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
- 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?
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.