Writing Support Builder

Identify the actual writing-process barrier and plan explicit support without supplying the student’s content or reasoning.

Assignment or genrePriority writing processRequired writing targetObservable work-sample evidence—not a diagnosis

MODELPRACTICEREFLECT

Approved access tools and supportsScaffold-fading triggerIndependent evidence to collect

Writing support cycle

WRITING SUPPORT CYCLE
Assignment: Not entered
Writing target that remains student-owned: Not entered
Observed work-sample evidence: Not entered
Priority process: Planning and organization

MODEL
Show the process or strategy without supplying the student's content.

PRACTICE
Plan guided and independent use on the student's own ideas.

REFLECT
Ask the student to name the strategy, result, and next decision.

ACCESS TOOLS / APPROVED SUPPORTS
Not entered

FADE PLAN
Define what becomes less intensive after evidence of success.

INDEPENDENT EVIDENCE
Define what the student will independently plan, draft, revise, or explain.

Supports may improve access to the writing process, but the student must still produce and understand the ideas and reasoning required by the target.

Evidence baseIES: Teaching Secondary Students to Write EffectivelyExplicit strategy instruction, model-practice-reflect cycles, reading-writing connections, and formative writing evidence inform this tool.