Spanish Language Arts.4.11.A

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The student is expected to

plan a first draft by selecting a genre for a particular topic, purpose, and audience using a range of strategies such as brainstorming, freewriting, and mapping;

Artes del lenguaje y lectura en español.4.11.A

Se espera que el estudiante

planifique un primer borrador seleccionando el género para un tópico, propósito y público específicos utilizando una variedad de estrategias, tales como la lluvia de ideas, la escritura libre y la elaboración de esquemas;

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.

Considere trabajar juntas las expectativas estudiantiles 4.12.D y 4.11.A y enseñarlas al mismo tiempo. En la expectativa estudiantil 4.12.D, los estudiantes elaboran correspondencia para solicitar información. Asígneles a los estudiantes la tarea de redactar una carta dirigida a un inventor acerca de una invención que ellos están interesados en conocer mejor. Mientras los estudiantes inician el proceso de escritura, dígales que seleccionen un tópico y un propósito de la razón de su indagación. Ellos deben usar la lluvia de ideas, la escritura libre y la elaboración de esquemas para organizar sus pensamientos.

El borrador de los estudiantes debe incluir:

  • Una idea central
  • Una organización clara
  • Desarrollo de ideas
  • Uso apropiado de lenguaje y convenciones que corresponden al grado escolar, como una elección intencionada de palabras
  • Oraciones variadas y bien escritas


Further Explanation

Esta expectativa estudiantil requiere que los estudiantes demuestren su conocimiento del proceso de escritura conforme planifican su trabajo. Los estudiantes determinarán el tópico, la razón para discutir ese tópico y la audiencia para quien su mensaje está dirigido. Una vez que los estudiantes hayan tomado esas determinaciones, ellos tienen que organizar sus ideas usando distintas estrategias, como la lluvia de ideas, la escritura libre y la elaboración de esquemas para organizar sus pensamientos.

the intended target group for a message, regardless of the medium
the author’s primary goal in a piece of writing, such as to narrate, to argue, to review, to explain, or to examine.
a technique in which many ideas are generated quickly and without judgment or evaluation, usually as part of a problem-solving process or to inspire creative thinking Brainstorming may happen in a classroom, with a small group, or individually.
a prewriting technique in which a person writes continuously for a set period of time without regard to spelling, grammar, or topic Freewriting is similar to brainstorming but written in sentence and paragraph form and produces raw, often unusable material that has the potential to increase the flow of ideas for writers.
the type or class of a work, usually categorized by form, technique, or content Literary genres include tragedy, comedy, poetry, novel, short story, creative/literary nonfiction, etc. and the sub genres of fantasy, science fiction, mystery, horror, satire, etc. Nonfiction genres include biography, essay, memoir, historical text, scientific text, academic reporting, etc.
a structured way to organize thoughts and notes on a topic prior to writing; an organized format for showing important information and relationships among pieces of information by using a series of boxes, circles, or lines (Note: Mapping is different from the unstructured strategy of brainstorming wherein students produce notes in a more random, unrelated manner.)
Designing the rough draft of a piece of writing, often referred to as prewriting, is the first step in the writing process. In this step, students choose their subject (topic), identify the target audience and intended purpose, and begin to organize their thoughts using a variety of strategies such as brainstorming.
the author’s primary goal in a piece of writing, such as to narrate, to argue, to review, to explain, or to examine
Students are expected to know the characteristics of various literary genres and the craft elements common to the construction of texts in those genres. For example, students should know that sound devices are a common characteristic of poetry. Students are expected to synthesize these characteristic structures and techniques for use in their own compositions to achieve specific intended purposes.
Cada una de las distintas categorías o clases en que se pueden ordenar las obras escritas según características comunes de forma y de contenido.
Técnica en la cual muchas ideas se generan con rapidez y sin juzgarlas ni evaluarlas para resolver un problema, aclarar un concepto o inspirar pensamientos creativos. La "lluvia de ideas" se puede hacer en la clase, en un grupo pequeño o en forma individual.
Intención o razón por la que una persona escribe y lee un texto.
Objetivo que el autor desea conseguir al escribir un texto. Intención.

Research

1. Miller, M., Berg, H., & Cox, D. (2016). "Basically, you have to teach them to love what they are writing about": Perceptions of fourth grade writing teachers. National Teacher Education Journal, 9(1). Retrieved from https://www.researchgate.net/profile/Donna_Cox3/publication/309600692_Basically_You_Have_to_Teach_Them_to_Love_What_They_Are_Writing_About_Perceptions_of_Fourth_Grade_Writing_Teachers/links/5819311808ae50812f5de66a.pdf

Summary: This paper is based upon focus groups held with fourth grade Texas teachers from classrooms identified as exemplary by the Texas Education Agency. The purpose was to determine the methods of writing instruction that teachers felt were successful with their students, and process writing strategies were identified as central. These strategies were developed in the classroom through the teacher serving as the guide in the writing process, students as authors, and mini-lessons.

2. Cruickshank, B. (2011). Supporting children during the prewriting stage: Developing an author's understanding of purpose and audience using interviews. Practically Primary, 16(3), 25+. Retrieved from https://link.galegroup.com/apps/doc/A269690189/PROF?u=tea&sid=PROF&xid=96dbbf1b

Summary: Students were challenged to create their own children's literature. As part of the writing process, the students conducted an audience interview for their written stories. That audience was composed of peers. The process enabled students to develop a real sense of what their audience wanted. Students saw that their books had a real purpose and better understood the importance of audience.

3. Grünke, M. (2018). The effects of a peer-delivered writing planning intervention for struggling fifth graders. World Journal of Education, 8(6), 157–164. doi:10.5430/wje.v8n6p157.

Summary: The article is focused on mapping strategies to help students plan their writing. Peer tutors were used to help students brainstorm and organize their thoughts before writing.