WRITING PROCESS - KINDERGARTEN

K-1 Developmental Writing Continuum*

RATIONALE

WRITING PROCESS - GRADE THREE

The learner will	Comments/Activities
1. engage in prewriting.	a. observating using the senses b. brainstorming c. role-playing d. reading aloud e. webbing, clustering f. recalling personal experiences g. developing fluency h. drawing pictures i. researching information j. making lists k. organize material l. freewriting m. outlining n. taking field trips/walks o. journals
2. engage in writing and drawing rough drafts of: paragraphs, letters, reports, poetry, sketch, plays, fiction, personal narrative; a. determine an audience; b. organize ideas and write in logical sequence; c. write focusing on ideas and not mechanics.	a. putting initial ideas on paper b. surveying material for information on a given topic c. modeling d. paraphrasing e. peer or teacher conferencing f. outlining
3. engage in revision; a. revise his/her own drafts b. respond to other student's writings (peer conferences) c. use a variety of sentence structure: 1) check for run on sentences, fragments;; 2) effective word choice by use of sensory words and/or figurative language; 3) vary sentence beginnings; 4) expand/combine sentences. d. use supporting details; e. check unity and organization.	a. sentence combining or expanding b. word choice c. reading aloud to "hear" a message d. share with peer or teacher to check interpretation by others e. look at organization and clarity of message f. listen for dull repetitive statements g. addition of information h. deletion of information i. substitution of information j. rearranging information k. focus and develop the main idea
4. engage in editing: a. apply rules of punctuation to his/her own writing: 1) periods, sentences, initials, abbreviations; 2) correctly punctuate declarative, interrogative, exclamatory, imperative; 3) comma; letters; dates; city/state; series (introduce) 4) apostrophe: possession/contractions; 5) colon; time; 6) quotation marks to enclose direct quotes (introduce) b. apply rules of capitalization to his/her own writing: 1) proper nouns; 2) first word in a sentence, quotation or outline; 3)abbreviations; 4) the "I" word; 5) poetry when appropriate; 6) titles (Dr., Mrs., magazines, books, etc.) 7) initials; 8) poetry when appropriate; 9)first word of closing/greeting of letter.	a. check for grammar b. use dictionary to correct spelling c. check flow of words and vitality of message d. edit by student e. edit by peers f. edit by teacher g. check capitalization and punctuation h. use teacher checklists i. use handbooks to correct grammar
c. correct usage in his/her own writing: 1) patterning with verb tense (see, saw, seen; lie, lay, lain; etc.) 2) words commonly confused (bring/take; to, too, two; etc.) 3) pronouns (we, us; I, me) 4) double negatives (introduce) 5) possessives, contractions, plurals 6) subject/verb agreement (introduce).	a. most of this is done through oral language activities
d. correct spelling in his/her own writing: 1) identify words misspelled; 2) use dictionaries e. indent paragraphs; use margins.
5. engage in sharing and view themselves as authors: a. write legibly using proper letter formation, spacing and size. b. review and practice the cursive alphabet c. review the purpose for using manuscript (e.g., posters, map, charts, etc.) d. learn to use word processing.	a. oral reading b. bulletin board c. writing contest d. school newsletter e. reading by others f. in-class publishing g. keeping folder of all work to check progress and for later polishing h. viewing oneself as an author.

