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Students edit and revise. Teacher is responsible for giving reminders and holding them accountable.

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We as teachers are often still quite involved in this final stage. Looking for places to improve is still teacher lead. As teacher, we are asking specific questions to help them look at their work with a critical lens.

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This stage highlights the purpose of writing and student metacognition.

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This stage highlights the purpose of writing and student metacognition.

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This is the phase that helps students strengthen their writing by editing and revising.
Help students to prioritize what they need to focus their attention on improving.

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Individual student needs will show up more in this stage.

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Individual student needs will show up more in this stage.

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Students extend their thinking by applying to new situations.
Teachers provide feedback.

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Here we're working from scaffolding to independence and it varies among the students in each class. We are hoping, as teachers, that they attempt to incorporate the new skill into their writing. As teachers and with peers too, there is opportunity to edit and reflect on skill use.

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This stage helps teachers reveal what may have been missing in the prior stages.

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This stage helps teachers reveal what may have been missing in the prior stages.

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editing and revising to improve their final product

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Students use what they've learned in the previous stages to show what they know.

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Students use what they've learned in the previous stages to show what they know.

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opportunities to revise and evaluate how well child explained their claim or applied the skill

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Student puts everything together and teacher supports them as needed.

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Students first attempt with teacher feedback.
Pulling it all together.
First draft.

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Independent writing organizers help students to complete writing on their own

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This is more about independent, text based writing after having the model and practice. This is their opportunity to synthesize what they have learned.
This is where teachers need to provide differentiated support.

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scaffolds slowly taken away based on needs of student

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This stage allows students to do their own writing.

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This stage allows students to do their own writing.

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Teacher guides them through selecting appropriate evidence and strongest options.

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students work more independently to put two pieces together: models and specific skills

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This is a chance for students to practice a skill with a narrow focus and receive feedback from teachers and peers.
The teacher role is to provide appropriate scaffold and feedback.

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The teacher provides the opportunity for a "dress rehearsal."

The students practice practice, practice.

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self-editing, peer-editing, show mastery of skill that is being developed

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The children are trying a skill on their own, maybe on a dry erase board or by using sticky notes etc. It may be done in small and whole group too, but it is time to try out the new skill in a supportive way. They often have multiple attempts to familiarize with the skill

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teachers steps back, students try independently

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more focused on specific and isolated skills to then apply to final writing task

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students can make mistakes and learn from them

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The experiment stage helps all writers by allowing them to have a lot of practice and working together.  Guided practice!

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The experiment stage helps all writers by allowing them to have a lot of practice and working together.  Guided practice!

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Allows them to make their own selections.

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students can benefit from scaffolds and feedback from teachers and peers

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teacher can provide feedback

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different opportunities to see different ways of answering the same prompt

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This stage helps all writers develop their skills by examining and analyzing others' writing.

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This stage helps all writers develop their skills by examining and analyzing others' writing.

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Shows them the criteria for success. Teacher points it out to them

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The students get to see how a skill looks and how it is used - it is guided by the teacher - see the evidence and what it should be

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students need models to determine the claim and purpose

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Students get a clear idea of exactly what is needed to be successful.
This is the most hands off role for the teacher. We are guiding their attention towards the model and asking about what they notice.

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Models allow students to see an exemplar before attempting the skill independently

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This stage helps to "set the stage" for all writers. It provides multiple exposures to exemplary writing.

Teacher's role is to guide students as they analyze.

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analyzing a model