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Yes! It provides HIGH-QUALITY and RESEARCH-BASED writing instruction.


The Rockstar Writers® method includes creative mini-lessons for student-centered learning. It provides engaging opportunities for student choice to explore interests, voice to increase ownership, and peer reflections to improve writing. Students become empowered as they build confidence and trust in their writing, and they get excited about the next writing lesson.


The Rockstar Writers® method uses a systematic approach that incorporates explicit teaching and scaffolding into each standard-based unit. Explicit teaching provides students with a solid foundation and an exemplar of the lesson being presented. Scaffolded lessons easily guide students step-by-step through the writing process by building upon each lesson until they have an effective final copy.


The Rockstar Writers® method implements differentiated instruction, so all students can feel supported and learn to write effectively. There are a variety of ways to help students, regardless of their academic level. It offers materials, lessons, and training needed for differentiated instruction, including progress monitoring, leveled note-taking, and the use of prior knowledge and interests.



Research shows that students are more motivated to learn about something when they are offered choice. (Theesfeldm, 2021)

Student-centered learning keeps students “at the center” by offering voice, choice, competency-based progression, and continuous monitoring of student needs. (Harrington, C. & DeBruler, K., (2019)


Student Choice

Peer Reflections

Student Tracking

Writing Goals

Opinion Writing

Progress Monitoring

Theesfeld, Sarah, “Effects of Student Choice on Student Motivation and Engagement within an Elementary Classroom” (2021).
Dissertations, Theses, and Projects. 500. https://red.mnstate.edu/thesis/500

Harrington, C. & DeBruler, K. (2019, October 22). What Exactly IS Student-Centered Learning? [Blog post].


Explicit instruction in writing strategies and practice help students become proficient writers. (Graham et al., 2018)

“Learning is enhanced only when the information presented is explicit, logically organized, and clearly sequenced. To do anything less shirks the responsibility of effective instruction.” (Stockard, Wood, Coughlin, & Rasplica Khoury, 2018)


Strategy-Focused Direct Instruction

Teacher Modeling and Mentor Text

83 Student Mini-Lesson Videos

Task Cards and Other Practice

Graham S., Harris K. R. (2018). An examination of the design principles underlying a self-regulated strategy development study based on the writers in community model. Journal of Writing Research, 10, 139–187.

Stockard, J., Wood, T. W., Coughlin, C., & Rasplica Khoury, C. (2018). The effectiveness of direct instruction curricula: A meta-analysis of a
half century of research. Review of Educational Research, 88(4), 479-507.

Differentiated Instruction

Differentiated instruction supports all students regardless of academic levels. It allows them to explore their interests in a way that works for them. (Lawrence-Brown, 2004).

Differentiated instruction is adjusting one or more of the following: the content, the process, or the product. (Tomlinson and Strickland, 2005)


Different Levels of Note Taking

Using Prior Knowledge and Interest

Training on Differentiated Instruction

Lessons for Differentiation

Progress Monitoring

Lawrence-Brown, D. (2004). Differentiated instruction: Inclusive strategies for standards based learning that benefit the whole class. American Secondary Education, 32(3), 34-62.

Tomlinson, C. A., & Strickland, C. A. (2005). Differentiation in practice: A resource guide for differentiating curriculum, grades 9–12. Alexandria, VA: ASCD.


Younger writers and those who struggle with writing will require … enhanced scaffolding (e.g., repetitive modeling, graphic aids, checklists, etc.). (Troia, G. 2014)

Teachers should help students set goals and monitor progress. (Bruning and Horn, 2000)


Scaffolded Lessons

Goal Setting

Progress Monitoring

Anchor Charts

Graphic Organizers

Checklists & Rubrics

Mnemonic Devices (C.U.P.S.)

Task Cards and Skill Practice

Troia, G. (2014). Evidence-based practices for writing instruction (Document No. IC-5). Retrieved from University of Florida, Collaboration for Effective Educator, Development, Accountability, and Reform
Center website:

Bruning, R., & Horn, C. (2000). Developing Motivation to Write. Educational Psychologist, 35, 25-37.

