The content taught is aligned to the third grade Common Core Standards for writing CCSS.ELA.Literacy.W.3.5, “With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing,” and literacy standards CCSS.ELA-Literacy.L.3.3.A, “Choose words and phrases for effect,” and CCSS.ELA.Literacy.W.3.10, “Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.” In my experience, some students have a difficult time when it comes to revising because they see it as an opportunity for the teacher and peers to criticize their writing. In earlier
…show more content…
With careful preparation and thoughtfulness, I strive to provide students with knowledge for improving their writing while being respectful of their creativeness, making sure not to hinder their enthusiasm for writing. The first standard described (CCSS.ELA. Literacy.W.3.5) allows me to provide students with a strategy in the form of A.R.M.S. to elicit comprehension of what it means to revise. Explicitly describing and modeling the use of A.R.M.S. will therefore generate an ability to examine their own writing in meaningful ways and reach the learning objective of revising their draft using the acronym A.R.M.S. As they begin to grasp that they are writing for the reader, students will apply the next standard (CCSS.ELA-Literacy.L.3.3.A) to make their writing more purposeful. In order for students to thoroughly be able to revise, they must be allowed to write with purpose over extended time frames (CCSS.ELA.Literacy.W.3.10) in order to instill the strategies acquired. As students move from lesson to lesson they will acquire sequenced requisite skills to revise their drafts. More importantly, with guidance, students will make connections with writing and reading as they learn that it is important to reread their drafts multiple times in order to determine what should change in order to
With careful preparation and thoughtfulness, I strive to provide students with knowledge for improving their writing while being respectful of their creativeness, making sure not to hinder their enthusiasm for writing. The first standard described (CCSS.ELA. Literacy.W.3.5) allows me to provide students with a strategy in the form of A.R.M.S. to elicit comprehension of what it means to revise. Explicitly describing and modeling the use of A.R.M.S. will therefore generate an ability to examine their own writing in meaningful ways and reach the learning objective of revising their draft using the acronym A.R.M.S. As they begin to grasp that they are writing for the reader, students will apply the next standard (CCSS.ELA-Literacy.L.3.3.A) to make their writing more purposeful. In order for students to thoroughly be able to revise, they must be allowed to write with purpose over extended time frames (CCSS.ELA.Literacy.W.3.10) in order to instill the strategies acquired. As students move from lesson to lesson they will acquire sequenced requisite skills to revise their drafts. More importantly, with guidance, students will make connections with writing and reading as they learn that it is important to reread their drafts multiple times in order to determine what should change in order to