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 are editing drafts with adult assistance using punctuation marks at the end of declarative sentences.

An observational rubric can be used.

Sample rubric:
1) The student does not edit drafts using punctuation marks at the end of declarative sentences, even with adult assistance.
2) The student inconsistently edits drafts using punctuation marks at the end of declarative sentences, with adult assistance.
3) The student consistently edits drafts using punctuation marks at the end of declarative sentences, with adult assistance.

A declarative sentence is a sentence that makes a statement or complete thought and ends in a period (e.g., Sam likes cake.).
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.
the set of graphic marks used in writing phrases and sentences; intended to clarify the meaning of sentences and to give speech characteristics to written materials; also referred to as punctuation marks
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


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.