Activity Objective

The goal of When I'm Done I've Just Begun: Encouraging Self-Reliance During Writing Time is to provide students with explicit expectations of what they should do when they think they have finished their writing work.

What You Need

Prep Time:

5 minutes
- Gather chart paper and marker

Task Time:

10-20 minutes
- Teacher and class brainstorms what students should do when they think they are done writing
- Teacher summarizes ideas on When I'm Done I've Just Begun chart

Materials Required:

Teacher:
- Chart paper
- Markers

What You Do

Teacher Role:

Facilitator:
- while class brainstorms ideas for what to do when finished

Direct instruction:
- when reviewing expected behaviors when students think they are done

Student Grouping:

Whole class:
- throughout activity

Assessment Ideas:

- Take note of when students are using the chart and provide positive feedback and praise
      a. For example: Carson just came to me to tell me he was done his work. Then he remembered our chart and decided he would add some more pictures. Great job, Carson!

Quick Tips

Activity Extensions:

- Invite students to praise themselves when they are able to independently use the chart to stay on track during independent writing
      a. For example: "I thought I was done but then I went back and added more words. I did that all by myself! Wow!"

- Create similar charts of behavioural expectations for other parts of the day (for example, what to do in independent reading time when students have finished their books)

- Create a motivating flow chart or diagram that explains the various things that students could be doing and allow students to indicate where they are on the flow chart using a token or game piece (For example: Brainstorming ideas -> writing an outline -> deciding if this is a good idea -> writing a draft -> editing for punctuation, spelling, and grammar -> revising for details -> reviewing my work with a peer -> creating a finished copy)

Additional Comments:

- Having clear, written expectations for students' behavior can help them know what they need to do and keep the classroom organized and orderly. Involving students in creating those expectations can motivate students to stick to the guidelines they have created.

- The kinds of expectations you have may vary depending on your teaching goals and the level of your students. For example, you may choose to provide more detail about the different steps students should be doing if they are revising their work.