Tip: Organizing Writing Flow Chart
How do I do it?
Collect a variety of comprehensible texts that students are very familiar with, for example, a poem, a social studies textbook chapter, a read aloud chapter book, a picture book etc. Talk with students about the author’s task, type of writing, organizational format and audience. Choose one of the texts and ask volunteers to talk about how it would be different if it had been written as a letter, if the audience were the mayor of your town, or if the task were to convince the reader of the truth of the story. Explain that topic, writing type, audience, and organizational format matter when writing that it is important to consider the best format for the task and audience. Ask volunteers to give examples of new writing topics that are working on and talk about how to choose an appropriate format given the task, audience, and any required writing type.
Variations & Extensions
Keep the chart posted as a support to students when they are writing. Add tasks, formats, audiences etc. with simple sketches as shown as they come up for students or based upon texts that you read in class. Refer to the chart often to help students see that they can make strategic choices about their writing organizational format etc.
Common Core ELA Writing Standard 4
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Common Core ELA Reading Standard 6
Assess how point of view or purpose shapes the content and style of a text.
Everyday ELL is now Every Language Learner.