ELAWriting

Storyboarding || Students organize ideas for writing by creating sequences, outlines, or storyboards. || Word (bullets and outline features); ComicLife’s storyboard feature; || (Pages is also an option) || (Pages is also an option) || Purdue University’s Online Writing Lab (OWL) || Edublog, wiki || || Upload to teacher tube, webpage, Moodle, Edmodo ||
 * English Language Arts – Writing **
 * Pre-Writing Activity Types **
 * ** Activity Types  ** || **  Brief Description  ** || **  Possible Technologies  ** ||
 * Brainstorming/Listing || Students write down ideas as they pop into their heads – sometimes done on their own, sometimes in response to a prompt. || Word, pages, google docs, bubbl.us, inspiration, activinspire ||
 * Doodling || Students doodle or draw representations of ideas in their heads (again, sometimes cued by a prompt and sometimes open-ended. || Drawing software: Activinspire, [], drawing app on ipod touch ||
 * Webbing/Clustering/Semantic Mapping || Students use “webs” or “clusters” to create visual representations of brainstorming efforts || Bubbl.us, inspiration, prezi ||
 * Freewriting/ Guided Freewriting || Students write freely about a topic of choice or in response to a guided prompt with the goal of sustained writing over 3-5 minutes (or longer). The focus is on generating ideas rather than format or mechanics. || Word processor; pages, word ||
 * Organizing Ideas for Writing Activity Types **
 * ** Activity Type  ** || **  Brief Description  ** || **  Example Technologies  ** ||
 * Sequencing/Outlining/
 * Higher –order Webbing/Clustering || Students organize ideas for writing by creating higher-order webs or clusters in which there are subsections focusing on various characteristics or categories related to the larger topic (For example, the larger topic might be “my ideal home” and smaller clusters might include the kitchen and TV room, each with their own spokes of ideas.) || Bubbl.us, inspiration, clip art, digital camera/images ||
 * Choosing Form/ Genre || Students organize their ideas for writing further by deciding which genre and format to pursue. || Consulting online examples of genre pieces and descriptions of various writing formats. ||
 * Identifying Purpose/ Audience || Students further organize ideas for writing by identifying a purpose for writing and a target audience. || Consulting online examples of genre pieces and descriptions of various writing formats. ||
 * During Writing Activity Types **
 * ** Activity Type  ** || **  Brief Description  ** || **  Example Technologies  ** ||
 * Drafting || Students begin composing a draft of writing based on their pre-writing activities and ideas for organizing writing. During writing, they also redraft and rewrite based on feedback from others and new ideas. || Word, Pages, Google docs ||
 * Conferencing || Students conference (in person or online, or through audio or video recordings) with each other and/or a teacher to share writing and provide focused feedback (i.e., initially on content, later on mechanics) for one another || Online discussion groups; Epals, Edmodo, Gaggle email, Moodle ||
 * Revising || Students revise the content of their writing based on feedback from peers and the instructor, as well as their own ideas regarding purpose, audience, and format. Revision is akin to reorganizing or remodeling your house and distinct from editing. || Word processing software, saving drafts with different names for reference points in the revision process; highlighting parts of text in the Word document; spellchecking
 * Editing || Students edit their papers to address language conventions appropriate to the context of the piece of writing based on feedback from peers, the instructor, and their own knowledge of accurate mechanics, usage, grammar, and spelling. Editing is akin to cleaning and polishing your house and comes after efforts to revise have been completed. || Word processing software, saving drafts with different names for reference points in the revision process; highlighting parts of text in the Word document; spellchecking
 * Consulting Resources || Students explore and consult resources that might inform their writing in some meaningful way (e.g., content, research, format, etc.) || Web searching; online writing models; []
 * Writing Fiction || Students engage in a variety of writing activities, including fiction (e.g., short stories, graphic fiction, fan fiction, etc.) || Word processing – Word or Pages, Google Docs ||
 * Writing Nonfiction || Students engage in a variety of writing activities, including nonfiction (e.g., autobiography/ memoir, Diary/journal, essay, research/inquiry, news writing, letter writing, persuasive writing, graphic nonfiction, etc.) || Word processing – Word or Pages, Google Docs ||
 * Writing Other Forms of Text || Students engage in a variety of writing activities including other forms of text (e.g., academic notes, poetry, screenplay, storyboard, multimodal, multigenre, multimedia, web-based text, participatory media, comic creation, texting, etc.) || Comic Life, iMovie, []
 * Post-Writing Activity Types **
 * ** Activity Type  ** || **  Brief Description  ** || **  Example Technologies  ** ||
 * Sharing || Students share finished piece of writing with a smaller audience. || E-mail attachments with Gaggle; Google docs, screencast ||
 * Publishing || Students publish finished pieces of writing in order to share processed writing with a larger audience. || Online publishing opportunities; school Web site; []
 * Performing/Performance || Students engage in performing or recording a performance of their finished writing in order to share it with a specific audience. || Digital audio and video recording; Garageband, iMovie.