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Students choose their topics, set writing goals, develop ideas, consider their audience, think about genre and brainstorm.

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Students choose their topics, set writing goals, develop ideas, consider their audience, think about genre and brainstorm.

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Students write with no interruptions or concerns about grammar. 

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Students write with no interruptions or concerns about grammar. 

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Students begin to make changes to their writing including sequencing, adding and deleting text, and incorporating detail. During revising students can also meet with peers and the teacher for suggestions and review.

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Students begin to make changes to their writing including sequencing, adding and deleting text, and incorporating detail. During revising students can also meet with peers and the teacher for suggestions and review.

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Students review their work for correctness in conventions like spelling, punctuation, capitalization, sentence structure and grammar. Students may meet with peers and the teacher during this time and may use a checklist or rubric to guide them.

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Students review their work for correctness in conventions like spelling, punctuation, capitalization, sentence structure and grammar. Students may meet with peers and the teacher during this time and may use a checklist or rubric to guide them.

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Students create a final product of their writing that can be shared with a real audience.

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Students create a final product of their writing that can be shared with a real audience.

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Example: During a unit on  poetry, students observe a "common object" in the classroom and use 6-room writing to observe the object from 6 different pre-determined perspectives.

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Example: During a unit on  poetry, students observe a "common object" in the classroom and use 6-room writing to observe the object from 6 different pre-determined perspectives.

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Observation: I was able to observe first and second grade students writing an informational piece about themselves after a unit on skin color, name meanings and culture. Students used a graphic organizer to write down the facts they have learned about themselves regardingthese topics in the last week. Students were also verbally prompted to think about different areas of the unit. Students were able to talk with peers at their tables to share ideas as well.

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Observation: I was able to observe first and second grade students writing an informational piece about themselves after a unit on skin color, name meanings and culture. Students used a graphic organizer to write down the facts they have learned about themselves regardingthese topics in the last week. Students were also verbally prompted to think about different areas of the unit. Students were able to talk with peers at their tables to share ideas as well.

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Example: With any planning materials close by, students are prompted to write without stopping for 15 minutes about their common object. A timer is set.  There are no specific prompts regarding structure or writing mechanics.

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Example: With any planning materials close by, students are prompted to write without stopping for 15 minutes about their common object. A timer is set.  There are no specific prompts regarding structure or writing mechanics.

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Observation: I was able to observe first and second grade students drafting a letter to Martin Luther King Jr. Prior to drafting, the students were read a portion of his famous "I Have a Dream" speech and participated in a discussion summarizing his main hopes and dreams. Students were given 15 minutes and the only prompt given was to explain what some of their hopes and dreams are for our country today.

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Observation: I was able to observe first and second grade students drafting a letter to Martin Luther King Jr. Prior to drafting, the students were read a portion of his famous "I Have a Dream" speech and participated in a discussion summarizing his main hopes and dreams. Students were given 15 minutes and the only prompt given was to explain what some of their hopes and dreams are for our country today.

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Example: After organizing their common object poems, students participate in Revising Centers. In small groups, they work on (1)elaborating on their language and vocabulary, (2) sharing their draft for any peer suggestions on structure and language, and (3) sequencing their ideas.

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Example: After organizing their common object poems, students participate in Revising Centers. In small groups, they work on (1)elaborating on their language and vocabulary, (2) sharing their draft for any peer suggestions on structure and language, and (3) sequencing their ideas.

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Observation: I was able to observe second grade students participating in peer revisions of their books about citizenship.  Students wrote about photographs that they took during a walking field trip in the downtown area and included sentences highlighting various traits of good community citizens. Students read aloud their work while their peer listens and uses a checklist to review their work for fluency and to highlight any areas that may by confusing.

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Observation: I was able to observe second grade students participating in peer revisions of their books about citizenship.  Students wrote about photographs that they took during a walking field trip in the downtown area and included sentences highlighting various traits of good community citizens. Students read aloud their work while their peer listens and uses a checklist to review their work for fluency and to highlight any areas that may by confusing.

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Example: After revising and making changes to their common object poems, students participate in Editing Centers.  In small groups, they work on (1) checking their work for spelling errors and capitalization, (2) reviewing the use of punctuation in their work, and (3) reading their work out loud to listen for correct verb tense and other grammar.

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Example: After revising and making changes to their common object poems, students participate in Editing Centers.  In small groups, they work on (1) checking their work for spelling errors and capitalization, (2) reviewing the use of punctuation in their work, and (3) reading their work out loud to listen for correct verb tense and other grammar.

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Example: Students write their poems on a white background and go over it in marker. Then, students create a frame/border around their work using construction paper. The poems are put together into a book that is added to the classroom library.

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Example: Students write their poems on a white background and go over it in marker. Then, students create a frame/border around their work using construction paper. The poems are put together into a book that is added to the classroom library.

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Observation: I was able to observe second grade student pairs use rubrics to review each other's essays on how people affect rivers. The rubrics included checking for spelling errors, punctuation and capital letters, with symbols used for each type of correction. Then students made corrections to their work and went through a second editing rubric with the teacher that checked the items above along with sentence fluency, verb usage and any other final corrections.

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Observation: I was able to observe second grade student pairs use rubrics to review each other's essays on how people affect rivers. The rubrics included checking for spelling errors, punctuation and capital letters, with symbols used for each type of correction. Then students made corrections to their work and went through a second editing rubric with the teacher that checked the items above along with sentence fluency, verb usage and any other final corrections.

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Observation: After completing "How-To" writing, first grade students printed their writing into final mini-books and added a cover, illustrations and an "about the author" page. Then, students read their books to kindergartners in their school.

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Observation: After completing "How-To" writing, first grade students printed their writing into final mini-books and added a cover, illustrations and an "about the author" page. Then, students read their books to kindergartners in their school.