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Prewriting is when students brainstorm what they could and are going to write about. It is a way for students to get their thoughts out. Often times, graphic organizers are used as apart of the pre-writing stage.

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Editing is when student's look over their work for issues with grammar, spelling, and punctuation. Students can do this themselves, but it is also helpful to have their peers work with them on the editing process.

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Teachers need to activate background knowledge of all of their students. So allowing ELLs to use pictures or words from their native language would be helpful to assess and work off of to brainstorm more.

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Students should "Call the C.O.P.S." when editing their writing. This means to check their Capitalization, to Over-read their writing, and to check their Punctuation and Spelling.

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The revising phase is where students are reviewing what they wrote in their first and focusing on reordering or rewording their writing. A great way to do this would through peer response groups as it allows writers to try out their writing with a support audience. However, these groups can fail or be ineffective especially for ELLs if they are not explicitly modeled and explained.

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When it comes to drafting the most important aspect is having students get their ideas quickly down onto paper, one way to be able to help ELLs do this could be through buddy journals or a dialogue journal. Students that are level 1 or 2 could have the teacher write down their ideas for them if they are not at the proficiency level to write independently in English this way all students are getting their ideas down on paper for their draft. 

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When it comes to drafting the most important aspect is having students get their ideas quickly down onto paper, one way to be able to help ELLs do this could be through buddy journals or a dialogue journal. Students that are level 1 or 2 could have the teacher write down their ideas for them if they are not at the proficiency level to write independently in English this way all students are getting their ideas down on paper for their draft. 

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Editing (CUPS) is the process you begin doing as soon as you finish revising (ARMS). When editing students check for and make corrections or changes to their Capitalization, part of speech Usage, Punctuations and Spelling. During the revision process students reread their draft to see, for example, whether the paper/thoughts are well-organized and the transitions between sentences, words and paragraphs are smooth. Students would Add sentences and words, Remove unwanted words and sentences, Move sentences and word placement and Substitute words or sentences for others.

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Brainstorming is an informal/ free-thinking way of generating topics to write about, or points to make about your topic. It can be done at any point along the writing process. You can brainstorm a whole paper or just a conclusion or an example. The important point about brainstorming is that there should be no pressure to be "brilliant." Students should simply open your mind to whatever pops into it.

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Brainstorming is when students gather and produce ideas, it can also stimulate creative thinking.

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The consistent adding and reformation of one concrete idea. In drafting students may continuously add or subtract to their main ideas in order to adequately complete the writing task at hand.

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Using a trial and error process in order to self evaluate which modes of their writing prove to be successful, while also focussing on grammatical adequacies.

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To help students to learn how to correctly edit their work, teachers can explicitly teach children how to improve their writing by modeling the steps. 

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To help students to learn how to correctly edit their work, teachers can explicitly teach children how to improve their writing by modeling the steps. 

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ELL students can benefit from using sentence frames to practice understanding the structure of sentences.   

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ELL students can benefit from using sentence frames to practice understanding the structure of sentences.   

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Checking for grammar, punctuation, spelling and other mistakes

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Rearranging thoughts to make the writing flow better

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Students come up with a list of topics that they could write about. They could use a web to come up with sub ideas that go off of their main idea. Brainstorming can also be used to activate background knowledge in other subjects.

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Students re-read their writing to check for any mistakes that they may have made. It is helpful for them to read their writing to themselves out loud to catch mistakes while they are reading that they may not have have caught when they read their writing. Students edit and fix their mistakes and change parts that they may not like the wording of.

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It might be helpful to have students practice writing on their own by having them generate a set of questions to "interview" a classmate about. This helps "warm up" the child's brain to think about what one might write about. In addition, hearing the peer's answers would help an ELL with their English speaking and listening skills.

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Teachers should provide ELLs with sentence starters of varying degrees based on the student's proficiency level. The sentence starters could also have word banks or the students can use classroom tools, such as a word wall, to assist them.  In addition to sentence starters, paragraph frames are a great way to help an ELL outline a paragraph or essay.

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The process of checking one's work for mistakes and comprehension. Encouraging students to read what they have written out loud to themselves and/or another person is a beneficial idea in the editing process. Some students will pick up on mistakes by hearing them orally.

