Research has established the major steps of the writing process. These steps are identified in the five concepts of this strand, each supported with specific performance objectives. While all steps are needed and used by effective writers as they compose text, different skills may be emphasized in individual assignments. These steps may be used recursively as a piece moves toward completion. Throughout the process, students should reflect on their own writing skills, set goals, and evaluate their own progress.
| Concept 1: Prewriting
Prewriting includes using strategies to generate, plan, and organize ideas for specific purposes. |
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| Kindergarten | Grade 1 |
Grade 2 |
| PO 1. Generate ideas through class discussion. | PO 1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion). | PO 1. Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).
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| PO 2. Draw a picture about ideas generated through class discussion. | PO 2. Draw a picture or storyboard about ideas generated. | PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate) of a writing piece. |
| PO 3. Organize ideas using simple webs, maps, or lists. | PO 3. Determine the intended audience of a writing piece. | |
| PO 4. Discuss the purpose for a writing piece. | PO 4. Maintain a record (e.g., list, picture, journal, folder, notebook) of writing ideas. | |
| PO 5. Discuss who the intended audience of a writing piece will be. | ||
| Grade 3 | Grade 4 | Grade 5 |
| PO 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material). | PO 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material). | PO 1. Generate ideas through a variety of activities (e.g., brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material). |
| PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of a writing piece.
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PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of an intended writing piece. | PO 2. Determine the purpose (e.g., to entertain, to inform, to communicate, to persuade) of an intended writing piece. |
| PO 3. Determine the intended audience of a writing piece.
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PO 3. Determine the intended audience of a writing piece.
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PO 3. Determine the intended audience of a writing piece.
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| PO 4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing. | PO 4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing.
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PO 4. Use organizational strategies (e.g., graphic organizer, KWL chart, log) to plan writing. |
| PO 5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas.
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PO 5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas. | PO 5. Maintain a record (e.g., list, pictures, journal, folder, notebook) of writing ideas. |
| PO 6. Use time-management strategies, when appropriate, to produce a writing product within a set time period. | PO 6. Use time-management strategies, when appropriate, to produce a writing product within a set time period. | PO 6. Use time-management strategies, when appropriate, to produce a writing product within a set time period. |