The Writing Process

Writing instruction should focus on helping students understand and execute … elements of the writing process, including prewriting activities to generate ideas and plan content for papers, drafting the text, and revising and editing text (Graham, McKeown, Kiuhara, & Harris, 2012; Graham & Perin, 2007a; Graham & Sandmel, 2011).


Writing Prompts

Prewriting and Drafting

Writing Process Interactive Notes

Editing Strategies

Portfolio Development

Graham, S., McKeown, D., Kiuhara, S., & Harris, K. R. (2012). A meta-analysis of writing instruction for students in the elementary grades. Journal of Educational Psychology, 104, 879-896. doi:10.1037/a0029185

Graham, S., & Perin, D. (2007a). A meta-analysis of writing instruction for adolescent students. Journal of Educational Psychology, 99, 445-476. doi:10.1037/00220663.99.3.445

Graham, S., & Sandmel, K. (2011). The process approach: A meta-analysis. The Journal of Educational Research, 104, 396-407. doi:10.1080/00220671.2010.488703

Professional Development

Teachers devote more time and attention to teaching writing if they are better prepared to teach it…(e.g., De Smedt et al., 2016; Rietdijk et al., 2018; Troia & Graham, 2016).


6 Module Teacher Virtual PD

Possible to Earn PD Credit

Portfolio Development

Facebook Writing Community

Interactive Digital Versions

De Smedt F., van Keer H., Merchie E. (2016). Student, teacher, and class-level correlates of Flemish late elementary school children’s writing performance. Reading & Writing: An Interdisciplinary Journal, 29, 833–868.

Rietdijk S., van Weijen D., Jassen T, van den Bergh H., Rijlaarsdam G. (2018). Teaching writing in primary education: Classroom practice, time, teachers’ beliefs and skills. Journal of Educational Psychology, 110, 640–663.

Troia, G. A., & Graham, S. (2003). Effective writing instruction across the grades: What every educational consultant should know. Journal of Educational and Psychological Consultation, 14, 75-89. doi:10.1207/S1532768XJEPC1401_04

Systematic Approach

Students need to receive high-quality writing instruction…with a systematic approach. (Graham, 2019)


Step-by-Step Digital and Print Programs

Scripted Lesson Plans

Pacing Guide

Organizational Tips for Set Up

Hits Curriculum Standards

Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732X18821125

Note Taking

Research indicates that note taking improves comprehension of material read (Denner, 1987; Hattie, Biggs, & Purdie, 1996).

“The use of interactive notebooks is supported by research on the brain, multiple intelligence, and note taking.” (Wist, 2006)


Interactive Notebook

Student Resource Guides

Google Doc Accessibility

Denner, P. R. (1987). Comparison of the effects of episodic organizers and traditional note taking on story recall. Retrieved from ERIC database. (ED270731)

Hattie, J., Biggs, J., & Purdie, N. (1996). Effects of Learning Skills Interventions on Student Learning: A Meta-Analysis. Review of Educational Research, 66(2), 99-136. https://doi.org/10.3102/00346543066002099

Wist, C. (2006). Putting it all together: Understanding the research behind interactive notebooks. School of Education, Curriculum and Instruction Elementary. Available at https://tccl.arcc.albany.edu/knilt/images/d/d0/Interactive_Notebooks_Research.pdf

Basic Foundational Skills

Curricular objectives should address basic foundational skills such as sentence construction, knowledge of different text types, vocabulary, and characteristics of good writing (Graham, et al., 2018)


Sentence Structure & Paragraph Writing Modules


Story Elements

Genre Analysis

Vocabulary Building

Use of Mentor Texts

Graham S., Harris K. R. (2018). An examination of the design principles underlying a self-regulated strategy development study based on the writers in community model. Journal of Writing Research, 10, 139–187.

Word Choice

Creativity in writing is heightened when students understand how to convey sensory details with vivid, descriptive language (Jampole, Konopak, Readence, & Moser, 1991).


