Centennial Writing Curriculum DRAFT - grade bands by suchenfz

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1   Use a combination of drawing,              Write opinion pieces in which they        Write opinion pieces in which they
    dictating, and writing to compose          introduce the topic or the name of the    introduce the topic or book(s) directly,
    opinions in which they tell a reader the   book they are writing about, state an     state an opinion, provide reasons and
    name of a book or the topic they are       opinion, and provide a reason for their   details to support opinions, use words
    "writing" about and give an opinion        opinion.                                  to link opinions and reason(s) (e.g.,
    about the topic (e.g., My favorite book                                              because, and, also ), and provide a
    is… ).                                                                               sense of closure.
2   Use a combination of drawing,          Write informative and explanatory          Write informative and explanatory
    dictating, and writing to compose      pieces in which they name a topic,         pieces in which they introduce a topic,
    informative and explanatory texts in   supply some facts relevant to the topic,   use facts and definitions to develop
    which they name what they are          and provide some sense of closure.         points, present similar information
    "writing" about and share some                                                    together, and provide a concluding
    information about it.                                                             sentence or section.
3   Use a combination of drawing,             Write narratives in which they include   Write narratives in which they recount
    dictating, and writing to narrate a       at least two or more appropriately       a well-elaborated event or series of
    single event or several loosely linked    sequenced events, use time cue words     events, use temporal words and
    events, tell about the events in the      to signal event order, and provide       phrases to signal event order, include
    order that they occurred, and provide a   some details and a sense of closure.     details to tell what the narrator did,
    reaction to what happened.                                                         thought, and felt, and provide closure.




4   (begins in grade 3)                       (begins in grade 3)                      4. (begins in grade 3)
5   With guidance and support from adults, With guidance and support from adults, With guidance from adults, strengthen
    add details to strengthen writing as   add details to strengthen writing as   writing as needed by revising and
    needed.                                needed.                                editing.




6   (begins in grade 2)                    With guidance and support from adults, With guidance and support from adults,
                                           use digital tools to produce writing.  use digital tools to produce writing.




7   (begins in grade 1)                    Participate in shared research and     Participate in shared research and
                                           writing projects (e.g., exploring a    writing projects (e.g., exploring a
                                           number of books on a given topic and   number of books on a single topic to
                                           use them to write a sequence of        produce a report or record
                                           instructions).                         observations).




8   Gather information from experiences or Gather information from experiences or Gather information from experiences or
    provided text sources to answer a      provided text sources to answer a      provided text sources to answer a
    specific question.                     specific question.                     specific question.
9   (begins in grade 4)   (begins in grade 4)   (begins in grade 4)




10 (begins in grade 4)    (begins in grade 4)   (begins in grade 4)
1   Demonstrate command of the                 Demonstrate command of the                Demonstrate command of the
    conventions of standard English            conventions of standard English           conventions of standard English
    grammar and usage. Print most upper-       grammar and usage. Print all upper-       grammar and usage. Use common
    and lower-case letters. Write the letter   and lowercase letters. Use singular       irregular plural nouns (e.g., feet,
    or letters for most consonant and short    and plural nouns with matching verbs      children, teeth, mice, fish ). Form the
    vowel sounds (phonemes). Form              in simple sentences (e.g., He hops; We    past tense of common irregular verbs
    regular plural nouns orally by adding      hop ). Use subject, object, and           (e.g., sat, hid, told ). Produce and
    /s/ or /es/ (e.g., dog, dogs; wish,        possessive pronouns in speaking and       expand complete declarative,
    wishes ) when speaking. Understand         writing (e.g., I, me, my; they, them,     interrogative, imperative, and
    and use the most frequently occuring       their ). Use verbs to convey a sense of   exclamatory sentences. Produce and
    prepositions (e.g., to/from, in/out,       past, present, and future (e.g.,          expand complete sentences to provide
    on/off, for, of, by, with ) when           Yesterday I walked home; Today I          requested detail or clarification.
    speaking. Produce and expand               walk home; Tomorrow I will walk
    complete sentences in speaking and in      home ). Use frequently occurring
    writing activities. Understand and use     prepositions (e.g., during, beyond,
    question words (interrogatives) (e.g.,     toward ). Produce and expand
    who, what, where, when, why, how ) in      complete declarative, interrogative,
    discussions.                               imperative, and exclamatory sentences
                                               in response to questions and prompts.
                                               Understand that, minimally, every
                                               sentence must be about something
                                               (the subject) and tell something about
                                               its subject (the predicate).
2   Demonstrate command of the                Demonstrate command of the                 Demonstrate command of the
    conventions of standard English           conventions of standard English            conventions of standard English
    capitalization, punctuation, and          capitalization, punctuation, and           capitalization, punctuation, and
    spelling when writing. Capitalize the     spelling when writing. Capitalize          spelling when writing. Capitalize
    first word in a sentence and the          names, places, and dates. Use end          holidays, product names, geographic
    pronoun I . Name and identify end         punctuation for sentences, including       names, and important words in titles.
    punctuation, including periods,           periods, question marks, and               Use commas in greetings and closings
    question marks, and exclamation           exclamation points. Use commas in          of letters. Use apostrophes to form
    points. Spell simple words phonetically   dates and to separate single words in a    contractions and common possessives.
    using knowledge of sound-letter           series. Use conventional spelling for      Generalize learned spelling patterns
    relationships.                            words with common spelling patterns        when writing words (e.g., cage -
                                              and for common irregular words. Use        badge; boy - boil ). Consult reference
                                              phonetic spellings for untaught words,     materials, including beginning
                                              drawing on phonemic awareness and          dictionaries, as needed to check and
                                              spelling conventions. Form new words       correct spellings.
                                              through addition, deletion, and
                                              substitution of sound and letters (e.g.,
                                              an - man - mat - mast - must - rust -
                                              crust ).

