The Writing Process
Instruction and Planning
Social Studies
2nd Grade
By: Linda Bennefield
Content Area:
Social Studies
Mode of Writing :
Expository-Biography
Content Area Connection
The class has previously read from their
social studies book, and the teacher has read
a book to the class about Sequoyah. This
topic has been studied for several days. The
Students will now use this information to
write about this historic person in Georgia
history.
Georgia Performance Standards
For Pre-Writing Stage
Social Studies
SS2H1 The student will read about and
describe the lives of historical figures in
Georgia history.
a. Identify the contributions made by these
historic figures: James Oglethorpe, Tomochichi,
and Mary Musgrove (founding of Georgia);
Sequoyah(development of a Cherokee alphabet);
Jackie Robinson and Martin Luther King, Jr. (civil
rights): Jimmy Carter (leadership and human
rights).
Georgia Performance Standards
 Writing
 ELA2W1 The student demonstrates
competency in the writing process. The student
– d. Begins to create graphic features (charts,
tables, and graphs).
– h. Pre-writes to generate ideas orally.
– t. Uses a variety of resources (encyclopedia,
Internet, books) to research and share
information on a topic.
Plans for instruction
 Plan lessons based on student characteristics
and individual differences
 Plan lessons to prepare for Georgia 3rd
Grade Writing Assessment
 Discover student interests
 Write a letter to the family & new teachers
(include handwriting sample)
 Introduce new terms
 Pre-assessment Activity
Student Interest Assessment
Name: _______________
Date: ______________
All About Me
My name is _____________________________________________________________
I am _____ years old.
My birthday is on ________________________________________________________
I have _____ brothers, and _____ sisters.
My favorite things to do with my family are ____________________________________
________________________________________________________________________
My favorite things to do with my friends are ___________________________________
________________________________________________________________________
What did I do, or where did I go during summer vacation? ________________________
________________________________________________________________________
What do I like best about school? ____________________________________________
________________________________________________________________________
When I grow up I would like to ______________________________________________
________________________________________________________________________
This is what I look like:
Handwriting Sample
Five Steps of the Writing Process
 Step 1: Prewriting
 Step 2: Drafting
 Step 3: Revising
 Step 4: Editing
 Step 5: Publishing
Step 1 - Prewriting
– a. The purpose of prewriting is to generate
ideas and plan strategies
– b. About 70% of time should be spent in the
prewriting stage
– c. Prewriting includes:
• choosing a topic
• deciding the mode of writing
• deciding on a strategy to gather facts and organize
them (graphic organizers)
Step 2 - Drafting
-a. the purpose of drafting is to get ideas down
in complete sentences
-b. drafting includes:
• using the prewriting organizer to write beginning,
middle, and end
• add new ideas
• keep writing without concern for punctuation,
capitalization, or spelling
Step 3 - Revising
– a. the purpose of revising is to make changes
until your writing makes sense and is
interesting
– b. Revising includes:
• adding, deleting or changing
• using adjectives to make sentences interesting
• reading what you have written to yourself, a
classmate, or the teacher
Step 4 - Editing
– a. the purpose of editing is to make corrections
to the paper
– b. Editing includes:
• complete sentences
• capitalization punctuation, spelling
• indent for a paragraph
Step 5 - Publishing
– a. the purpose of publishing is to share the
writing
– b. publishing includes:
•
•
•
•
write or type the final draft
add illustrations
read to audience
display the final writing
Prewriting
– Modeling
• provide an example of your own prewriting strategy
• think aloud while sharing, and add to the strategy
– Practice
• use shared pen technique to list facts on chart paper
• prompt students to include accurate, and important
information
• use words and phrases
– Assessment
• tell students what you expect
• offer suggestions and support
Graphic Organizer
When was this famous
person born?
Explain why this person
is famous.
Write two facts about this
person’s childhood.
Write three interesting
facts about this person.
Drafting
Modeling
– remind students that emphasis is on content
– use prewriting ideas to start a rough draft
– add ideas to write complete sentences
Practice
– work with students to write a draft
– use phonics skills to spell
– give suggestions on ways to add more information
Assessment
– review instructions for drafting
– let students know what is expected of them
– provide support and encouragement
Modeling
Revising
– work with students to revise, ask for suggestions
– add, delete, or change/rearrange ideas
– read what has been written
Practice
– circulate among students - encourage, compliment and
advise
– remind students of procedures
– listen to students read revisions
Assessment
– encourage students to follow steps to revise
– answer questions, encourage
– listen to students read revisions
Modeling
Editing
- read the revised draft together; listen and look for errors
- demonstrate how to mark errors with colored pen; use
proofreading marks
Practice
- students will work with a partner
- students will use proofreading marks & editing checklist
- teacher may individually conference with students who
need extra support
Assessment
- students will edit individually
- teacher will observe, and give support
Editing Checklist
Name __________________________
Date ___________________________
Editing Checklist
Write yes or no in each blank.
1. ______ Do your sentences start with a capital letter?
2. ______ Do your sentences end with a period, question mark, or
exclamation mark?
3. ______ Did you check your spelling?
Proofreading Marks
Name ___________________________
Date ___________________________
Proofreading Marks
Editor’s Marks
Meaning
Example
=
capitalize
make it lowercase
they visited the park.
Bill was late for the Party.
Spelling mistake
January is a moth of the
year.
Mike plays hockey
/
Sp.
.
^
Add a period
Add a word
The red ^ is missing a
wheel.
Model
Publishing
- demonstrate using edited draft to write a final copy
- demonstrate neat writing and no errors
- read completed paper to class
Practice
- work with a partner
- use word wall or dictionary to spell
- read finished paper to partner
Assessment
- use corrected copy to type a final copy
- illustrate final copy and read to an audience
- final writing will be displayed in hall
Plans for Assessment
Scoring Guide
– can be for teacher and student’s use
– ideal scoring guide is a rubric based on
Georgia Performance Standards that were
used in the lesson
Example:
Berrien Primary School
Prewriting Scoring Guide
Name: ________________________
Teacher: _______________________
Date: ________________________
Title of Work: ___________________
Criteria
Recalls explicit
facts and infers
implicit facts
Interprets
information
from
illustrations,
diagrams, charts,
graphs and
graphic
organizers.
1
Can recall at
least one fact
about the topic.
Was able to
complete at
least one
section of the
research form
with correct
information.
2
Can recall at
least two facts
about the topic.
Was able to
complete two to
three sections of
the research
form with
correct
information.
Points
3
Can recall at least
three to four facts
about the topic.
Was able to
complete all four
Sections of the
research form
with correct
information.
Total
Teacher Comments:
http://www.teach-nology.com/cgi_bin/rubric.cgi
Plans for Grouping
– student needs should always be considered
– This could include:
• whole group during modeling - students and teacher
can share ideas and information
• small group or partners during practice - aid
classmates, share information, support one another
• individual grouping during assessment - enable
students to apply what they have learned
Modifications/Accommodations
– student needs should be considered when
planning the lesson
– think about class characteristics and then
adjust,modify, accommodate
– this could include:
•
•
•
•
attention/behavior difficulties
non-readers
speech/language impairment
cultural/linguistic diversity
Post Assessment
After publishing and sharing, the papers will
be posted in the hallway. Teacher can use
these, and compare to pre assessment
writing sample.
*Look for growth.
*Were new skills applied?
*Where is additional support needed?