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Prewriting and planning is when students choose topics, set goals, produce ideas and develop a writing plan.

-My personal experience with prewriting has always been a leading factor as to why writing has been easy for me. With prewriting and planning I was able to construct my ideas and bring my writing to life.

-Because using graphic organizers were helpful to me with my writing, I give my students the same opportunity with writing.  Many of my students used bubble graphs to capture ideas and develop their writing plan. They typically put the topic at the top or in the center if their chart and use lines or arrows to connect their ideas to the topic.

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Finally, when students enter step five they begin publishing their writing piece in some way, by either making a book or typing it on the computer.

It always felt great to reach publishing. I remember after the entire class completed their writing we would take a class trip to the computer and to publish our writing. This is where we learn the ins and outs of Word Processor. This was great because we became familiar with the spelling and grammar check feature, which was like a "double-dose" of revising and editing.

Typical in the lower grades our students turn their writing into books, whereas the upper grades utilizes the computers to type up their writing. I have noticed that students in lower grades uses more creativity by hand-making the books because they feel like they are the author and illustrator.

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When students begin to edit they move on to correcting their papers for spelling, punctuation, and other writing conventions. During this step peers and teacher conferences are also an aid.

Editing my writing was always the step I looked forward to the most. Of course because I was one step closer to publishing, but more because this was an area that I wanted to become stronger at. With this step being used in the writing process I was able to practice my editing skills.

This step is definitely where I find myself most needed during the writing process. With working with young/new writers I have noticed many spelling and punctuation errors. To focus mostly on punctuation, some of my students are still learning to write with expression, (using exclamation points, question marks etc.) and others go heavy on the punctuation (putting punctuation after every line ends). This is something that I am aware of but the peer/teacher conferences helps a lot. I often listen in, and hear students giving other students their strategies on using punctuation and even with some spelling.

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In the revising process students are making changes in their writing. Their ideas are elaborated to make the writing more detailed and interesting. Peer and teacher conferences are used during this step to help.

-As I experienced revising as a new writer, I was really grateful for the high usage of peer and teacher conferences. I felt confident with asking for an extra set of eyes to view my writing because of our class community. My peers and teacher made me feel good by praising my work, but also giving me constructive criticism to make my writing better.

-When my students revise their writing we use a method called "Ask Three, Then Me". With this, the students will ask three of their peers to look at different parts of their writing before coming to me. I noticed that my students enjoy this method because they get to view each other as the teacher.

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Drafting is when students go through the process of writing strictly without any interruptions and without undue attention to correctness or mechanics.

-My personal experience with drafting has not always been exactly how the reading describes it. I remember often being interrupted from time to time to verbally elaborate on various ideas or thoughts that my teacher seen within my drafting. However drafting really helped me construct sentences out of my thoughts that was written on my graphic organizer.

-When allowing my students to draft, I am practicing the skill of not being so quick to interrupt them in their writing to ask questions or making them feel like they need to explain their writing to me during this step. I often see a lot of my students taking breaks or small pauses in between some writing. I also experienced this. I noticed that it is a moment for them to recharge and formulate some more ideas or thoughts.