3   (begins in grade 3)                       (begins in grade 3)                        (begins in grade 3)
                                         3                                         4                                           5
Write opinions in which they: Introduce      Write opinion pieces in which they:        Write opinion pieces in which they:
the topic or text they are writing about     Introduce an opinion about a concrete      Introduce an opinion about a concrete
directly, state an opinion relative to the   issue or topic and create an               issue or topic and create an
topic, and create an organizing              organizational structure in which          organizational structure in which ideas
structure that lists reasons. Provide        related ideas are grouped to support       are logically grouped to support the
reasons that support the opinion. Use        the writer's purpose. Provide reasons      writer's purpose. Provide logically
transitional words and phrases (e.g.,        that are supported by facts and details.   ordered reasons that are supported by
because, therefore, in order to, since,      Link the opinion and reasons using         facts and details. Link the opinion and
for example ) to connect opinion and         transitional words and phrases (e.g.,      reasons using transitional words,
reasons. Provide a concluding                so, then, for instance, in addition ).     phrases, and clauses (e.g.,
statement or section.                        Provide a concluding statement or          consequently, generally, specifically ).
                                             section.                                   Provide a concluding statement or
                                                                                        section.
Write informative/explanatory pieces in    Write information/explanatory pieces in     Write information/explanatory pieces in
which they: Introduce a topic and          which they: Introduce a topic clearly       which they: Introduce a topic clearly,
group related information together.        and group related information in            provide a general observation and
Develop the topic with facts,              paragraphs and sections. Develop the        focus, and group related information
definitions, and details. Use transition   topic with facts, definitions, concrete     logically. Develop the topic with facts,
words (e.g., also, another, and, more,     details, quotations, or other               definitions, concrete details,
but ) to connect categories of             information and examples related to         quotations, or other information and
information. Provide a concluding          the topic. Use transition words and         examples related to the topic. Use
statement or section.                      prases to link ideas within categories of   transition words and phrases to link
                                           information (e.g., another, for             ideas within and across categories of
                                           example, also, because ). Use precise       information (e.g., in contrast,
                                           language and subject-specific               especially ). Use precise language and
                                           vocabulary when appropriate. Provide        subject-specific vocabulary when
                                           a conclusion statement or section           appropriate. Provide a conclusion
                                           related to the information or               statement or section related to the
                                           explanation offered.                        information or explanation offered.
Write narratives to develop real or       Write narratives to develop real or       Write narratives to develop real or
imagined experiences or events in         imagined experiences or events in         imagined experiences or events in
which they: Establish a situation and     which they: Establish a situation and     which they: Establish a situation,
introduce a narrator and/or characters,   introduce a narrator and/or characters,   introduce a narrator and/or characters,
and organize an event sequence that       and organize an event sequence that       and organize an event sequence that
unfolds naturally. Use dialogue and       unfolds naturally. Use dialogue and       unfolds naturally. Use narrative
descriptions of actions, thoughts and     description to develop experiences and    techniques, such as dialogue,
feelings to develop experiences and       events or show the response of            description, and pacing, to develop
events or show the response of            characters to situations. Use a variety   experiences and events or show the
characters to situations. Use temporal    of transitional words and phrases to      response of characters to situations.
words and phrases to signal event         manage the sequence of events. Use        Use a variety of transitional words,
order. Provide a sense of closure.        concrete words and phrases and            phrases, and clauses to manage the
                                          sensory details to convey events and      sequence of events. Use concrete
                                          experiences precisely. Provide a          words and phrases and sensory details
                                          conclusion that follows from the          to convey events and experiences
                                          narrative's events.                       precisely. Provide a conclusion that
                                                                                    follows from the narrative's events.




