https://padlet.com/cmkeeley/1tsenqiyenvb Made with a warm hug en-us 2018-01-30 10:57:23 UTC 2026-02-14 18:55:33 UTC hello@padlet.com cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226014234 2018-01-30 10:59:31 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226014234 cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226014450 Prewriting is the getting-ready-to-write stage. In this stage students will choose a topic, gather and organize ideas, consider the audience, identify the purpose of the writing and choose the appropriate genre. 
Tompkins, G. (2012.). Chapter 1. In Teaching Writing Balancing Process and Product (pp. 5-6). Pearson.

I am doing my student teaching in Kindergarten, so I have to give my students topics for them to write about. Sometimes the students can come up with topics of their own to write about, but for the most part that is my job. I just recently read a story to my students called, Snowmen at Night. Before I started reading the story to my students I told them a little about the story and then I told them to think of the different activities snowmen do at night and keep those ideas in their brain. I told them they would write a story about what they think their snowman does at night. My students don't wrote down the ideas, but instead they keep them in their "brain."
https://www.youtube.com/watch?v=LMRjqnbeRVo

]]> 2018-01-30 11:00:20 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226014450 cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016157 In this stage writers focus on getting their ideas down on paper. In this stage students will write a rough draft, craft leads to grab readers' attention and emphasize content rather than conventions.

After I had read the story of Snowmen at Night, I had my students turn and talk to a friend and discuss ideas that their snowman would do. After they had a few minutes to talk, I bring the students' attention back to me. I then ask them what their partner said about their snowman and they repeated what their friend had said. By doing this I can make sure the students are listening to what their partner has to say. After we have had time to share our ideas, I had  the students go back to their desk and I gave them the writing prompt of, "If I were a snowmen I would................" They had to write about what they would do if they were a snowman.
Tompkins, G. (2012.). Chapter 1. In Teaching Writing Balancing Process and Product (p 8). Pearson.]]> 2018-01-30 11:06:53 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016157 cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016236 In this stage students will share their drafts in revising groups. They will also participate constructively in discussions about their classmates' drafts. They will then make changes based on the comments from the teacher and their classmates. lastly they will make substantive changes between the first and final drafts. Tompkins, G. (2012.). Chapter 1. In Teaching Writing Balancing Process and Product (pp. 9-13). Pearson.

Since I work in Kindergarten we don't necessarily do this process as described. Some of my kinder students are able to read their own work but would not be able to read those writings of their classmates. We do allow the students to share their writings in front of class or within their groups though. Most students enjoy sharing their story. I personally hated when we had to trade papers in upper elementary school and have my classmates read my paper. Maybe I wasn't given this opportunity to share my writings in the early years and that was the reason for me not wanting to share my work. Hopefully by us fostering the sharing of their readings the students will want to continue to share their work as they move through school. 

I allowed my students to share what they had written with the class. They were able to hear about all of the activities that there classmates had to say. Some of the students' would say, "I never thought about that activity!" They would then want to add that activity into their story. 

]]> 2018-01-30 11:07:13 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016236 cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016273 This is the stage when students will put the piece of writing into its final form. In this stage students will set aside their drafts for a few days, so not to get overloaded. Students will also proofread, to locate any errors within their paper and then makes the correct spelling, capitalization, punctuation and grammar errors.

Again, since I am in Kindergarten we do not focus on the spelling and grammatical errors as much. We do have the students to check that they have started each sentence with a capital letter. For the most part my students seemed to have this concept down.
Tompkins, G. (2012.). Chapter 1. In Teaching Writing Balancing Process and Product (pp. 12-15). Pearson.]]> 2018-01-30 11:07:20 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016273 cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016310 In the last stage of writing students will publish their writing and share it with their classmates or the intended audience. This is the opportunity for students to share the hard work they have done to work on this piece of writing.
Tompkins, G. (2012.). Chapter 1. In Teaching Writing Balancing Process and Product (pp. 15-17). Pearson.

When we "publish" our work in Kindergarten we hang up their work outside in the hall for all to see! The students get very exciting seeing their work displayed. I always make sure to tell them when we are going to display their work and they usually put more effort into the illustrations and neater handwriting. 

From the start of Kindergarten till present time, I have seen such growth in my students. It is really rewarding to see the students' use the strategies that we have taught them in writing. ]]> 2018-01-30 11:07:30 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226016310 cmkeeley https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226050189 2018-01-30 13:09:48 UTC https://padlet.com/cmkeeley/1tsenqiyenvb/wish/226050189