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Topic sentences are how we introduce the topic to the reader who looks over our writing. They are used to grab the reader's attention and can be shown in the form of engaging questions, statement sentences that are fun facts, and through just simple statements that explains what you will be writing about. TTW also explain the different components of a good topic sentence and a bad topic sentence.

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Today, we are going to go over all the steps and explain how to write using The Writing Process! The Writing Process is a step process that writers follow to create their best work! This is truly a process and it will take time for make your writing meaningful. If you get stuck or lost when writing, refer back to this picture.

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Prewriting is a blanket term for a wide range of techniques to start thinking about your paper before you begin the formal process of writing a draft.

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"Why do we prewrite?"                                                                                                 

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"Why do we prewrite?"                                                                                                 

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It helps us understand the topic better.

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It helps us gather our thoughts about what we are learning about. 

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Every answer was correct! Prewriting helps us to develop a better understanding of what we are writing about! It also helps us organized our thoughts and ideas about the writing prompt at hand!

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"How can I organize my thoughts for my writing?"

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"How can I organize my thoughts for my writing?"

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Graphic Organizers are a great way to help get our thoughts gathered and really help to start the Writing Process! In the link above, there are several different types of graphic organizers that will be used when writing this year! The type of organizer used will depend on the type of writing you are assigned!

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Help your students classify ideas and communicate more effectively with these free graphic organizer templates, available for download. They can be used to structure writing projects and help in problem solving, decision making, studying, planning research, and brainstorming.

Printable Graphic Organizers

Select a blank graphic organizer from the following categories depending on your curriculum needs.

Sequence of Events

Main Topic and Key Details

Compare/Contrast

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Free Downloadable Graphic Organizer Templates

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Use these free graphic organizer templates to help your students communicate more effectively by classifying ideas, structuring writing projects, and more.

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Drafting is when you use your notes from your graphic organizer and begin to type or write out the information and turn it into sentence and paragraph form.

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No! What you just completed is called your rough draft! From here, we will edit and revise!

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Revising is when you have the opportunity to make sure what you have written makes sense! This is the step where you can think about adding details to make your writing more exciting!

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"How can I make my writing more exciting?"

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"How can I make my writing more exciting?"

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Add adjectives and descriptive words!

No one likes to read boring writing!

Boring Example: My cat is soft.

Revised Example: I love to pet my cat named Coco, who has soft, brown fur.

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1. Self Revise: Read your work aloud to yourself and see if it makes sense.

2. Peer Revise: Grab a Partner and swap writings! Read each other's writings out loud, then catch the mistakes! Use the peer revising checklist!

3. Teacher Conference: Once you have revised with your partner, schedule a meeting with me! Together, we will revise your writing for mistakes you may have missed by yourself or with a partner.

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Editing is when we take all the corrections and ideas we received during revising and correct them! Fix mistakes like punctuations, capitalization, and spelling. Once you locate these mistakes, rewrite your rough draft!

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"How can I make sure I edit my paper correctly?"

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"How can I make sure I edit my paper correctly?"

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Use CUPS! CUPS is a method that we can use to make sure our final draft looks its very best!

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Revising makes sure that our writing flows correctly as it is read. It is also where we can add extra details and make sure our writing is in the correct order! Editing is how we make sure that our papers look their best! We have to make sure our writings have been created with the correct punctuation, capitalization, and correct spelling of words. When we do both, it helps us to improve our quality of writing!

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Of course! Grab a red pen and use these marks to edit your partner's paper.

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"Will I have to revise and edit multiple times?"

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"Will I have to revise and edit multiple times?"

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Sometimes this happens! When we don't always correct our steps when revising and editing, we have to come back to these steps to make sure our writing is at its best! Once you have completely finished revising and editing, you may begin rewriting your final draft!

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Publishing is when you finish your writing and are allowed to share or distribute this writing for all to read!

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We publish in many different forms! This could be through:

Clips

Printing out a copy for the hallway

Reading your writing aloud to the class

I will specify which way we will publish our writing before students are ready to publish.

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Yes! Oftentimes in writing, we will have multiple drafts before we are finished.

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Reach out to me for help! Sometimes, we all can get writer's block and we need to discuss some ideas for our writings with peers or the teacher!

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Helps to further explain Topic Sentences

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TTW begin with questioning and asking students what is their favorite type of ice cream. Once a student says My favorite ice cream is.... because... then the teacher explains that a question can be turned into a topic sentence and by using the data from the my favorite ice cream prompt, write a topic sentence that models the prompt. TTW also explain that our writing prompts can also have all the information that may be needed to complete a topic sentence.

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TTW pull up the writing prompt with students and help them to break it down into sections to see what the prompt is asking students to do. Then, TTW ask "What are some ways we can grab our reader's attention about the topic we are asked to write about?" TTW conduct students to go through a think-pair-share and then ask the class to help combine the information to come up with a topic sentence all together.

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This will be used to help students to identify what good and bad topic sentences are.

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Students will go through and unscramble the paragraph. This activity will be completed in groups.

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TTW explain to students that a concluding sentence wraps up your paper and could be a statement that summarizes the paragraph, restates the topic, ties ideas together, or gives a next step. Also the concluding sentence does not introduce a a new topic.

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TTW let students write their paragraphs and watch for students to be ready to move on. Before anyone is ready, TTW explain to students that there are several ways to write concluding sentences, and explain that what you pick depends on what your prompt is on. Also explain students that concluding sentences have signal words to show the transition. Then model to students a concluding sentence that could work for a previous prompt.

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Here, I would have students brainstorm ideas for our concluding sentences based off what we were writing. Then, as a class, I would allow students to pick from the ideas taught to them about concluding sentences and we would model an example from each.

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Students would take the the activity like the topic sentence scrambler and actually put the paragraph in order. For remediation, I would only have students fill in things like transition words, or the beginning and ends. For enrichment, I would have students complete a because, but, so activity to show different examples.

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I would have students sort different concluding sentences and explain their reasoning. For an early finisher, I would have students explain why the ones they did not pick were incorrect.

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Here, I would model a writing example of a paragraph. I would include weak supporting sentences, and I would have students pick through the sentences that could not fit the paragraph or its style.

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Here, I would give students a paragraph and give them the power to pick between two concluding sentences. One will be weaker and incorrect, but students must give reasoning behind their choices to understand their reasoning.