WRITING PROCESS - GRADE FOUR

The learner will	Comments/Activities
1. engage in prewriting.	a. observating using the senses b. brainstorming c. role-playing d. reading aloud e. webbing, clustering f. recalling personal experiences g. developing fluency h. drawing pictures i. researching information j. making lists k. organize material l. freewriting m. outlining n. taking field trips/walks o. journals
2. engage in writing and drawing rough drafts of: paragraphs, letters, reports, poetry, sketch, plays, fiction, personal narrative; a. determine an audience; b. organize ideas and write in logical sequence; c. write focusing on ideas and not mechanics.	a. putting initial ideas on paper b. surveying material for information on a given topic c. modeling d. paraphrasing e. peer or teacher conferencing f. outlining
3. engage in revision; a. revise his/her own drafts b. respond to other student's writings (peer conferences) c. use a variety of sentence structure: 1) simple; 2) compound; 3) check for run on sentences, fragments; 4) check for effective word choice by use of sensory words and/or figurative language; 5) check for vary sentence beginnings; 6) expand/combine sentences; 7) check for pronoun antecedent. d. use supporting details; e. check unity and organization.	a. sentence combining or expanding b. word choice c. reading aloud to "hear" a message d. share with peer or teacher to check interpretation by others e. look at organization and clarity of message f. listen for dull repetitive statements g. addition of information h. deletion of information i. substitution of information j. rearranging information k. focus and develop the main idea
4. engage in editing: a. apply rules of punctuation to his/her own writing: 1) periods, sentences, initials, abbreviations; 2) correctly punctuate declarative, interrogative, exclamatory, imperative; 3) comma; letters; dates; city/state; series; quotations; introductory words; interrupters; direct address; appositives; compound sentences; 4) apostrophe to show possession; contractions; 5) colon: business letter; time; lists; 6) quotation marks; enclose song, story, poem, etc.; slang words; 6) hyphens in syllabication; 7) italics-underline titles of books or magazines. b. apply rules of capitalization to his/her own writing: 1) proper nouns; 2) first word in a sentence, quotation or outline; 3) abbreviations; 4) regional names: country/world; 5) titles (Dr., Mrs., magazines, books, etc.) 6) initials; 7) poetry when appropriate; 8) acronyms (e.g., NATO; UNICEF).	a. check for grammar b. use dictionary to correct spelling c. check flow of words and vitality of message d. edit by student e. edit by peers f. edit by teacher g. check capitalization and punctuation h. use teacher checklists i. use handbooks to correct grammar
c. correct usage in his/her own writing: 1) patterning with verb tense (see, saw, seen; lie, lay, lain; etc.) 2) words commonly confused (bring/take; to, too, two; etc.) 3) pronouns (we, us; I, me) 4) double negatives (introduce) 5) possessives, contractions, plurals 6) subject/verb agreement
d. correct spelling in his/her own writing: 1) identify words misspelled; 2) use dictionaries e. indent paragraphs; use margins.
5. engage in sharing and view themselves as authors: a. write legibly using proper letter formation, spacing and size. b. review the purpose for using manuscript (e.g., posters, map, charts, etc.). c. learn to use word processing.	a. oral reading b. bulletin board c. writing contest d. school newsletter e. reading by others f. in-class publishing g. keeping folder of all work to check progress and for later polishing h. viewing oneself as an author.

