This stage of writing is where brainstorming takes place. This can take many forms. Students can pre-write through pictures/doodles, word/idea maps, basic graphic organizers, etc. This stage is an idea building stage. Students will spend time in many different pre-writing techniques so they can find one that helps them the most. We will also have "permanent " pre-writing pages in our notebooks that will help us in spontaneous writings. These are things like writing territories or trees that give students a place of writing topics.
The idea trait is necessary for any writing. The idea and topic is what the student will add details to in order to form sentences and paragraphs expressing their idea.
In this stage, students will turn their ideas into writing. The best way to approach this is by fearlessly writing. This means no second guessing or quitting until the end. Students will refer to their pre-writing notes to boost them to the end. There will be grammatical and spelling errors, but we will worry about those later. The goal of drafting is turning an idea into reality through words. Giving students freedom to explore their ideas is the best way to do this.
I have an image of a pencil here to symbolize that what is written during this is far form permanent. We are just trying to get the idea jumble in our brain on paper :)
Drafting will begin to develop the voice and organization of the piece. When students write freely with their own ideas their voice will show. Their writing will be individual and unique to them. It will be fun to see how students grow and develop their voices as writers this year! At this stage of writing, the organization won't be thought through deeply, but the pre-writing ideas will now be in paragraph form.
This stage can be tricky at first because sharing writing can feel vulnerable. Because of this, I will start off by having kids share in groups of 2 or 3. The smaller group should lower intimidation and encourage the sharing of future works. By the end of the year, my hope is that students will be excited to share their writing with others in our learning community.
Constructive criticism is a new idea, so to avoid any meanness or unhelpful comments, the students will give each other a star and a wish. A star is something that the writer did well. A wish is something that the writer could change or add. Students should leave the sharing phase encouraged and better equipped to refine their writing.
Students will look at their writing again, this time looking for things that need to be changed, taken away, added, or left alone. This stage will be the longest one of the writing process because students will revise their writing multiple times. The sub-stages of revision or planning, making, and producing changes in your writing. We will learn that there are always ways to improve and refine our writing, so being patient with ourselves and our peers will help our writing be the best it can be.
Revision includes two traits: Word Choice and Sentence fluency. Word choice gives opportunity for imagery, description, clarity, and guidance for the understanding of the reader. Sentence flow is the patterns and structure of the words. Both can be refined to add depth, style, and clarity to the piece of writing. The organization of the piece will also be revised. Paragraphs and sentences may need to be taken out/added for sensible organization.
Students will also be making changes to their writing in this stage, but they will be smaller grammatical and spelling errors. We will practice editing in many of our grammar and phonics lessons this year. Peers can help us in this stage as well.
The step helps us refine the trait of convections. This includes spelling, punctuation, capitalization, grammar, and paragraphing. This will take a lot of proofreading form peers and themselves to be successful.
This is the stage where the writing gains readers. Publishing means that the students' work is open to the class, people in the school building, family, and occasionally online readers. We will be typing our writing for publishing that way it is the most readable and accessible. We will have a tab on our class webpage for some student work this year so that our writing can have many readers. Because what our students write is worth reading!
We will be looking at the writing trait of presentation in this step of the process. How does our writing look on the page? Is it typed? Should we add images or create art that adds a visual element to our writing?