strategies

 

Post-Writing

Brief Explanation

Reflecting on what has been written to edit, revise, and improve the clarity and organization of ideas for an intended audience.

    Clearly Identified Key Outcomes

    Use your programs of study for curriculum outcomes related to print awareness. Please refer to the CESD’s Essential Outcomes work.
    Here is a 
    K-9 Scope & Sequence of Reading Outcomes from the English Language Arts curriculum.

    Purposeful Instructional Strategies

    • Sharing and celebrating of texts
    • Editing and revising
      • Things to consider when self and peer editing texts:
        • ensure that supporting ideas align with topic sentences
        • make sure all the sections of text are aligned
        • ensure that the tone of writing matches the audience you are writing for
        • Identifying your strengths and areas for growth as a writer
        • Model and explicitly teach students how to edit (practice using previous writing)
    • Texts may or may not be published
      • Not every text is taken to the publishing phase
      • The teacher may be the final editor for texts that will be published
      • Provide students opportunities to to re-read their previous writing projects to encourage reflective conversations about the growth, goal-setting and writing self-awareness
    • Writing may be assessed during post-writing phase
      • Should be linked to previously outlined criteria or rubric
      • Not every piece of writing will be summatively assessed

    Personalization of Learning

    • Additional supports for editing and revising depending on the needs of the child.
    • Explicit teaching and modelling of editing and revising process
    • Extra time and support
    • Assistive Technology