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4-2-W-1

Page history last edited by angelatoler@dcsok.org 2 years, 6 months ago

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. 
4.2.W.1 Students will develop drafts by categorizing ideas and organizing them into paragraphs.

Student Actions 

Teacher Actions 

  • Students will categorize and organize ideas into paragraphs in the draft.
  • Student may use paragraph hamburger to outline the key components of a paragraph before writing.

 


  • Teachers model how to categorize and organize ideas in preparation for writing.
  • Teachers provide opportunities for students to categorize and organize ideas into paragraphs.
  • Teachers monitor and provide opportunities for students to receive feedback regarding drafts.

Supporting Resources 

Teacher Insights 

Writing Fix: Writing Process (website) 
  • The genre students are writing will determine how students should plan their writing pieces.

    • Example: If students are working on information or opinion pieces, they should state a detail or argument in the topic sentence and use the rest of the paragraph explaining the detail or argument.

    • Example: In narrative writing, students can use events in their story to organize their piece into first, next, then, and last.

  • Graphic organizers can be helpful when learning how to write paragraphs.

    • The hamburger method teaches students to outline the key components of a paragraph before writing.

    • Using a story mountain or other planning strategy to organize a narrative can help students plan for each event to be a paragraph in their draft.

  • Students should learn that paragraphs are about one topic. If students have drafted a piece that is not organized into paragraphs, they can read through their draft and mark places where they change topics or scenes. After marking these spots, they should circle the chunks of text that will be paragraphs in their next draft.

Due to recursive nature of the standards, it is essential that teachers are aware of how all objectives within and between strands work together for optimal instruction.

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