CC6.2

Indicator:

a. Before:

  • consider prompt or find a topic and activate prior knowledge (e.g., look for ideas and topics in personal experiences; choose a topic that is significant)
  • consider purpose and audience (e.g., understand audience as all viewers, listeners, readers rather than just the teacher; identify and define stance/role/voice)
  • consider and generate specific ideas and information that might be included (e.g., generate and expand ideas through talk with peers and teacher)
  • consider and choose/adapt a possible form (e.g., review and adapt models; organize ideas to fit purpose of the composition; inform, describe, explain, persuade)
  • collect and focus ideas and information (e.g., select details that will support the topic)
  • plan and organize ideas for drafting (mapping and authoring) (e.g., establish a logical sequence for ideas)
  • consider qualities of effective communication and the language to use (e.g., use dialogue to draw readers in; consider technology to emphasize ideas).
General Resources:
First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

Indicator:

b. During:

  • create draft(s) and experiment with possible product(s) (e.g., create a "discovery" draft and then revise it; develop a clear main idea around which a composition will be developed)
  • confer with others (e.g., change writing in response to peer or teacher feedback)
  • use language and its conventions to construct message (e.g., experiment with language that is particular to a setting; use formal and informal voice)
  • reflect, clarify, self-monitor, self-correct, and use a variety of "fix-up" strategies (e.g., use a sticky note to add content)
  • acknowledge sources (e.g., record sources of ideas for citation)
  • experiment with communication features and techniques (e.g., try using a new word).
General Resources:
First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources:

Indicator:

c. After:

  • revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., check for conciseness)
  • revise for organization (e.g., reorganize paragraphs or sections for better sequence or logical progression
  • revise for sentence structure and flow (e.g., write a variety of complex sentences using conventions of word order and punctuation; eliminate run-on sentences)
  • revise for word choice, spelling, and usage (e.g., use transitional words for flow; use correct terminology to establish authority)
  • proofread for mechanics and appearance (e.g., write fluently and legibly in cursive handwriting with appropriate spacing)
  • confer with peers, teacher, or others (e.g., provide editing and proofreading help to peers)
  • polish, practise, and decide how work will be shared and published (e.g., enhance for clarity; create illustrations and graphics for presentation; use charts for effective presentation)

share final product, reflect, consider feedback, and celebrate learning (e.g., present and seek feedback).

General Resources:
First Nations, Métis & Inuit Education Integration Resources:
Catholic Faith Permeation Resources: