Integrating Writing Tasks with Close Reading Activities

A professional learning experience for 8th grade ELA teachers

Call to Action

Professional Learning Plan

The professional learning (PL) strategy, Integrating Writing Tasks with Close Reading, is designed to support 8th grade reading teachers in meeting the rigor of the TEKS and STAAR through evidence-based instructional practices. This PL includes a series of interactive sessions that begin with an introduction to the research behind writing-to-read strategies, followed by modeled lessons that demonstrate how to scaffold writing tasks using close reading of complex texts. Each session is intentionally structured to engage participants through modeling, collaborative planning, and opportunities for reflection. Teachers will receive discipline-specific resources, participate in peer collaboration, and receive ongoing implementation support. The overall goal is to help educators confidently integrate purposeful writing tasks that strengthen students’ reading comprehension, analytical thinking, and STAAR writing performance.

Professional Learning Outline

About the Strategy

The foundation of this professional learning strategy is grounded in a clear BHAG (Big Hairy Audacious Goal): to empower 8th grade reading teachers to confidently integrate writing tasks with close reading to improve student comprehension, critical thinking, and STAAR performance. This goal is supported by a 3-Column Table that aligns desired learning outcomes with aligned strategies and evidence of success. The primary audience, middle school reading teachers, needs practical, grade-level-specific tools, structured modeling, and manageable ways to incorporate writing without overwhelming their instructional time. This PL design intentionally incorporates the 5 key principles of effective professional learning: it is sustained and ongoing, includes active learning and discipline-specific modeling, addresses the implementation challenges teachers face, and fosters collaboration and self-directed learning. Altogether, the structure is built to meet teachers where they are and guide them in building strong, instructionally sound practices that improve student outcomes.

About this Stratgey