foundations of writing
It is important for students to have strong foundational skills in grammar to assist them in becoming great writers. For this reason, we will spend time this year during our literacy blocks addressing these skills
types of writing covered this year
Students will be receiving writing instruction in both their literacy block and in social studies and science. During literacy we will focus more on foundational skills and fiction writing, and in science and social studies the focus will be on non-fiction writing.
We will be working on the following types of writing over the course of the school year. Please keep in mind due to student mastery we may move more quickly or slowly through certain units.
- Personal Narrative
- Creative Narrative
- Descriptive
- Poetry
We will be working on the following types of writing over the course of the school year. Please keep in mind due to student mastery we may move more quickly or slowly through certain units.
- Personal Narrative
- Creative Narrative
- Descriptive
- Poetry
The writing process
This year students will spend time engaging in the writing process to develop high-quality writing. What exactly does this mean? Simply put, they will spend time on each of 5 steps to produce finished writing assignments.
Step 1: Pre-Writing (deciding what you want to write about)- this is the stage where students will not only decide on a topic or idea, but will also spend significant time organizing their ideas BEFORE they begin to even write. A well thought out plan will make the remaining steps much easier.
Step 2: Draft (writing the FIRST version)- sort through your ideas and choose only the best to write an first draft. The goal is to get ALL your ideas on paper, not to focus on the mechanics or style. All of this can be fixed later.
Step 3: Revise (make your writing better)- read your writing (*at times with a peer) from start to finish and think about what you can change to make your writing better. Focus should be on content, meaning what information needs to be added or removed to help others understand your thoughts better. Also pay attention to word choice and if your writing is reaching your intended audience.
Step 4: Edit- check for grammatical errors, as well as spelling and punctuation mistakes. This is your final read through before publishing.
Step 5: Publish- taking everything into account from the previous steps write your final copy to be turned in.
At times we may add a 6th step where students are asked to evaluate their and their peers work using a rubric. This will never be the final grade, but rather an opportunity to work with the rubrics and learn from peers writing styles.
* we will almost always utilize peer editing in class. I find it helpful for students to hear suggestions from people their own age as well as empowering to be able to assist someone else. I will still be meeting with students, but this technique will also be used.
Step 1: Pre-Writing (deciding what you want to write about)- this is the stage where students will not only decide on a topic or idea, but will also spend significant time organizing their ideas BEFORE they begin to even write. A well thought out plan will make the remaining steps much easier.
Step 2: Draft (writing the FIRST version)- sort through your ideas and choose only the best to write an first draft. The goal is to get ALL your ideas on paper, not to focus on the mechanics or style. All of this can be fixed later.
Step 3: Revise (make your writing better)- read your writing (*at times with a peer) from start to finish and think about what you can change to make your writing better. Focus should be on content, meaning what information needs to be added or removed to help others understand your thoughts better. Also pay attention to word choice and if your writing is reaching your intended audience.
Step 4: Edit- check for grammatical errors, as well as spelling and punctuation mistakes. This is your final read through before publishing.
Step 5: Publish- taking everything into account from the previous steps write your final copy to be turned in.
At times we may add a 6th step where students are asked to evaluate their and their peers work using a rubric. This will never be the final grade, but rather an opportunity to work with the rubrics and learn from peers writing styles.
* we will almost always utilize peer editing in class. I find it helpful for students to hear suggestions from people their own age as well as empowering to be able to assist someone else. I will still be meeting with students, but this technique will also be used.
Grade Weights
Foundational Skills- 10%
Final Products- 60%
Classwork/Assignments- 30%
Final Products- 60%
Classwork/Assignments- 30%