(begins in grade 4)                       Produce coherent and clear writing in     Produce coherent and clear writing in
                                          which the organization, development,      which the organization, development,
                                          quality of content, and style are         quality of content, and style are
                                          appropriate to task, purpose, and         appropriate to task, purpose, and
                                          audience. (Grade-specific expectations    audience. (Grade-specific expectations
                                          for writing types are defined in          for writing types are defined in
                                          standards 1-3).                           standards 1-3).
With guidance and support from peers        With guidance and support from peers        With guidance and support from peers
and adults, develop and strengthen          and adults, develop and strengthen          and adults, develop and strengthen
writing as needed by prewriting,            writing as needed by prewriting,            writing as needed by prewriting,
revising, and proofreading.                 revising, and proofreading.                 revising, proofreading, and reflecting.




With guidance and support from adults, With guidance and support from adults, With guidance and support from adults,
use technology to produce and publish use technology to produce and publish, use technology, including the Internet,
writing.                               and interact with others about writing. to produce and publish, and interact
                                                                               with others about writing.




Conduct short research tasks that build Conduct short research tasks that build Conduct short research tasks that build
knowledge about a topic.                knowledge through investigation of      knowledge through investigation of
                                        different aspects of a single topic.    different aspects of a single topic using
                                                                                several sources.




Gather information from experience as       Gather information from experience as       Gather information from experience as
well as print and digital resources; take   well as print and digital resources; take   well as print and digital resources;
simple notes on sources, and sort           notes and categorize information, and       summarize or paraphrase information
evidence into provided categories.          acknowledge sources (i.e., list of titles   in notes and finished work, and
                                            and other appropriate bibliographic         acknowledge sources (i.e., list of titles
                                            information such as author or URL).         and other appropriate bibliographic
                                                                                        information such as author or URL).
(begins in grade 4)   Write in response to literary or           Write in response to literary or
                      informational sources, drawing             information sources, drawing evidence
                      evidence from the text to support          from the text to support analysis and
                      analysis and reflection as well as to      reflection as well as to describe what
                      describe what they have learned.           they have learned. Apply to grade 5
                      Apply to grade 4 informational texts       informational texts (e.g., "Explain how
                      (e.g., "Explain how an author uses         an author uses evidence to support his
                      evidence to support his or her claims in   or her claims in a text.") Apply to
                      a text.") Apply to grade 4 narrative       grade 5 narrative texts (e.g.,
                      texts (e.g., "Describe a character in      "Compare and contrast two or more
                      detail by drawing on specific details in   characters by drawing on specific
                      the text.")                                details in the text.")


(begins in grade 4)   Write routinely over extended time         Write routinely over extended time
                      frames (time for research, reflection,     frames (time for research, reflection,
                      and revision) and shorter time frames      and revision) and shorter time frames
                      (a single sitting or a day or two) or a    (a single sitting or a day or two) or a
                      range of tasks, purposes, and              range of tasks, purposes, and
                      audiences.                                 audiences.
Demonstrate command of the                Demonstrate command of the               Demonstrate command of the
conventions of standard English           conventions of standard English          conventions of standard English
grammar and usage. Explain the            grammar and usage. Form and use the      grammar and usage. Form and use the
function of nouns, pronouns, verbs,       progressive (e.g., I was walking, I am   perfect verb aspects (e.g., I had
adjectives, and adverbs in general and    walking, I will be walking ) verb        walked, I have walked, I will have
their functions in specific sentences.    aspects. Form and use adjectives and     walked ). Recognize and correct
Form and use the simple verb tenses       adverbs (including comparative and       inappropriate shifts in verb tense (i.e.,
(e.g., I walked, I walk, I will walk ).   superlative forms), placing them         past, present, future) and aspect (i.e.,
Ensure subject-verb and pronoun-          appropriately within sentences.          simple, perfect, progressive).
antecedent agreement. Produce             Produce complete sentences, avoiding
simple, compound, and complex             rhetorically poor fragments and run-
sentences.                                ons. Use frequently confused words
                                          correctly (e.g., to, too, two; there,
                                          their ).
Demonstrate command of the                Demonstrate command of the              Demonstrate command of the
conventions of standard English           conventions of standard English         conventions of standard English
capitalization, punctuation, and          capitalization, punctuation, and        capitalization, punctuation, and
spelling when writing. Use correct        spelling when writing. Use quotation    spelling when writing. Use punctuation
capitalization. Use quotation marks in    marks to mark direct speech and         to separate items in a series. Use a
dialogue. Use conventional spelling for   quotations from a text. Spell grade-    comma to separate an introductory
high-frequency and other studied          appropropriate words correctly,         element form the rest of the sentences.
words and for adding suffixes to base     consulting references as needed.        Use underlining, quotation marks, or
words (e.g., sitting, smiled, cries,                                              italics to indicate titles of works. Spell
happiness ). Use spelling patterns and                                            grade-appropriate words correctly,
generalizations (e.g., word families,                                             consulting references as needed.
position-based spellings, syllable
patterns, ending rules, meaningful
word parts) in writing words. Consult
reference materials, including
dictionaries, as needed to check and
correct spellings.