WRITING PROCESS - GRADE FIVE

The learner will	Comments/Activities
1. engage in prewriting.	a. observating using the senses b. brainstorming c. role-playing d. reading aloud e. webbing, clustering f. recalling personal experiences g. developing fluency h. drawing pictures i. researching information j. making lists k. organize material l. freewriting m. outlining n. taking field trips/walks o. journals
2. engage in writing and drawing rough drafts of: paragraphs, letters, reports, poetry, sketch, plays, fiction, personal narrative; a. determine an audience; b. organize ideas and write in logical sequence; c. write focusing on ideas and not mechanics.	a. putting initial ideas on paper b. surveying material for information on a given topic c. modeling d. paraphrasing e. peer or teacher conferencing f. outlining
3. engage in revision; a. revise his/her own drafts b. respond to other student's writings (peer conferences) c. use a variety of sentence structure: 1) simple; 2) compound; 3) check for run on sentences, fragments; 4) check for effective word choice by use of sensory words and/or figurative language; 5) check for vary sentence beginnings; 6) expand/combine sentences; 7) check for pronoun antecedent. d. use supporting details; e. check unity and organization.	a. sentence combining or expanding b. word choice c. reading aloud to "hear" a message d. share with peer or teacher to check interpretation by others e. look at organization and clarity of message f. listen for dull repetitive statements g. addition of information h. deletion of information i. substitution of information j. rearranging information k. focus and develop the main idea
4. engage in editing: a. apply rules of punctuation to his/her own writing: 1) periods, sentences, initials, abbreviations; 2) correctly punctuate declarative, interrogative, exclamatory, imperative; 3) comma; letters; dates; city/state; series; quotations; introductory words; interrupters; direct address; appositives; compound sentences; 4) apostrophe to show possession; contractions; 5) colon: business letter; time; lists; 6) quotation marks; enclose song, story, poem, etc.; slang words; 6) hyphens in syllabication; 7) italics-underline titles of books or magazines. b. apply rules of capitalization to his/her own writing: 1) proper nouns; 2) first word in a sentence, quotation or outline; 3) abbreviations; 4) regional names: country/world; 5) titles (Dr., Mrs., magazines, books, etc.) 6) initials; 7) poetry when appropriate; 8) acronyms (e.g., NATO; UNICEF).	a. check for grammar b. use dictionary to correct spelling c. check flow of words and vitality of message d. edit by student e. edit by peers f. edit by teacher g. check capitalization and punctuation h. use teacher checklists i. use handbooks to correct grammar
c. correct usage in his/her own writing: 1) patterning with verb tense (see, saw, seen; lie, lay, lain; etc.) 2) words commonly confused (bring/take; to, too, two; etc.) 3) pronouns (we, us; I, me) 4) double negatives (introduce) 5) possessives, contractions, plurals 6) subject/verb agreement
d. correct spelling in his/her own writing: 1) identify words misspelled; 2) use dictionaries e. indent paragraphs; use margins.
5. engage in sharing and view themselves as authors: a. write legibly using proper letter formation, spacing and size. b. review the purpose for using manuscript (e.g., posters, map, charts, etc.). c. learn to use word processing.	a. oral reading b. bulletin board c. writing contest d. school newsletter e. reading by others f. in-class publishing g. keeping folder of all work to check progress and for later polishing h. viewing oneself as an author.

WRITING PROCESS - GRADE SIX

The learner will	Comments/Activities
1. engage in prewriting.	a. observating using the senses b. brainstorming c. role-playing d. reading aloud e. webbing, clustering f. recalling personal experiences g. developing fluency h. drawing pictures i. researching information j. making lists k. organize material l. freewriting m. outlining n. taking field trips/walks o. writing journals
2. engage in writing and drawing rough drafts of: paragraphs, letters, reports, poetry, sketch, plays, fiction, personal narrative; a. determine an audience; b. organize ideas and write in logical sequence; c. write focusing on ideas and not mechanics.	a. putting initial ideas on paper b. surveying material for information on a given topic c. modeling d. paraphrasing e. peer or teacher conferencing f. outlining
3. engage in revision: a. revise his/her own drafts; b. respond to other student's writings (peer conferences); c. use a variety of sentence structure: 1) simple; 2) compound; 3) check for run on sentences, fragments; 4) check for effective word choice by use of sensory words and/or figurative language; 5) check for vary sentence beginnings; 6) expand/combine sentences; 7) check for pronoun antecedent. d. use supporting details; e. check unity and organization.	a. sentence combining or expanding b. word choice c. reading aloud to "hear" a message d. share with peer or teacher to check interpretation by others e. look at organization and clarity of message f. listen for dull repetitive statements g. addition of information h. deletion of information i. substitution of information j. rearranging information k. focus and develop the main idea
4. engage in editing: a. apply rules of punctuation to his/her own writing: 1) periods, sentences, initials, abbreviations; 2) correctly punctuate declarative, interrogative, exclamatory, imperative; 3) comma; letters; dates; city/state; series; quotations; introductory words; interrupters; direct address; appositives; compound sentences; 4) apostrophe to show possession; contractions; 5) colon: business letter; time; lists; 6) quotation marks; enclose song, story, poem, etc.; slang words; 6) hyphens in syllabication; 7) italics-underline titles of books or magazines. b. apply rules of capitalization to his/her own writing: 1) proper nouns; 2) first word in a sentence, quotation or outline; 3) abbreviations; 4) regional names: country/world; 5) titles (Dr., Mrs., magazines, books, etc.) 6) initials; 7) poetry when appropriate; 8) acronyms (e.g., NATO; UNICEF).	a. check for grammar b. use dictionary to correct spelling c. check flow of words and vitality of message d. edit by student e. edit by peers f. edit by teacher g. check capitalization and punctuation h. use teacher checklists i. use handbooks to correct grammar
c. correct usage in his/her own writing: 1) patterning with verb tense (see, saw, seen; lie, lay, lain; etc.) 2) words commonly confused (bring/take; to, too, two; etc.) 3) pronouns (we, us; I, me) 4) double negatives (introduce) 5) possessives, contractions, plurals 6) subject/verb agreement
d. correct spelling in his/her own writing: 1) identify words misspelled; 2) use dictionaries e. indent paragraphs; use margins.
5. engage in sharing and view themselves as authors: a. write legibly using proper letter formation, spacing and size. b. review the purpose for using manuscript (e.g., posters, map, charts, etc.). c. learn to use word processing.	a. oral reading b. bulletin board c. writing contest d. school newsletter e. reading by others f. in-class publishing g. keeping folder of all work to check progress and for later polishing h. viewing oneself as an author.

