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Introduction to Drafting

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Presentation on theme: "Introduction to Drafting"— Presentation transcript:

1 Introduction to Drafting

2 What is Drafting? Drafting is the second phase of the writing process, after prewriting and before reviewing. It is the time when students translate their plans and ideas into more coherent text.

3 Key Elements of Drafting
Students expand upon, clarify, and modify their plans and ideas. Students organize their content into a meaningful sequence. Students use an iterative process—drafting and redrafting text—over time.

4 How Does Drafting Help Students?
Helps students turn their initial ideas into longer, more skillful pieces of writing. Gives them a chance to modify their prewriting decisions.

5 Discussion Questions 1 What are the biggest challenges your struggling writers face in moving from prewriting to drafting? How do you guide struggling writers through the drafting and redrafting process? What modifications do you want your students to be making to their drafts (e.g., more details, better word choices, improved sequence of ideas)?

6 How Can I Support Students Before, During, and After Drafting?

7 Use of Evidence-Based Writing Process Practices
Provide students with direct instruction Help students write for a variety of purposes Engage students in ongoing assessment

8 Differentiated Instruction
Plan instruction that considers students' readiness, learning needs, and interests. Use a range of technology tools to: engage learners at varying levels engage learners in multiple ways. offer students options for demonstrating understanding and mastery

9 Teacher-Dependent Ways to Differentiate
By Content Different levels of reading or resource materials, reading buddies, small group instruction, curriculum compacting, multi-level computer programs and Web Quests, audio materials, etc. By Product Activity choice boards, tiered activities, multi-level learning center tasks, similar readiness groups, choice in group work, varied journal prompts, mixed readiness groups with targeted roles for students, etc. By Process Tiered products, students choose mode of presentation to demonstrate learning, independent study, varied rubrics, mentorships, interest-based investigations

10 Student-Dependent Ways to Differentiate
By Readiness Options in content, topic, or theme, options in the tools needed for production, options in methods for engagement By Profile Consideration of gender, culture, learning styles, strengths, and weaknesses By Interests Identification of background knowledge/gaps in learning, vary amount of direct instruction, and practice, pace of instruction, complexity of activities, and exploration of a topic

11 Discussion Questions 2 What roles do genre and student motivation play in engaging students in the drafting process? Which technology tools can support students as they redraft their work? What could go into a checklist for drafting?

12 Integrate Online and Offline Tools into the Drafting Process
Manipulatives Interactive whiteboard Web-based applets Math drawing tools Calculators 3D design software Graphing and charting software

13 Encourage Use of Valuable Word Processing Features
Highlighting Underlining Comments Track changes Graphics Text-to-speech Color coding Font size

14 Before Drafting: Possible Strategies
Provide students with direct instruction Provide and model use of sentence frames—from simple to complex—to guide student writing. Help students write for a variety of purposes Model how to take two basic (kernel) sentences and combine them into a single, more complex sentence. Engage students in ongoing assessment Use sticky notes to point out to students where their texts can benefit from further drafting.

15 During Drafting: Possible Strategies
Provide students with direct instruction Meet with students individually to help them brainstorm ways to solve problems in their drafts. Help students write for a variety of purposes Focus on which details to keep and to cut based on purpose, audience, and format. Engage students in ongoing assessment Show students how to assess strengths and weaknesses of their own by exposing them to strong exemplars.

16 After Drafting: Possible Strategies
Provide students with direct instruction Teach students how to use word processor features that support writing (e.g. spell checker, thesaurus, text-to-speech) Help students write for a variety of purposes Model for students how to use genre-specific checklists to assess writing. Engage students in ongoing assessment Within their writing portfolios, have students compare drafts to prewriting plans.

17 Discussion Questions 3 What kinds of materials do you use to model how to draft and redraft? What classroom management strategies do you use to carve out time to meet with students privately? What could go into a checklist for drafting?

18 Disclaimer Awarded through a cooperative agreement from the U.S. Department of education, Office of Special Education Programs (OSEP), Grant #H327G , PowerUp What Works was developed by a team of experts in education, technology, differentiated instruction/UDL, and special education at the Center for Technology Implementation, operated by the American Institutes for Research (AIR) in collaboration with the Education Development Center, Inc. (EDC) and the Center for Applied Special Technology (CAST). This document contains information from other public and private organizations that may be useful to the reader; these materials are merely examples of resources that may be available. Inclusion of this information does not constitute an endorsement by the U.S. Department of Education of any products or services offered or views expressed. This publication also contains hyperlinks and URLs created and maintained by outside organizations and provided for the reader's convenience. The Department is not responsible for the accuracy if this information. Further, the programs/models/resources featured on this site have not been extensively evaluated by CTI. This website was created and is maintained by American Institutes for Research (AIR) through funding from the U.S. Department of Education, Award # H327G For more information, send an to


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