Have I taught the children the stages in the writing process?

• pre-writing, composing, revising, editing, sharing, and publishing

Do I encourage pre-writing activities?

Do I help the students understand the purpose of each stage in the process?

Do I avoid evaluating first drafts for handwriting, spelling, and usage

Do I teach the students to take responsibility for their writing?

Do I conference with students in writing groups

• select writing topics
• make decision about possible changes
• share in publishing and sharing decisions
• take part in evaluation of their writing
• maintain and use their writing folders

Do I conduct effective writing conferences?

• Content questions: Do they help focus, clarify and extend ideas; encourage the student to suggest possible additions and changes?
• Organization questions: Do they help the student select a format, help organize ideas?
• Style questions: Do they help the student think about word choice, effectiveness or the opening?
• Editing questions: Do they help the student check spelling, punctuation, and handwriting?
• Am I a good listener?
• Do I ask questions for clarification?
• Do I focus on ideas first?
• Do I ask questions to elicit expansion of ideas?

Do I teach revision strategies such as:

• inserting and deleting words, sentences, paragraphs
• crossing out
• using arrows
• asking for help
• cut-and-paste
• trying the writing out with peers
• putting the writing away for awhile
• making an audio recording then listening for consistency

Do I encourage a broad range of writing by having students write in different modes?

• narrative
• informational
• poetic

Do I teach spelling in a holistic manner?

• help students see spelling patterns in their writing
• have dictionaries available
• teach spelling at different stages of the writing process

Learn more about specific grade level writing programs below.