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.

Understanding 

Objectives 

Approaching 

12.2.W.1

Students will apply components of a recursive writing process of multiple purposes to create a focused, organized, and coherent piece of writing.

12.2.W.1

Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

Developing 

12.2.W.1

Students will apply, with support, components of a recursive writing process to create a cohesive, organized piece of writing.

12.2.W.1

Students will attempt to, with guidance and support, apply some components of a recursive writing process to create a cohesive piece of writing.

12.2.W.2

Students will attempt to plan (e.g., outline, graphic organizer) and prewrite a first draft as necessary with guidance and support.

12.2.W.2

Students will attempt to plan (e.g., outline) and prewrite a first draft as necessary.

12.2.W.2

Students will plan (e.g., outline) and prewrite a first draft as necessary. 

12.2.W.2

Students will plan (e.g., outline) and prewrite a first draft as necessary.

12.2.W.3

Students will attempt with guidance and support to develop drafts by using an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) in multi-paragraph essays.

12.2.W.3

Students will attempt to develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

12.2.W.3

Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

12.2.W.3

Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.

12.2.W.4

Students will attempt with guidance and support to edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.

12.2.W.4

Students will attempt with some support to edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.

12.2.W.4

Students will edit and revise multiple drafts for intended purpose (e.g., staying on topic), organization, coherence, using a consistent point of view.

12.2.W.4

Students will edit and revise multiple drafts for logical organization, enhanced transitions and coherence, sentence variety, and use of tone and point of view through specific rhetorical devices to establish meaningful texts.

12.2.W.5

Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check) with guidance and support.

12.2.W.5

Students will attempt to use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

12.2.W.5

Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

12.2.W.5

Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).

 Instructional Guidance 

• Display examples of essays. Lead students through a study of some good examples.

• Give students choice in writing topics. (Pictures, photographs, music, and art can provide inspiration.)

• Provide students a graphic organizer for organizing their writing. Practice filling one out together as a class on an agreed-upon topic. Then have students fill out their graphic organizer. Graphic Organizer Options (1), Graphic Organizer Options (2).

• Confer with students about their writing goals and progress. Guide them toward an appropriate topic.

• Write in response to a prompt and share your own writing with students.

• Provide students a checklist to see if their own writing or a classmate’s meets expectations. Limit the focus to a few essential writing components. Rubric/Checklist MakerRevision Assistance

• Provide feedback and support on writing throughout the process.

• Display examples of essays. Have students determine what good aspects of writing are present.

• Provide students choice in writing topics.

• Provide students a graphic organizer for organizing their writing. Graphic Organizer Options (1), Graphic Organizer Options (2).

• Confer with students about their writing goals and progress.

• Provide students a checklist to see if their own writing or a classmate’s meets expectations. Rubric/Checklist MakerRevision Assistance

Understanding 

• Use mentor texts for students to study and imitate some of the good writing moves. These can be writing from past and current students, real world writers, and you the teacher.

• Provide students choice in writing topics.

• Instruct students to provide feedback to one another about their writing, so they can make necessary revisions. Rubric/Checklist MakerRevision Assistance

• Confer with students about their writing goals and progress.

• Require students to highlight and/or note the revisions that occurred between an early draft and a final draft.

Deeper

Acquisition 

• Use mentor texts for students to study and imitate their writing moves and style.

• Provide students choice in writing topics.

• Instruct students provide feedback to one another about their writing, so they can make necessary revisions. Students can also check themselves about a list of criteria. Rubric/Checklist MakerRevision Assistance

• Students can submit a reflection of their writing process for the final piece they submit.

• Allow students pick the mode or format best suited to the purpose of the writing piece.