Have you heard of a Write and Discuss or have you tried it in your classroom? If you’ve done it, you already know how useful and beneficial it is—for your students and for you as the teacher. But if this is new to you, let me introduce you to an incredibly effective collaborative writing activity that you can implement right away. No prep required.

And if this isn’t new to you? Stick around—I’ll share some tips and examples that just might make your Write and Discuss even more impactful.

I first heard about Write and Discuss several years ago when Ben Fisher-Rodriguez joined be on episode 79 of the World Language Classroom Podcast. I remember thinking, “That’s a cool idea.” But I had no idea how powerful it would become in my classroom.

Write and Discuss is a guided writing activity that comes after a shared class experience—something like a story, picture talk, reading, video clip, or discussion. The teacher writes (or types) a summary or retelling of the event in front of students with their input. You speak aloud as you write, modeling both language and writing habits in real time.

It’s low-prep, high-impact, and incredibly flexible.

Why is it so useful?

Write and Discuss…

• provides rich, contextualized input.
• helps students understand how spoken language becomes written language.
• models writing at a level they can access.
• supports literacy development in both L1 and L2.
• co-constructs meaning and builds classroom community.
• produces a usable class text for re-reading, grammar, or extension work.

How to Do a Write and Discuss

Start with a Shared Experience. Pick something you’ve just done together—anything that created shared meaning:

• a picture talk
• a video clip
• an article
• a class story
• a chapter in a CI novel

Set the Purpose

• Frame the activity as collaboration, not an assessment.

Write the Text in Front of the Class

• Use the whiteboard, a document camera, or project a Google Doc.
• Speak as you write. Think aloud.

Get student input:

• “What happened next?”
• “What was the character’s name?”

Keep your pace manageable. Stay comprehensible.

• Add in a few new words or structures, but keep in the the context of what you are writing about.

Check for Comprehension as You Go

• Ask questions about previous details you wrote to make sure all students are following.
• Use quick translation or gestures as needed.

Read the Text Aloud When You Finish

• Let students hear the final version. This reinforces meaning and models fluent reading.

What About Students writing the text?

Copying the text strategically can be powerful.

• During writing: For some groups, it helps them stay engaged.
• After reading together: Make it Do Now the next day. Have students copy with blanks to fill in or highlight target structures first.

Examples by Proficiency Level

Novice Low–Mid: Short, repetitive sentences with proper names and cognates:

• “This is Sara. Sara has a sister. Her name is Anna.”

Novice High–Intermediate Low: Add transition words and narrative sequence:

• “First, Diego arrives at the airport with his family. Then, they take a bus to La Concha where they meet their host family.”

Intermediate Mid and Up: Introduce more complex syntax and opinion:

• “Although Camila wanted to win the competition, she helped her friend instead.”
• “Some students said the video was funny, but others thought it was sad.”

Using Co-Created Texts for Grammar in Context (PACE)

One of the best things about Write and Discuss? You end up with a relevant, student-friendly text—perfect for teaching grammar in context using the PACE model.

Here’s how:

• Presentation: Use the co-created Write and Discuss text.
• Attention: Highlight a structure (e.g., past tense verbs, adjective agreement).
• Co-construction: Guide students to notice patterns and form rules.
• Extension: Practice that structure in a new but related context.

Example: After a Write and Discuss retelling in the past tense, return to the text and highlight all the past tense verbs. Discuss them. Notice patterns. Then give students a short new story to practice with the same structure.

Tips and suggestions

• Use  Google Slides or a whiteboard.
• Speak aloud while writing.
• Call on students for ideas and content.
• Keep it short—5–8 sentences is often enough.
• Print or post the text later for reading, stations, or review.
• Spiral back to older texts to reinforce language.

What to Avoid

• Don’t turn it into a grammar lesson while writing. Save that for later.
• Don’t go too fast. Check for understanding.
• Don’t offer all the details.  Collaborate with students. Use their suggestions.

Final Thoughts

Write and Discuss is one of those strategies that checks so many boxes. It’s compelling, communicative, comprehensible, and completely adaptable. Whether you’re using it to support storytelling, discussion, literacy, or grammar instruction, it’s a useful routine. If you haven’t tried it yet, give it a go. And if you already use it, let us know what works well for you and your students.