Reinventing the writing process
Students begin by brainstorming for the writing of a personal narrative. Students will be encouraged to identify a beggining, middle and end to their story and use poplet to document their thinking.
2 Draft writing
Once students have created the shell of their story and feel ready to begin writing they will review the grade level rubric for narrative writing and begin their first draft.
3 Peer review
Once a first draft is completed, students will work in pairs to read each other's writing. After reading, students use a copy of the rubric to provide oral feedback on their writing and choose and area of focus for revision. This feedback can be reviewed by the teacher to monitor degree of understanding of the rubric and to plan teaching points. Students can the revise and edit their writing until they are ready to publish their writing.
Students will be able to illustrate and publish their work as well as share it with each other in order to create an iBooks library with the writing of every child in their class.
Key Standards Supported
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.
Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Use dialogue and description to develop experiences and events or show the responses of characters to situations.
Use a variety of transitional words and phrases to manage the sequence of events.
Use concrete words and phrases and sensory details to convey experiences and events precisely.
Provide a conclusion that follows from the narrated experiences or events.