy
• Carla Stanford, Director of Instructional Design at Reading Universe

Join Shauna Cotte, Vice President at Keys to Literacy, and Carla Stanford, Director of Instructional Design at Reading Universe, as they explore why syntax is a powerful but often overlooked key to comprehension and writing success. This session will highlight how teaching sentence-level skills in the early grades supports both reading and writing development. Participants will walk away with practical, ready-to-use strategies that can be integrated into existing curriculum materials to strengthen students’ sentence construction and literacy proficiency.

Quick and Transformative: Writing That Fits Into Any Class Period

Featured Speakers:

• Shauna Cotte, Vice President at Keys to Literacy
• Dr. Ivetha Witherspoon, KTL Literacy Consultant

Join Shauna Cotte, Vice President at Keys to Literacy, and Dr. Ivetha Witherspoon, KTL Literacy Consultant, as they explore how Quick Writes offer a simple but powerful way to integrate writing into grades 6–12. This session will highlight how short, scaffolded writing opportunities help students process, remember, and apply what they learn across content areas. Participants will walk away with practical, ready-to-use strategies that make writing both manageable and impactful within any class period.