1.W.4

Apply the writing process to –

With support, develop, select and organize ideas relevant to topic, purpose, and genre; revise writing to add details (e.g., sentence structure); edit writing for format and conventions (e.g., correct spelling of frequently used words, basic capitalization, end punctuation); and provide feedback to other writers.
Use available technology to publish legible documents.

Learning Outcome:

Write routinely over brief time frames and for a variety of purposes and audiences.

I Can Statements Question Stems
-I can apply the writing process.
-I can develop, select, and organize ideas relevant to the topic, purpose, and genre.
-I can revise writing to add details.
-I can edit writing for format and conventions.
-I can provide feedback to other writers.
-I can use technology to publish legible documents.

-What is the purpose of your writing?
-What is your topic?
-What else can you tell me about your topic?
-How can you make your writing better?
-Do your ideas go together? How?
-Have you checked for correct spelling, capitalization, and punctuation?
-Are simple or sight words spelled correctly?
-What ideas do you have to help your partner make their writing better?
-How can you share your writing with others?
-Can you use technology to share? How?

Academic Vocabulary

conventions
detail
edit
develop
format
genre
legible
purpose
publish
revise
writing process

Practical Examples, Standards, and Digital Resources

Reading Examples Writing Examples Speaking and Listening Examples
-Model interactive writing to provide an example.

-Using a shared writing experience or a morning message, demonstrate how to revise a sentence by adding more vivid adjectives or details. Continue to model revising sentences each day until students can point out and provide an addition.

-Using a shared writing or a morning message, model how to edit your writing. Allow students to point out errors and suggest corrections.

-Complete a simple graphic organizer to organize details.

-Provide an editing checklist to correct capitalization, spelling, and punctuation.

-Allow students to choose a platform to publish and share their writing.

-Students provide feedback to a partner for revision of topic and details.

Reading Standards Writing Standards Speaking and Listening Standards
1.RL.3.1
1.RL.3.2
1.RN.3.2
1.RN.4.2
1.RF.2.3
1.W.2
1.W.3
1.W.5
1.W.6 
1.SL.1
1.SL.2
1.SL.4.2
Digital Resources

-Student Treasures-Writing Process and Publishing:

-The Writing Porcess

-Writing Process Song from Class 

English Learner Considerations

The English Learner considerations, which were written by Indiana EL teachers, are meant to increase engagement and support growth for ELs.They are designed to support the standards and curriculum you are currently using. The following are recommendations of best practices to assist educators in making language more accessible for English Learners. Educators should adapt strategies based upon a student’s proficiency level and ensure that content is age-appropriate.

Additional strategies and the guiding principles regarding literacy instruction for English Learners.

Beginning Intermediate Advanced

-utilize think-write-pair-share activities
-utilize drawing
-model writing process with I do, we do, you do
-provide grammatical sentence structure support

-utilize think-write-pair-share activities
-help students write sounds in words for group writing
-utilize drawing and labeling
-model writing process with I do, we do, you do
-provide grammatical sentence structure support

-model writing process with I do, we do, you do

Special Education Considerations

The special education considerations, which were written by Indiana special education teachers, are meant to increase engagement and support growth for students in special education. This is not an exhaustive list of strategies, but these supports will help you make literacy instruction more accessible for students. Remember to adapt these to the needs of your students and ensure that you are creating opportunities for all students to engage with rigorous content.

Guiding principles regarding literacy instruction for students in special education.

Strategy  Examples

Recognize developmental stages of writing

Allow drawings and inventive spelling for beginning of kindergarten

Encourage students to explore writing by copying texts

Provide mini-word walls for access to sight words without needing to copy from the wall

Trace letters to learn proper letter formation

Use handwriting paper with raised guides

Trace letter in sand or shaving cream

Build the letters with Play-Doh

Use magnetic letters to spell a sight word, then copy the word

Model writing (for example, in a morning message), move to shared writing, then begin independent journaling (gradual release model)

Teacher writes in highlighter, and student traces over letters

Students uses speech-to-text option

Students fill in the blank in teacher created sentences.

Utilize gradual release model to teach steps of writing process

Model a prewrite web

“Share the Pen” on a first draft

Provide specific feedback to students’ work