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Curriculum STANDARD
5: WRITING STRATEGIES Interpret and evaluate the various ways that visual image-makers (e.g., graphic artists, documentary filmmakers, illustrators, news photographers) present events and communicate information. Students adjust their use of spoken,
written, and visual language (e.g., conventions, style, vocabulary) to communicate
effectively with a variety of audiences and for different purposes. • Reading and writing are not separate but intertwined. Just as students use a variety of strategies for reading, they also use a variety of strategies for writing. Students need frequent opportunities to write about an array of topics for different audiences and purposes. Students develop these skills with guidance through reading and writing activities • Write frequently about different topics for a variety of audiences and purposes • Use the stages of the writing process to plan, draft, edit, revise and publish for real audiences • Utilize standard English as appropriate • Demonstrate the ability to be flexible and adapt to different writing situations • Read a variety of authors to learn the craft of writing Suggestions for Assessment of Standard 1:
Interview with Teacher
Portfolio
Teacher
Observation Published
Book: Story, report etc.
Multiple
Measures Tools Response Groups Writing Domains Written Evaluation Poetry Journal Writing KINDERGARTEN 1. Write stories
via pictures 2. Writing
Domains: Autobiographical Incident, Story, and Observational 3. Write words, phrases, sentences using spelling at
appropriate level 4. Use letters
and phonetically spelled words to write about experiences, stories, 5. Dictate
stories 6. Share stories
and respond 7. Write
frequently FIRST GRADE 1. Participate in the writing process daily for 30
minutes on self-selected topics 2. Writing
Domains: Autobiographical Incident, Report of Informational, Story, 3. Use
descriptive words when writing 4. Write in all
content areas for different purposes using response to literature, 5. Find what
makes a story appealing to enrich personal writing 6. Use the writing process with standard language for
a final draft 7. Reread own
writing to check meaning 8. Participate
in writing response groups SECOND GRADE 1. Write daily for 30 minutes on self-selected topics 2. Writing
Domains: Report of Information, Evaluation, Problem Solution, 3. Write for
different purposes: letter, personal narrative, response to literature, 4. Bring a piece of writing to final draft 5. Write to
express feelings and ideas 6. Participate
in writing response groups THIRD GRADE 1. Write daily for 30 minutes on self-selected topics 2. Writing
Domains: Firsthand Biography, Report of Information, 3. Use the
writing process including brainstorming, outlining, clustering for 4. Take at least two drafts to final version 5. Use a variety
of writing styles (e.g., response to literature, poetry, letters, and 6. Participate
in writing response groups 7. Create a paragraph including topic sentence and
supporting facts and details 8. Write short stories using beginning, middle, and
end FOURTH GRADE 1. Write daily for 30 minutes on self-selected topics 2. Writing
Domains: Autobiographical Incident, Evaluation, Report of 3. Organize
ideas before writing (e.g., brainstorm,
outlines, lists) 4. Write across the curriculum in a variety of forms
(e.g., journal, news articles, 5. Organize ideas clearly in writing including a
beginning, middle, and ending 6. Select a
topic and point of view that illustrates understanding of purpose, 7. Create paragraphs that establish and support a
central idea with a topic 8. Revise
selected drafts through the writing process by adding, deleting, 9. Participate
in writing response groups FIFTH GRADE 1. Write daily for 30 minutes on self-selected topics
(including mini lessons on) 2. Writing
Domain: Evaluation, Report of Information, Autobiographical 3. Participate
in writing response groups 4. Revise and edit writing including adding, deleting,
clarifying and rearranging words and sentences to improve
the meaning and focus of writing 5. Write in response to a prompt (e.g., Quick Writes) 6. Write a short story that shows a clear
introduction, body, and conclusion 7. Use reflective writing 8. Formulate a clear and complete written answer in
response to a specific 9. Write reports
that include a central idea with supporting detail, awareness of 10. Write in a variety of forms including a
character‘s perspective, mathematical 11. Write a
persuasive essay that supports arguments with detail (a Writing SIXTH GRADE 1. Write daily for 30 minutes on self-selected topics
(including mini-lessons on
2. Writing
Domains: Problem Solution, Speculation About Effects, Report of 3. Participate
in writing response groups 4. Write in a variety of forms including friendly
letter, reviews, poetry, response 5. Use a variety
of organizational patterns including comparison, order of 6. Use verbs, nouns, and adjectives to create visual
images in the mind of the 7. Revise
writing to improve organization and word choice 8. Create compositions that include an introduction
that hooks the reader and 9. Write a story that establishes point of view and
insight using dialogue, 10. Write responses to literature, essays or reports
which justify interpretation 11. Write a persuasive essay clearly stating a
position with organized, relevant 12. Write a factual report or a report based on
personal experience clearly stating 13. Introduce
outlining with main heading and subheadings as part of the writing 14. Choose the
form of writing that best suits intended purpose (e.g., personal SEVENTH GRADE 1. Create
an organizational structure that balances all aspects of the composition 2. Support
all statements and claims with anecdotes, descriptions, facts and 3. Use
strategies of notetaking, outlining, and summarizing to impost structure 4. Revise
writing to improve organization and word choice after checking the 5. Write
fictional or autobiographical narratives of 500 to 700 words:
a. Develop a
standard plot line (having a beginning, conflict, rising action,
b. Develop
complex major and minor characters and a definite setting.
