and strengthen writing as writing and revise own Ex. Given a topic and a sample brainstorming bubble, generate ideas and needed by planning, writing. write them down, and, after getting feedback from peers, revise by adding revising, editing, rewriting, additional ideas. or trying a new approach, Ex. Develop outline before beginning the writing process (topic - favorite focusing on how well animals: outline three reasons for each favorite animal listed), and after purpose and audience have getting a peer’s feedback, revise by adding to the outline. been addressed. EEW.8.5. With guidance and support from adults and plan by brainstorming and revise own writing by adding more information. Ex. After sharing writing with peers, work with peers to brainstorm ideas to add. Peers write all of the ideas in a list and give it to the student to use in revising and adding more information to improve the overall quality of the writing. Ex. Work with peers to plan a written report of their research project. Each takes turns reading what they have to one another and then the group works together to add ideas to a graphic organizer provided by the teacher. Finally, the student adds ideas from the graphic organizer to own writing to strengthen it. Ex. After reading a science text, work with a classmate to take notes in graphic organizer software, convert the graphic representation into an outline, and use word prediction software with a specific topic dictionary to complete the L column of a KWL chart, share it with another pair of classmates, and revise based on their feedback. EEW.8.5. With guidance and support from adults and peers, plan by brainstorming to strengthen own writing.
and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. writing and revise own writing. Ex. Given a topic and a sample brainstorming bubble, generate ideas and write them down, and, after getting feedback from peers, revise by adding additional ideas. Ex. Develop outline before beginning the writing process (topic - favorite animals: outline three reasons for each favorite animal listed), and after getting a peer’s feedback, revise by adding to the outline. EEW.8.5. With guidance and support from adults and plan by brainstorming and revise own writing by adding more information. Ex. After sharing writing with peers, work with peers to brainstorm ideas to add. Peers write all of the ideas in a list and give it to the student to use in revising and adding more information to improve the overall quality of the writing. Ex. Work with peers to plan a written report of their research project. Each takes turns reading what they have to one another and then the group works together to add ideas to a graphic organizer provided by the teacher. Finally, the student adds ideas from the graphic organizer to own writing to strengthen it. Ex. After reading a science text, work with a classmate to take notes in graphic organizer software, convert the graphic representation into an outline, and use word prediction software with a specific topic dictionary to complete the L column of a KWL chart, share it with another pair of classmates, and revise based on their feedback. EEW.8.5. With guidance and support from adults and peers, plan by brainstorming to strengthen own writing.
10_AK_DLM_EE_ELA%20_InstEx_Gr8_draftJul2014.docx