ERIC Number: EJ961023
Record Type: Journal
Publication Date: 2012
Abstractor: As Provided
Friday Letters: Connecting Students, Teachers, and Families through Writing
Newman, Terry H.; Bizzarri, Sarah A.
Reading Teacher, v65 n4 p275-280 Dec 2011-Jan 2012
An important part of student success in school is the involvement of families. However, the communication between students and families regarding school is often sparse at best and caregivers can feel left out as to what is happening. Friday letters improve communication between students and families and also provide a myriad of instructional opportunities. Students are taken through the optimal learning model of explicit writing instruction, shared writing experiences, and independent writing. Students write a letter to their parents each Friday detailing their behavioral and academic accomplishments. Feedback is provided to students based on individualized needs. Students are excited about this writing because it is meaningful to them and written to an authentic audience. Families are excited because they receive weekly updates regarding their child's academic and social endeavors. Teachers are excited because their students are advancing their writing skills while improving communication between students, families, and teachers.
Descriptors: Feedback (Response), Caregivers, Teaching Methods, Class Activities, Instructional Effectiveness, Writing Exercises, Letters (Correspondence), Parent Participation, Parent School Relationship, Parent Student Relationship, Relevance (Education), Writing Skills, Writing Instruction
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: email@example.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A