Figurative Language Practice

Trash Can Words and Million Dollar Words


Use of Mentor Texts

Vocabulary Development

Jampole, E. S., Konopak, B. C., Readence, J. E., & Moser, E. B. (1991). Using mental imagery to enhance gifted elementary students’ creative writing. Reading Psychology: An International Quarterly, 12, 183 -197. doi:10.1080/0270271910120301

Timely Feedback

Students acquire knowledge and beliefs about how to write through mentoring, feedback, collaboration, and instruction. This can be provided by a teacher, another adult such as a parent or peer… (Graham, Harris, & Santangelo, 2015; Graham, Hebert, & Harris, 2015).


Consistent and Timely Feedback Model

Peer-to-Peer Reflection

Teacher Conferencing

Student Writing Centers

Graham S., Harris K. R., Santangelo T. (2015). Research-based writing practices and the Common Core: Meta-analysis and meta-synthesis. Elementary School Journal, 115, 498–522.

Graham, Steve & Hebert, Michael & Harris, Karen. (2015). Formative Assessment and Writing: A Meta-Analysis. The Elementary School Journal. 115. 000-000. 10.1086/681947.


“The deepest “aha’s” spring from an encounter and then a return. Repeating the encounter fuses it into one’s awareness. One of the biggest mistakes a teacher can make is to forego the return or repetition.” (Bruner, 2001)

“Based on these cases, we contend that repeated encounters with tasks over extended periods create a valuable pedagogic environment, and within this context students’ agentic attitudes towards the L2 writing task are likely to influence their learning in significant ways.” (Nitta & Baba, 2018)


Repetition of the Writing Process

Repetition of Skills in Essay Writing

Repetition of Skills Across Grade Levels

Bruner, Robert. (2001). Repetition is the First Principle of All Learning.

Nitta, Ryo & Baba, Kyoko. (2018). Understanding benefits of repetition from a complex dynamic systems perspective: The case of a writing task. 10.1075/tblt.11.11nit.

Why Writing Instruction Matters

Writing is a fundamental skill (Graham et al., 2019) that writers use to learn new ideas, persuade others, record information, create imaginary worlds, express feelings, entertain others…chronicle experiences, and explore the meaning of events and situations. (Graham, 2018a)

Effective writing instruction:

  • increases students’ future success (Graham, 2019)
  • provides students with a tool for visibly and permanently recording, connecting, analyzing, personalizing, and manipulating key ideas in the text (Graham & Hebert, 2011)
  • allows for daily social interaction, self-exploration, and expression (NCWAFSC, 2008)
  • enhances students’ performance in other important school subjects, and, (Graham, 2019)
  • connects writing to language and reading. (Shanahan, 2006)

Further, writing growth is a consequence of writing and deliberate practice. (Bazerman et al., 2017; Graham, Harris, & Chambers, 2016; Kellogg & Whiteford, 2009).

Bazerman C., Applebee A. N., Berninger V. W., Brandt D., Graham S., Matsuda P. K., . . . Schleppegrell M. (2017). Taking the long view on writing development. Research in the Teaching of English, 51, 351–360.

Graham S. (2018a). A revised writer(s)-within-community model of writing. Educational Psychologist, 53, 258–279.

Graham, S. (2019). Changing How Writing Is Taught. Review of Research in Education, 43(1), 277–303. https://doi.org/10.3102/0091732X18821125

Graham S., Harris K. R., Chambers A. (2016). Evidence-based practice and writing instruction. In MacArthur C., Graham S., Fitzgerald J. (Eds.), Handbook of writing research (Vol. 2, pp. 211–226). New York, NY: Guilford Press.

Graham S., Hebert M. (2011). Writing-to-read: A meta-analysis of the impact of writing and writing instruction on reading. Harvard Educational Review, 81, 710–744.

Kellogg R., Whiteford A. (2009). Training advanced writing skills: The case for deliberate practice. Educational Psychologist, 44, 250–266.

National Commission on Writing for America’s Families, Schools, and Colleges. (2003, April). The neglected R: The need for a writing revolution. New York, NY: College Entrance Examination Board. Retrieved from http://www.writingcommission.org/prod_downloads/writingcom/neglectedr.pdf

Shanahan T. (2006). Relations among oral language, reading, and writing development. In MacArthur C. A., Graham S., Fitzgerald J. (Eds.), Handbook of writing research (pp. 171–183). New York, NY: Guilford Press.

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