WRITING PROCESS - GRADE SEVEN AND EIGHT

The learner will	Comments/Activities
1. engage in prewriting.	a. observating using the senses b. brainstorming c. role-playing d. reading aloud e. webbing, clustering f. recalling personal experiences g. developing fluency h. drawing pictures i. researching information j. making lists k. organize material l. freewriting m. outlining n. taking field trips/walks o. writing journals
2. engage in writing and drawing rough drafts of: paragraphs, letters, reports, poetry, sketch, plays, fiction, personal narrative; a. determine an audience; b. organize ideas and write in logical sequence; c. write focusing on ideas and not mechanics.	a. putting initial ideas on paper b. surveying material for information on a given topic c. modeling d. paraphrasing e. peer or teacher conferencing f. outlining
3. engage in revision: a. revise his/her own drafts; b. respond to other student's writings (peer conferences); c. use a variety of sentence structure: 1) simple; 2) compound; 3) check for run on sentences, fragments; 4) check for effective word choice by use of sensory words and/or figurative language; 5) check for vary sentence beginnings; 6) expand/combine sentences; 7) check for pronoun antecedent. d. use supporting details; e. check unity and organization.	a. sentence combining or expanding b. word choice c. reading aloud to "hear" a message d. share with peer or teacher to check interpretation by others e. look at organization and clarity of message f. listen for dull repetitive statements g. addition of information h. deletion of information i. substitution of information j. rearranging information k. focus and develop the main idea
4. engage in editing: a. apply rules of punctuation to his/her own writing: 1) periods, sentences, initials, abbreviations; 2) correctly punctuate declarative, interrogative, exclamatory, imperative; 3) comma; letters; dates; city/state; series; quotations; introductory words; interrupters; direct address; appositives; compound sentences; 4) apostrophe to show possession; contractions; 5) colon: business letter; time; lists; 6) quotation marks; enclose song, story, poem, etc.; slang words; 6) hyphens in syllabication; 7) italics-underline titles of books or magazines. b. apply rules of capitalization to his/her own writing: 1) proper nouns; 2) first word in a sentence, quotation or outline; 3) abbreviations; 4) regional names: country/world; 5) titles (Dr., Mrs., magazines, books, etc.) 6) initials; 7) poetry when appropriate; 8) acronyms (e.g., NATO; UNICEF).	a. check for grammar b. use dictionary to correct spelling c. check flow of words and vitality of message d. edit by student e. edit by peers f. edit by teacher g. check capitalization and punctuation h. use teacher checklists i. use handbooks to correct grammar
c. correct usage in his/her own writing: 1) patterning with verb tense (see, saw, seen; lie, lay, lain; etc.) 2) words commonly confused (bring/take; to, too, two; etc.) 3) pronouns (we, us; I, me) 4) double negatives (introduce) 5) possessives, contractions, plurals 6) subject/verb agreement
d. correct spelling in his/her own writing: 1) identify words misspelled; 2) use dictionaries e. indent paragraphs; use margins.
5. engage in sharing and view themselves as authors: a. write legibly using proper letter formation, spacing and size. b. review the purpose for using manuscript (e.g., posters, map, charts, etc.). c. learn to use word processing.	a. oral reading b. bulletin board c. writing contest d. school newsletter e. reading by others f. in-class publishing g. keeping folder of all work to check progress and for later polishing h. viewing oneself as an author.

