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 a checklist or anecdotal notes during small-group or one-on-one conferences to keep track of how well students edit drafts with adult assistance using adjectives, including articles.

An observational rubric can be used.

Sample rubric:
1) The student does not edit drafts using adjectives, including articles, even with adult assistance.
2) The student inconsistently edits drafts using adjectives, including articles, with adult assistance.
3) The student consistently edits drafts using adjectives, including articles, with adult assistance.

a word that describes or modifies a noun or pronoun (e.g., good in "a good book")
An article is a grammatical marker of a noun that signals whether the noun is specific/definite or general/indefinite (e.g., the definite article the and the indefinite articles a and an).

For example, in the sentence, “The hungry hippo ate grass”, the article is the word the and the adjective is the word hungry.
Editing is a stage in the writing process when a written text is prepared for an audience by attending to and correcting mechanics, grammar, and spelling. Applying the standards of the English language correctly helps the audience more easily comprehend the information because it is not having to interrupt the thinking to determine what the writer intended to say. In kindergarten, students will require significant teacher prompting and guidance with editing their work. Students will make edits directly on the first draft.
standard rules of the English language, including written mechanics such as punctuation, capitalization, spelling, paragraphing, etc. and written/oral grammar such as parts of speech, word order, subject-verb agreement, and sentence structure

Research

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 flexibly and effectively in communicating their ideas.