c. Use a range
of appropriate strategies (e.g., dialogue; suspense; naming 6. Write
responses to literature of 500 to 700 words:
a. Develop
interpretations exhibiting careful reading, understanding, and
b. Organize
interpretations around several clear ideas, premises, or images
c. Justify
interpretations through sustained use of examples and textual 7. Write
persuasive compositions of 500 to 700 words:
a. State a clear
position or perspective in support of a proposition or
b. Describe the
points in support of the proposition, employing well-
c. Anticipate
and address reader concerns and counter arguments. 8. Write
summaries of reading materials of 500 to 700 words:
a. Include the
main ideas and most significant details.
b. Use the
student’s own words, except for quotations.
c. Reflect
underlying meaning, not just the superficial details. 9. Write daily for
fluency and clarity 10. Write frequently on self-selected topics 11. Participate in writing response groups 12. Write a well-formulated paragraph presenting a
personal point of view with EIGHTH
GRADE 1. Create compositions that establish a controlling
impression, have a coherent thesis, and end with a clear and well-supported conclusion 2. Establish coherence within and among paragraphs
through effective transitions, parallel structures, and similar writing techniques 3. Support theses or conclusions with analogies,
paraphrases, quotations, opinions from authorities, comparisons, and similar devices 4. Revise writing for word choice; appropriate
organization; consistent point of view; and transitions between paragraphs, passages, and
ideas 5. Write biographies, autobiographies, short stories,
or narratives of 500 to 700 words:
a. Relate a
clear, coherent incident, event, or situation by using well-
b. Reveal the
significance of, or the writer’s attitude about, the subject.
c. Employ
narrative and description, background description, comparison 6. Write responses to literature of 500 to 700 words:
a. Exhibit
careful reading and insight in their interpretations.
b. Connect the
student’s own responses to the writer’s techniques and to
c. Draw
supported inferences about the effects of a literary work on its
d. Support
judgments through references to the text, other works, other 7. Write persuasive compositions:
a. Include a
well-defined thesis (i.e., one that makes a clear and
b. Present
detailed evidence, examples, and reasoning to support arguments, differentiating between
facts and opinion.
c. Provide
details, reasons and examples, arranging them effectively by
anticipating
and answering reader concerns and counter arguments. 8. Write documents related to career development,
including simple business letters and job applications:
a. Present
information purposefully and succinctly and meet the needs of
b. Follow the
conventional format for the type of document (e.g., letter of 9.