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Teachers should be working toward activating and building background knowledge in order to help students brainstorm ideas when choosing topics to write about.

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Editing is a beneficial process for ELs because they can learn from their mistakes. Hopefully their confidence is not ruined by  corrections.

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Graphic organizers help ELs organize their thoughts in sequential order.  This allows the students to make connections and explore the concepts.

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It can be useful to provide students with a checklist for this portion of the writing process. This way, they have very specific elements they are looking for while they are reading. If they are not able to check off a certain element, they know exactly what they need to add or improve upon before the final draft.

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Background knowledge and instruction in the classroom plays a large role in drafting. Students should be writing about something they are become familiar with.

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Prewriting is considered part of the planning phase and students use their background knowledge to generate their ideas ,consider the purpose of the writing, and the intended audience or genre.

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Prewriting is considered part of the planning phase and students use their background knowledge to generate their ideas ,consider the purpose of the writing, and the intended audience or genre.

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Not only does publishing include finalizing and perfecting a piece of writing, but also preparing to share the piece. This may be done in print (using a word processor) or verbally (such as a presentation). Allowing students to publish their final pieces of writing on a computer allows them to practice using technology resources both in the school, at home, and in their communities. This portion of the writing process is particularly valuable for ELLs because it promotes a sense of accomplishment. When an ELL who is typically frustrated by writing can see his or her piece in a class book, in a school newspaper, or hung up on a wall, it shows the student that their hard work has paid off.

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Editing your paper is essentially making it look clean and polished before you hand it in or publish it. In the revision stage you should have already examined aspects of your writing like the organization and word choice, etc. - so this stage is mostly focused on examining writing conventions.

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During revision, it may be helpful for students and teachers to focus on one element at a time so they do not become overwhelmed.

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One way to publish student writing is to display it in the classroom. It is important for students to see their work published so they can appreciate the whole process and the importance of a final product.

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In the early grades, teachers should provide students with feedback and tips, but  teachers should not expect young children to re-do their work.

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Students also need to think about what kind of writing they want to do (narrative, persuasive, etc.) and their audience during this stage.

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Editing is the stage in which students re-read their entire story to check for any errors (grammatical, spelling, etc.) It is a good idea to have someone else edit your work because it is helpful to have a fresh pair of eyes who has never seen it before. It is easier to find mistakes in someone else's work.

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Brainstorming.               Pre-writing begins with coming up with an idea. Students are encouraged to use real-life experiences and their imaginations to create an idea. Then, students build off of their ideas to create more meaning in the story. FInally, writers plan the structure of their story and frame it out before writing. 

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Brainstorming.               Pre-writing begins with coming up with an idea. Students are encouraged to use real-life experiences and their imaginations to create an idea. Then, students build off of their ideas to create more meaning in the story. FInally, writers plan the structure of their story and frame it out before writing. 

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In this stage of the writing process, students are asked to correct their spelling, grammar, punctuation, mechanics, etc. This step can be done in peer editing groups, through proofreading, mini-lessons and computer programs that check spelling.

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Students are looking over their work during this stage. They can reorder some of their points and other key details during this stage. The revision stage is where they can change their sentences to make more sense and help their writing flow. Teacher conferences are a useful strategy to implement during this stage.

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This is the planning phase. Students are beginning to brainstorm their ideas and generating topics to write about. During this stage, students are determining their purpose for their writing and who they are writing for.

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In this stage of the writing process students are encouraged to generate and gather ideas for writing. In this stage students are preparing themselves for the actual writing by identifying main ideas and supporting details that go along with it.

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What happens in the publishing stage stage...

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What happens in the publishing stage stage...

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Later in the writing process, the final draft is where the ideas are confirmed and grammatical errors are hopefully nonexistent, as this is when the writing should be able to be published. This is why editing is important, especially when done by others, to make the piece of writing make more sense conceptually and grammatically. Once the edits and revisions are made, the piece of writing is ready to be published.

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What happens in the writing stage stage...

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What happens in the writing stage stage...

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Students are encouraged to let all of their ideas flow during the rough draft process. Students are encouraged to not worry about perfection in form or mechanics.