Stage 2: Consolidation / Fluency
Stage 3: Literacy for Growth
Writing Processes & Strategies
Prepare the Writer's Revise cart
On a piece of chart paper write the heading Writer's Revise
Below the heading write a statement about revising
For example: When we like our writing, we look back and say how can I make this even better?
Below the statement write the subheading Re-read
Make a list of strategies you have already discussed and practiced
For example: add dialogue, add to the bottom
Prepare a short report for modeling new strategy
Gather sentence strips and glue
You will need 2-3 sentence strips for modeling strategy
Students will need 1-2 sentence strips each
Gather special revising pens
For example: regular pens kept in a special container can be given this name to help motivate students to revise
Refer to the Writer's Revise chart
Prompt students by asking What can we do when we are revising our work?
Record the new strategy of adding details to the middle of a piece of writing on the Writer's Revise chart
Model strategy with a report
Read report aloud
After the report has been read aloud have students share ideas about where details can be added
Record ideas on separate sentence strips and anchor the sentence strips using glue beside the original idea from the text
Draw a star with a marker beside the original idea and a matching star on the sentence strip
Have students work on task independently
Work with small groups or hold teacher-student conferences
Have students share their revised piece of writing
Ask students to read their original piece of writing first followed by the new details that have been added
English Language Learners/ESL:
- Provide a visual cue, symbol or picture for each heading and strategy - Prior to the activity, pre-teach each strategy and model examples for student - Scribe written paragraph for student so that the students ideas are the focus
LD/Reading & Writing Difficulties:
- Have students reread their first draft aloud during a one-on-one conference - Repeat the instructions prior to independent work - Allow paragraph to be written using a typing program or speech-to-text software program
Cultural Appropriateness & Diversity:
- Use a report for modeling to which students are familiar
- Use a think-pair-share prior to group activity to verify students' understanding of the expectations
McKensie, L. & Tomkins, G. E. (2010). Evaluating students' writing: A process approach. Journal of Teaching Writing, 201-212.
The goal of Star Details: Helping Writer's Revise by Adding Details is to aid students in understanding the various interacting stages of the writing process, including revising, and to provide students with a strategy for adding detail to their writing.
What You Need
- Prepare Writer's Revise chart - Prepare short report for modeling - Gather sentence strips, glue and revising pens
2, 20 minute sessionsSession 1: - Teacher introduces task - Students brainstorm revising strategies - Teacher models new revising strategy Session 2: - Students revise first draft of a report - Students share their new draft and revisions
Teacher: - Chart paper - Markers - Sentence strips Students: - First draft of a piece of writing - Sentence strips - Special revising pens
What You Do
Direct instruction: - when introducing task Facilitator: - while students brainstorm revising strategies Modeling: - while showing how to use new strategy Consultant: - while students work independently on task
Whole class: - during introduction of task, brainstorming session, while teacher models new strategy and during sharing time Individual: - while students work on making revisions
- Record anecdotal comments on students new draft providing them with formative feedback
- Use a rubric to assess how well students made revisions to their first draft
- Have students publish their new drafts by using a computer software program
- Create a classroom book with each student's report on a separate page
- Create a revising center and include sentence strips, glue, scissors and special revising pens for students to access when working on writing
- Connecting the new information to the original text using matching stars provides students and the reader with a visual cue and keeps the process manageable and fun.
- One-on-one writing conferences allow the teacher to work with small groups or one-on-one on a specific concept. This is a great opportunity to give formative feedback to students.
- Emphasize revising as adding details to the text or making the piece of writing more interesting by including new and interesting words.
- Teach other revision strategies as part of a wider "Writer's Revise" theme.
- Provide a quiet working space for students disturbed by sound