Write daily for fluency and clarity 10. Write frequently on self-selected topics 11. Participate in writing response groups 12 Write
a well-formulated paragraph presenting a personal point of view with NINTH/TENTH GRADE 1. Establish a controlling impression or coherent thesis that conveys a clear and distinctive perspective on the subject and maintains a consistent tone and focus throughout the piece of writing 2. Develop key ideas within the body of the composition through supportive evidence (e.g., scenarios, commonly held beliefs, hypotheticals, and/or definitions) 3. Synthesize information from multiple sources and identify complexities and discrepancies in the information and how different perspectives are found in each medium (e.g., almanacs, microfiche, news sources, in-depth field studies, speeches, journals, and technical documents) 4. Integrate quotations and citations into written text, while maintaining the flow of ideas 5. Revise writing to improve the logic and coherence of the organization and controlling perspective, the precision of word choice, and the tone, taking into consideration the audience, purpose, and formality of the context 6. Write biographical, autobiographical, narratives, and/or short stories that; narrate a sequence of events and communicate their significance to the audience, locate scenes and incidents in specific places, develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes: descriptions of sounds, smells, specific actions, movements and gestures, interior monologue, feelings of characters), pace the presentation of actions to accommodate time/mood changes, make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details 7. Write responses to literature that; advance a judgment that demonstrates a comprehensive grasp of the significant ideas of works or passages, support key ideas and viewpoints through accurate and detailed references to the text or to other works, demonstrate awareness of the author’s use of stylistic devices and an appreciation of the effects created, identify and assess the impact of perceived ambiguities, nuances, and complexities within text 8. Write expository compositions, including analytical essays and
research reports that; marshal evidence in support of a thesis and related claims,
including information on all relevant perspectives, convey information and ideas from
primary and secondary sources accurately and coherently, make distinctions about the
relative value and significance of specific data, facts, and ideas, organize and record
information on charts, maps, and graphs for use as visuals, employing appropriate
technology, anticipate and address readers’ potential misunderstandings, biases, and
expectations, use technical terms and notations accurately 9. Write persuasive compositions that; structure ideas and arguments in a sustained and logical fashion, use specific rhetorical devices to support assertions (e.g., appeal to logic through reasoning; appeal to emotion or ethical belief; personal anecdote, case study, or analogy), clarify and defend positions with precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs and logical reasoning, address readers’ concerns, counterclaims, biases, and/or expectations 10. Write business letters that; are clear and purposeful, and address the intended audience appropriately, use appropriate vocabulary, tone, and style to take into account the nature of the relationship with, and the knowledge and interests of, the recipients, highlight central ideas or images, follow conventional style, and use page formats, fonts, and spacing that contribute to the documents’ readability and impact ELEVENTH/TWELFTH GRADE 1. Write fictional, autobiographical, and/or biographical narratives that; narrate a sequence of events and communicate their significance to the audience, locate scenes and incidents in specific places, develop the narrative elements with concrete sensory details and language (e.g., visual details of scenes; descriptions of sounds, smells, specific actions; movements and gestures; interior monologue or feelings of characters), pace the presentation of actions to accommodate temporal, spatial, and dramatic mood changes, make effective use of descriptions of appearance, images, shifting perspectives, and/or sensory details 2. Write responses to literature that; demonstrate a comprehensive understanding of the significant ideas in works or passages; analyze the use of imagery, language, universal themes and/or unique aspects of text; support key ideas and viewpoints through accurate and detailed references to the text and/or other works; demonstrate an understanding of the author’s use of stylistic devices and an appreciation for the effects created; identify and assess the impact of perceived ambiguities, nuances, and complexities within text 3. Write reflective compositions that; explore the significance of personal experiences, events, conditions, or concerns using rhetorical strategies (e.g., narration, description, exposition), draw comparisons between specific incidents and broader themes that illustrate the writer’s important beliefs or generalizations about life; maintain a balance in describing individual incidents and relating those incidents to more general and abstract ideas 4. Write historical investigation reports that; use exposition, narration, description, argumentation, exposition, or some combination of rhetorical strategies to support the main proposition, analyze several historical records of a single event, examining critical relationships among elements of the research topic, explain the perceived reason(s) for the similarities and differences in historical records with information derived from primary and secondary sources to support or enhance the presentation, include information from all relevant perspectives, taking the validity and reliability of sources into consideration, provide a formal bibliography 5. Demonstrate understanding of the elements of discourse (e.g., purpose, speaker, audience, form) when completing narrative, expository, persuasive, informational, or descriptive writing assignments 6. Use point of view, characterization, style, (e.g., irony), and related elements for specific rhetorical and aesthetic purposes 7. Structure ideas and arguments in a sustained, persuasive, and sophisticated way and support them with precise and relevant examples 8. Enhance meaning by employing rhetorical devices, including the extended use of parallelism, repetition, and analogy; the incorporation of visual aids (e.g., graphs, tables, pictures); and the issuance of a call for action 9. Use language in natural, fresh, and vivid ways to create a specific tone 10. Revise writing to highlight individual voice, improve the style and sentence variety, and enhance subtlety of meaning and tone in ways that are consistent with purpose, audience, and genre |
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