Content

According to Alberta Education, the following should be considered:

• • Establishing a context

  • Effectiveness of development and organization

  • Whether the purpose of the assignment is fulfilled with complete and appropriate information (expository)

  • Uses specific details (of characters, events, setting, actions, etc.) in narrative writing

  • Demonstrates an awareness of audience.

• Research:  Giving Students The Right Kind Of Writing Practice, Kelly Gallagher & Penny Kittle

  • Demystifying Writing, Transforming Education, Mike Schmoker

PRE-WRITING

• Brainstorming Ideas

• Classroom discussion

• Students create idea journals

• K-W-L Chart

• Mind mapping/Graphic Organizers: Somebody wanted-but-so-then

• Accessing background knowledge

• Turn and Talk

• Researching topic
  
  

DURING WRITING

• Develop stamina – write for increasingly longer periods of time

• Develop a process of ongoing revising (ideas, concepts, voice) and editing (conventions).

• Continue research of topic to fill in gaps

• Writing Process is in place (Planning, drafting, writing, editing, revising)

• Teacher modelling of strategies and skills

• Mini lessons being taught according to need

• Ongoing conferencing – with teacher and with peers (with guidelines)

• Sharing written work on a daily basis, both ideas, partially written work, completed assignments and form presentations

• Teach students how to critique each other for constructive feedback

• Elaborating important details or events by “show not tell”, moment by moment action, dialogue, etc.

• Use a grade level editing checklist
  
  

POST WRITING

• Share with others – writing is a social activity

• Goal setting with the teacher

• Revisit previously written pieces – help students see that writing can always be edited, revised and refined