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1. Definition: The prewriting phase of the writing process is the brainstorming and ideas phase of the writing process. In this stage, writers brainstorm ideas about their topic, purpose for the writing piece, audience and genre. It is important that teachers offer students options in topic and genre to engage them and show them a variety of options for their writing.

2. Experiences:

1. Given a topic

2. Used brainstorming graphic organizers

3. Layout: Hook/Lead, 2-3 main ideas, 2-3 supporting details, and a conclusion section.

3. Observations:

1. Children in my field work class are given topic choices that fall under the category of the current genre they are studying

2. Given graphic organizing sheets, where they come up with a creative lead, 3 main ideas or "reasons why", and a conclusion section. The section give example sentences, and I have seen many students copy these straight into their drafts

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1. Definition: This stage of the process is what we commonly think of as “writing the rough draft”. Students explore their hook/lead to grab the reader’s attention and modify and expand on the ideas they created in the pre-writing phase. It is important to leave extra space when drafting, and to draft in a stress-free environment, where errors of convention or not nit-picked and worried about in this stage. This is writing in its most authentic and free form.

2. Experiences:

1. Drafting was done during "free-write" time in class

2. Easy to get lost in my writing and carry on without worry of conventions or topics. My teacher emphasized this as a time to write freely without worry or criticism

3. Observations:

1. Most students get in the zone when my field work teacher offers free write time, and plays soft piano music in the background.

2. They use sheets of paper and are instructed to give one line space extra in between each sentence when drafting.

3. Some students I've seen become too preoccupied with spelling, constantly asking the teacher or other students how to spell things. My teacher takes time to remind these students that spelling doesn't matter at this time and too focus on what they're writing, not how they are writing.

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1. Definition: Revising is the process of rereading the rough draft, and making changes based on organization, word choice, sentence fluency and descriptive language. This process should be ongoing within writing, and is a very social aspect of writing, where students will benefit from sharing and collaborating with their peers. This is the stage where students analyze and think about their own, and each other’s, writing, and make changes to help the story flow and come to life.

2. Experiences:

1. The revising stage began with a teacher conference with the rough draft in hand

2. My teacher would ask me to think about the details I used, if I could be more descriptive, and if I thought the reader could really hear my voice come through in the writing.

3. Very little peer reviews or sharing at this stage in my experience

3. Observations:

1. Even today in my second grade classroom, there is little peer evaluation or sharing during the revising stage.

2. There is a teacher conference to help each student talk out their writing process and think about changes.

3. My teacher conducts mini lessons when many students have reached this stage, and emphasizes descriptive words, variation in sentence beginnings, and overall length of the writing

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1. Definition:This stage focuses on correcting and polishing up convention errors such as spelling, grammar, punctuation, and capitalization. This is also referred to as “proofreading”. This stage can also be done socially, with partners utilized to help check each other’s work, but should also include some modeling and a teacher’s conference. It is important to emphasize that this is the final stage when analyzing student writing, and students shouldn’t be overly concerned with these conventions during their drafting and revising stages.

2. Experiences:

1. This stage was taught the same way every year in school

2. We were instructed to reread our writing, and use a red pen to proofread and make convention corrections on our papers

3. We would then switch with a partner and do the same for their papers

4. The teacher would model the correct usage of editing marks for us to use

3. Observations:

1. Nowadays, my second grade classroom, the students are not given red pens anymore, and do their editing in small groups, where they can give each other feedback as they look for conventional errors

2. There is a poster on the back writing wall in the classroom with the common error marks done when editing and proofreading your writing

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1. This stage includes finishing and sharing the final draft of writing with an audience. This format of sharing encourages improvement throughout the year for students’ writing. Providing many different sharing opportunities with help kids think of themselves as authors, and really engage them throughout the writing process

2. Experiences:

1. Publishing was always done in the form a read aloud to the class. It was voluntary, and the same children volunteered usually each time we read our pieces out loud.

2. One of my teachers would draw attention to especially well written pieces and read them out loud to the class herself. I always coveted this type of presentation because I thought it meant my teacher liked my writing the best.

3. Observations:

1. I've only seen published presentations made once in my second grade classroom, and the teacher at first allows volunteers to read their work out loud. She also asks students who's work she enjoyed reading and who have made big improvements recently to read their work out loud as well

2. She has a bulletin board outside of her classroom where students' finished publications of their opinion pieces were posted up on the wall for parents to see during open house and parent-teacher conferences.