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Each of the lessons shown below use the Talk/Write methodology: Students talk and then write via various instructional routines.

Teachers are introduced to techniques that help students capitalize on the neuro-linguistic skills they’ve learned via their own oral language development and use, i.e. talking.

See our webinars to learn the instructional routines and language that resulted in increased student confidence and improved writing skills.

Our Instructional Modules each provide instructional objectives, rationale, a checklist of lesson steps and procedures, as well as any forms or materials you may need to teach the lesson.

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Establish rules, student need for programs, and program goals that students will understand. Use our rubric to determine students’ strengths and weaknesses.

Establish how students’ communication skills are used to write effectively. Students identify key communication ideas and parts in a model essay.

Students learn the basic features of a partial but flexible map (graphic organizer) and demonstrate recall of the map and its functions.

This lesson is Step 1 of a three part process that helps students create effective thesis sentences.

This lesson is Step 3 and the last of a three part process: Students evaluate the effectiveness of thesis sentences that they create.

This lesson is Step 3 and the last of a three part process: Students evaluate the effectiveness of thesis sentences that they create.

Students learn to create effective reasons needed for the reader to believe/agree with thesis statements.

Students are introduced to a full map and further communication tasks needed to persuade others when writing essays.

Students are taught criteria for evaluating examples or proof submitted as evidence that reasons for agreeing with a thesis are true, valid, and should be believed.

This webinar demonstrates each of the steps needed to complete Lessons 8-2 and 8-3. 8-2 teaches students to create specific appropriate examples that prove their reasons for believing a thesis are valid and true. Lesson 8-3 provides them with the needed practice for creating specific examples and for evaluating these.

Students learn steps to developing effective examples for proof.

Students apply steps taught to create effective examples for proof.

This webinar demonstrates each of the steps needed to complete Lessons 9, 10-1, and 10-2. In Lesson 9, the teacher demonstrates and collaborates with students to learn the steps to talking out an essay. In Lesson 10-1, students apply steps to writing their own essays. In Lesson 10-2, students learn a check-off system to check their own essays.

Students learn the steps to using maps to talk out complete essays. Most of this lesson involves teacher modeling and student collaboration.

Students apply steps taught to talk out their own essays using either a new map or one that they have previously created.

Students write essays using a ‘check back’ system demonstrated by the teacher.

Students learn how to score their own essays using a point system demonstrated by the teacher.

Students independently complete all the taught steps to writing an essay in a simulated test situation. Teacher tracking provides information on student time frame and performance.

Students independently complete the post-test which should be evaluated for student use of the flexible map as well as for essay organization and development.