Practical Steps to Support Students in Writing

Instruction should not focus exclusively on the mechanics of writing; rather, it should also teach higher-level writing skills such as strategies for planning, writing, and revising text... - Oregon's Early Literacy Framework, p. 52

In addition to feeling part of a community of writers, for students to enthusiastically engage in writing, they also need their writing efforts celebrated, opportunities for self-expression, ample time to write throughout the school day, explicit instruction in text types and guidance in the writing process. At this point in the module, we’ve reflected on many of those topics. Now we will delve deeper into the writing process.

The writing process includes the following components:

  • Planning: Generate content by gathering information from reading, previous knowledge and talking with others to help organize writing. 
  • Drafting: Select words and sentences that most accurately convey ideas and transcribe those words and sentences into written language. 
  • Sharing: Obtain feedback and suggestions for improving or developing text.
  • Evaluating: Determine, through self-review or feedback from others, if the text matches writer's goals.
  • Revising: Make changes to text based on feedback from others.
  • Editing: Make changes to ensure that text adheres to the intended language goals.
  • Publishing: Produce a final product to share publicly in written and/or oral form. 

See the figure below for more details. Students benefit from learning to move independently and freely between these components as they reflect, get feedback and revise their writing.

Pie graphic illustrating the 7 components of the writing process, which are described in the list above.
Image adapted from What Works Clearinghouse, Teaching Elementary School Students to Be Effective Writers.

 

Step 1: Read

While this may seem like many moving parts, when students learn to manage the writing process themselves, both individually and collectively, it can become second nature to them. Your time and attention, in contrast, can be freed up to engage with students about the status of their writing, including conferencing one-on-one with students or engaging with small groups. In these settings, you can give students in-the-moment, actionable feedback aligned with success criteria.

In the effort to move towards greater independence in their writing, students can also assess how close they are to reaching the learning goals and can give peer feedback using the success criteria as a guide.

Below are some strategies to support you and your students to engage in this process.

 

Step 2: Reflect

Review the Kindergarten example below of success criteria for writing aligned with standards and lesson learning goals (called targets in this document).

Considering where your students currently are in their learning, brainstorm in your journal some learning goals and success criteria they can use to discuss and review their own writing. Then, select one of the instructional strategies from the table above to support your students to reach that goal.

 

Try It Out!

Try out your instructional plan in an upcoming lesson. If you are feeling brave, share how it went with a colleague and ask for feedback!