Progress through stages of the creating process (planning, drafting, revising, presenting) as needed.

Before:

• consider prompt or find a topic and activate prior knowledge (e.g., look for ideas and topics in personal experiences and form questions about topic)
• consider purpose and audience (e.g., plan and organize information for the intended viewer, listener, reader)
• consider and generate specific ideas and information that might be included (e.g., get ideas from books and others)
• consider and choose/adapt a possible form (e.g., select a form that will serve purpose; consider the underlying structures – temporal sequence, time sequence, compare and contrast, problem and solution to present different kinds of information)
• collect and focus ideas and information (e.g., select details that will support the topic; create a list, graphic organizer, character map, timeline, or sketch)
• plan and organize ideas for drafting (mapping and authoring) (e.g., create an outline, flow chart, map, or other organizer to plan)
• consider qualities of effective communication and the language to use (e.g., consider strong verbs to use and how to match stance/role/voice to audience purpose).

During:

• create draft(s) and experiment with possible product(s) (e.g., arouse interest with a strong lead; develop a clear main idea supported by significant and sufficient detail; create a coherent sequence)
• confer with others (e.g., draft multiple leads and endings and consult peers to seek the most effective)
• use language and its conventions to construct message (e.g., write a variety of complex sentences using conventions of word order and punctuation; vary the structure and length for reasons of craft)
• reflect, clarify, self-monitor, self-correct, and use a variety of "fix-up" strategies (e.g., make corrections based on feedback of others; compare with others and talk about the differences)
• acknowledge sources (e.g., cite and credit material downloaded)
• experiment with communication features and techniques (e.g., experiment with different points of view)

After:

• revise for content and meaning (adding, deleting, substituting, and rethinking) (e.g., identify and select important information from the total available; ensure there is an effective introduction, clear middle, and effective conclusion)
• revise for organization (e.g., move information to increase suspense or move the action; make choppy communications fluent)
• revise for sentence structure and flow (e.g., vary sentence structure and length for effect)
• revise for word choice, spelling, and usage (e.g., consult a variety of resources to find appropriate and precise words to reflect what students want to say)
• proofread for mechanics and appearance (e.g., use white space, font, bold to communicate meaning; polish to enhance legibility)
• confer with peers, teacher, or others (e.g., provide editing help to peers; seek feedback from peers and teacher)
• polish, practise, and decide how work will be shared and published (e.g., enhance for clarity and correctness; use expression, tone, and pitch for emphasis; state what was learned from each presentation)
• share final product, reflect, consider feedback, and celebrate learning (e.g., use inclusive language and a range of vocal effects to communicate meaning; consider impact of presentation).