English Language Arts and Reading.2.11.C

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The student is expected to

revise drafts by adding, deleting, or rearranging words, phrases, or sentences;

writing process TEKS talk image

Knowledge and Skills Statement

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.

Use the following rubric to monitor students’ progress toward mastering this SE. This SE should be assessed both while students are developing a draft and after they have completed their work.

Sample rubric:

  1. The student is unable to revise drafts by adding, deleting, or rearranging words, phrases, or sentences even with adult assistance.
  2. The student is able to recognize where revisions could be made with adult assistance but is unable to make revisions even with adult assistance. (For example, the student may realize something is off with the writing because the paragraph does not make sense but may not be able to identify which sentence(s) need to be deleted.)
  3. The student is able to recognize where revisions could be made with adult assistance and is able make revisions independently.
  4. The student is able to recognize where revisions could be made and revise drafts by adding, deleting, or rearranging words, phrases, or sentences independently.
Revising is a stage in the writing process when a text is examined and changes are made to improve the focus, content, organization, sentence structure, and word choice in order to clarify the intended message, create flow, and more successfully engage the audience (e.g., adding/removing details to improve a piece of writing or changing the order of sentences to improve the flow).

Research

1. Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012).Teaching elementary school students to be effective writers: A practice guide (NCEE 2012-4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/writing_pg_062612.pdf

Summary: The four recommendations in the WWC practice guide, Teaching Elementary School Students to Be Effective Writers, encourage teachers to help students use writing effectively to communicate ideas.

2. Gibson, S.A. (2008). An effective framework for primary-grade guided writing instruction. The Reading Teacher, 62(4), 324–334. Retrieved from https://www.jstor.org/stable/27699696

Summary: By using this framework for guided writing lessons, teachers can help students to bridge the gap between whole-class writing instruction and their own active engagement in successful, independent writing.