Writing does not automatically develop once students learn to read. It requires explicit, systematic instruction in multiple areas, including transcription (spelling and handwriting) and sentence construction. Yet national survey data reveal that only 16% of educators believe students leave Grade 3 highly prepared in sentence writing and handwriting.
As schools focus on decoding instruction aligned with the Science of Reading, sentence-level writing can unintentionally receive less attention. Too often, students are asked to write complex paragraphs before they have developed the foundational skill of constructing clear and complete sentences. Without automatic letter formation and sentence-writing skills, students struggle to translate ideas into coherent written expression. When students must concentrate on spelling and handwriting, the increased cognitive load makes it difficult for them to focus on composing and using writing as a tool for learning.
Join Dr. Cheryl Lundy Swift and literacy expert Joan Sedita for a collaborative conversation about restoring writing as a central component of structured literacy. Together, they will share the results of a teacher survey and explore the research related to handwriting and sentence instruction, examine common instructional gaps, and discuss both classroom practices and leadership actions that support effective writing instruction that is consistent and impactful across K–3 classrooms.
During this webinar, participants will:
- Examine data from a recent survey related to the K–3 writing readiness gap and related instructional implications
- Understand how instruction for fluent handwriting and sentence writing supports literacy development
- Explore high-impact classroom practices that strengthen sentence-level writing
- Learn how schoolwide leadership and systems can support coherent, research-aligned writing instruction across grades K–3
Attendees will leave with a better understanding of the role of handwriting and sentence writing and practical next steps to strengthen writing instruction in the primary grades.