WRITING PROCESS - GRADE NINE - TWELVE

The learner will	Comments/Activities
1. engage in prewriting.	a. observating using the senses b. brainstorming c. role-playing d. reading aloud e. webbing, clustering f. recalling personal experiences g. developing fluency h. drawing pictures i. researching information j. making lists k. organize material l. freewriting m. outlining n. taking field trips/walks o. writing journals
2. engage in writing and drawing rough drafts of: paragraphs, letters, reports, poetry, sketch, plays, fiction, personal narrative; a. determine an audience; b. organize ideas and write in logical sequence (coordination/subordination of ideas.) c. write focusing on ideas and not mechanics.	a. putting initial ideas on paper b. surveying material for information on a given topic c. modeling d. paraphrasing e. peer or teacher conferencing f. outlining
3. engage in revision: a. revise his/her own drafts; b. respond to other student's writings (peer conferences); c. use a variety of sentence structure: 1) simple; 2) compound; 3) check for run on sentences, fragments; 4) check for effective word choice by use of sensory words and/or figurative language; 5) check for vary sentence beginnings; 6) expand/combine sentences; 7) check for pronoun antecedent; 7) check for comma splice; 8) check for wordiness; 9) parallelism. d. use supporting details; e. check unity and organization: (a. sentence combining or expanding; (b. word choice; (c. reading aloud to "hear" a message; (d. share with peer or teacher to check interpretation by others; (e. look at organization and clarity of message; (f. listen for dull repetitive statements; (g. addition of information; (h. deletion of information; (i. substitution of information; (j. rearranging information; (k. focus and develop the main idea	l. misplaced modifiers
4. engage in editing: a. apply rules of punctuation to his/her own writing: (1 periods, sentences, initials, abbreviations; (2 correctly punctuate declarative, interrogative, exclamatory, imperative; (3 comma; letters; dates; city/state; series; quotations; introductory words; interrupters; direct address; appositives; compound sentences; (4 apostrophe to show possession; contractions; (5 colon: business letter; time; lists; (6 quotation marks; enclose song, story, poem, etc.; slang words; (7 hyphens in syllabication; (8 italics-underline titles of books or magazines, newspaper, pamphlet, or play, works of art, names of ships, foreign words, scientific names, movies, T.V. series, emphasized words; (9 semi-colon-compound sentences; independent clauses containing commas, join independent clauses separated by words such as moreover, nevertheless, etc., items in a series that contain commas; (10 additional marks as appropriate (11 (parenthesis, ellipse, dash, brackets) b. apply rules of capitalization to his/her own writing: 1) proper nouns; 2) first word in a sentence, quotation or outline; 3) abbreviations; 4) regional names: country/world; 5) titles (Dr., Mrs., magazines, books, etc.) 6) initials; 7) poetry when appropriate; 8) acronyms (e.g., NATO; UNICEF); 9) languages; 10) God and all other words related to deity; 11) interjections; 12) emphasized words.	a. check for grammar b. use dictionary to correct spelling c. check flow of words and vitality of message d. edit by student e. edit by peers f. edit by teacher g. check capitalization and punctuation h. use teacher checklists i. use handbooks to correct grammar
c. correct usage in his/her own writing: 1) patterning with verb tense (see, saw, seen; lie, lay, lain; etc.) 2) words commonly confused (bring/take; to, too, two; etc.) 3) pronouns (we, us; I, me) 4) double negatives 5) possessives, contractions, plurals 6) subject/verb agreement; 7) tense shift.
d. correct spelling in his/her own writing: 1) identify words misspelled; 2) use dictionaries e. indent paragraphs; use margins.
5. engage in sharing and view themselves as authors: a. write legibly using proper letter formation, spacing and size. b. review the purpose for using manuscript (e.g., posters, map, charts, etc.). c. learn to use word processing; d. use blue or black ink in formal writing	a. oral reading b. bulletin board c. writing contest d. school newsletter e. reading by others f. in-class publishing g. keeping folder of all work to check progress and for later polishing h. viewing oneself as an author.