Jaser bin Mohammad Al-Sha’alani
East Supervision Center
Outcome: Students engage in a “writing
process” to write for a number of
0.1 Teachers teach students the stages of the writing process.
0.2 Directed teaching of writing occurs daily and includes
implementing preplanned mini-lessons focusing on teaching
students a variety of aspects of each stage of the writing process.
0.3 Teachers develop and implement an efficient classroom
management system for supporting each student in the
various stages of the writing process.
0.4 Teachers support all students with personalized scaffolding
strategies, as needed, in the prewriting stage, including
identifying reason for writing, choosing a topic, identifying
audience, determining form, etc.
0.5 Teachers support all students with personalized scaffolding
strategies, as needed, in the drafting stage, including finding,
ordering, and selecting information about which to write, etc.
0.6 Teachers support all students with personalized scaffolding
strategies, as needed, in the revising (for clarity) stage, including
choice of grammar, determining amount of information, presenting
information in different way, use of graphics, etc
0.7 Teachers support all students with personalized scaffolding
strategies, as needed, in the publishing stage, including making final
copy, selecting a way to share with intended audience (e.g.,
bookshelves, author’s chair/share, bulletin boards, “binding”, etc.).
0.8 Students are given routine opportunities to discuss their writing
with their peers/others/intended audience.
0.9 Each student has a writing portfolio that contains at least 5
publications representing different forms. All 5 publications have
evidence of progress through each phase of the writing process.
Purposes of Writing
To record events
To invite a response
To command, direct, or
To amuse, entertain
To find out
To invite reflection
To comment or give an
Dancing with the Pen
STAGES OF THE
~ PREWRITING ~
~ DRAFTING ~
~ REVISING ~
~ PROOFREADING ~
~ PUBLISHING ~
The writer establishes and clarifies a purpose
of writing, brainstorms possible topics, collects
pertinent materials, identifies an audience, chooses
an appropriate form of writing, and establishes an
initial organizational strategy.
The teacher helps students select topics,
encourages them to talk to generate ideas and
language about the topic, provides resources,
suggestions, and materials and discusses
appropriate format and audience.
INSPIRATION FOR TOPIC IDEAS
•PERSONAL INTERES T INVENTORIES
•CL ASS INTERES T INVENTORIES
•RADIO, T V, INTERNET
•DREAMS, MEMORIES, EXPERIENCES
•DISCUSSION, BRAINS TORMING,
ROLE PL AYING, IMAGINATION
~ Graphic Organizers – brainstorming webs,
mind maps, and other charts that help organize
thoughts and ideas ~
~ Come Aboard a R.A.F.T. – Role, Audience,
Format, Topic ~
~ Descriptive Word Prompters ~
~ Five Senses Chart ~
~ Handprint Organizer ~
The writers express ideas in an uninterrupted flow
while keeping the purpose and audience in mind.
They get information on paper, concentrate on
content and explore topic possibilities. Invented
spellings, blanks, cross-outs, and abbreviations are
The teacher offers encouragement, helps organize
information, gives assistance focusing on the topic,
provides enough time and structure to ensure
students get off to a good start.
What is the purpose for writing this piece?
What will my audience want to know about this
How can I best arrange my information?
What main ideas do I want to present?
What details will support my main ideas?
What will make a good lead to catch the
How can I end the piece effectively?
-Gary R. Muschia
The writers narrow down topics, eliminate
irrelevant writing, reorganize writing, write
additional drafts, and research information.
Content quality, clarity, smooth flowing
ideas, and descriptive language is
Teachers encourage peer revision sessions
and encourage students to talk to other
students about their writing and add, cut,
and reorder their writing.
Adding, Rearranging, Removing,
Read Around Group
Add, Remove, Move Around, Substitute
Writers should correct mechanical errors
(spelling, punctuation, and capitalization).
Writing should be read aloud before the
final copy is made. An editing checklist is
.a good tool
Teachers should encourage peer proofreading,
provide vocabulary, give instruction of specific
skills, help students evaluate their writing, and
encourage students to consult reference
Teach basic editing
conventions to students and
encourage them to use them in
Teach popular acronyms such as:
Use editing checklists
Writers make their final copies and share
their finished work. Writers feel that their
writing is important when they share.
Teachers should encourage students to
share by reading aloud, publishing,
organizing a class book, making their own
books, displaying final drafts, and sharing
with bulletin boards, electronic bulletin
boards, multimedia presentations,
newsletters, newspapers, oral
presentations, journals, etc.
10 Rules for Writers
3. Write often.
4. Write about anything.
5. Write about everything.
6. Write about what you see.
7. Write about what you learn.
8. Write about what you think.
9. Write about what you read.
Virginia DeBolt, 1998
A- Controlled Writing
• To teach pupils the mechanics of writing
accuracy and readiness for further
• Controlled completely by teacher .
• ( handwriting,copying,dictation and
• The teacher must take into consideration the
following points :
• He must show young learner how to hold
the pen or pencil and how to sit correctly.
• He has to show them the formation of
letters and words( left to right on straight
• Pupils are told to use pencil.
• The teacher should write a model on the
• He has to go round pupils to check.
• The purposes of this activity are:
• To reinforce previously learned words and
• To draw pupils’ attention to punctuation
• To train them further in handwriting.
• More difficult than copying.
• Brief and familiar.
• Not beyond the pupils’ comprehension.
• Simple words and patterns
• A short paragraph,a dialogue or a passage.
The teacher reads and pupils listen.
The teacher dictates slowly and clearly.
Each sentence has to be repeated.
Punctuation marks should be dictated.
Difficult words can be written on the board.
The teacher reads once more.
Pupils may check or exchange.
Pupils write mis-spelled words.
The teacher summarizes the most common
B- Guided Writing
• Provide graded guidance in vocabulary and
structures so that pupils will not make many
• 1- Controlled composition
• Keywords-expressions-a model with
directions for rewriting.
• 2- Semi-controlled composition
• Pupils can add ideas/constructions.
• New words and topics provided by the
• Be sure that the pupils understand the
• Encourage them to ask.
• Underline mistakes (symbols)
• Write the correct form and ask them to
• Common mistakes should be discussed with
Rules of writing
Qualities of a good paragraph
Meaningful and interesting
Descriptive or narrative topics or letter