This article describes lessons learned about grouping by teachers and teacher educators who worked collaboratively to design and deliver a summer writing institute for a heterogeneous population of students about to begin ninth grade at an urban high school. Institute staff used co-teaching (Cook & Friend, 1995) extensively to provide support for…

Recounts the details of a 2-week summer writing institute for students from grades 3 to 12 that incorporates peer response and revising into civic and creative writing. (MG)

Students with mild disabilities often have difficulties with organization and written performance. These students can be helped by a combination of effective instructional strategies, compensatory strategies, and technological tools. Planning and organizing tools can encourage activities such as concept mapping, story webbing, brainstorming,…

This article describes a writing project involving the use of dialogue journals in a summer camp for students with learning disabilities. Six resident counselors served as dialogue partners. The article covers the program rationale, the project participants, procedures, and analysis and implications. (DB)

An extended-school program for at-risk first graders was designed to accelerate each child's progress in reading and writing over the summer. The instructional framework for the class consisted of independent reading, shared reading, interactive writing, journal writing, a spelling activity, learning centers, guided reading, and reading aloud.…