Make effective language choices. Use      Make effective language choices. Use    Make effective language choices.
words for effect.                         punctuation for effect. Maintain        Expand, combine, and reduce
                                          consistency in style and tone. Choose   sentences for meaning, reader interest,
                                          words and phrases to convey ideas       and style.
                                          precisely.
                                        6                                         7                                         8
Write opinion pieces in which they:         Write arguments in which they:            Write arguments in which they:
Introduce a claim and organize the          Introduce a claim about a topic or        Introduce a claim about a topic or
reasons and evidence logically.             issue, acknowledge alternate or           issue, distinguish it from alternate or
Support the claim with clear reasons        opposing claims, and organize the         opposing claims, and organize the
and relevant evidence. Link the claim       reasons and evidence logically.           reasons and evidence logically.
and reasons using transitional words,       Support the claim with logical            Support the claim with logical
phrases, and clauses. Provide a             reasoning and relevant evidence that      reasoning and relevant evidence, using
concluding statement or section that        demonstrate understanding of the          accurate and credible sources and
follows from the argument.                  topic. Use transitional words, phrases,   demonstrating understanding of the
                                            and clauses to convey the relationships   topic. Use transitional words, phrases,
                                            among the claims, reasons, and            and clauses to convey the relationships
                                            evidence. Sustain an objective style      among the claims, reasons,
                                            and tone. Provide a concluding            counterclaims, and evidence. Sustain
                                            statement or section that follows         an objective style and tone. Provide a
                                            logically from the argument.              concluding statement or section that
                                                                                      follows logically from the argument.
Write information/explanatory pieces in    Write informative/explanatory texts in   Write informative/explanatory texts in
which they: Introduce a topic; organize    which they: Introduce a topic clearly,   which they: Introduce a topic clearly,
ideas and information using strategies     previewing what is to follow; organize   previewing what is to follow; organize
such as definition, classification,        ideas and information using strategies   ideas and information into broader
comparison/contrast, and cause/effect.     such as definition, classification,      categories. Develop the topic with well-
Develop the topic with facts,              comparison/contrast, and cause/effect.   chosen, relevant, and accurate facts,
definitions, concrete details,             Develop the topic with relevant facts,   definitions, concrete details,
quotations, or other information and       definitions, concrete details,           quotations, or other information and
examples. Use appropriate transitions      quotations, or other information and     examples. Use appropriate and varied
to clarify the relationships among ideas   examples. Use appropriate transitions    transitions to create cohesion and
and concepts. Use precise language         to create cohesion and clarify the       clarify the relationships among ideas
and subject-specific vocabulary when       relationships among ideas and            and concepts. Use precise language
appropriate. Provide a conclusion          concepts. Use precise language and       and subject-specific vocabulary.
statement or section related to the        subject-specific vocabulary when         Establish and maintain a formal style.
information or explanation offered.        appropriate. Establish and maintain a    Provide a concluding statement or
                                           formal style. Provide a concluding       section that follows from the
                                           statement or section that follows from   information or explanation presented.
                                           the information or explanation
                                           presented.
Write narratives to develop real or        Write narratives to develop real or         Write narratives to develop real or
imagined experiences or events in          imagined experiences or events in           imagined experiences or events in
which they: Establish a situation,         which they: Engage and orient the           which they: Engage and orient the
introduce a narrator and/or characters,    reader by establishing a context,           reader by establishing a context and
and organize an event sequence that        introducing a narrator and/or               point of view, introducing a narrator
unfolds naturally. Develop narrative       characters, and organizing an event         and/or characters, and organizing an
elements (e.g., setting, conflict,         sequence that unfolds naturally.            event sequence that unfolds naturally.
complex characters) with relevant          Develop narrative elements (e.g.,           Develop narrative elements (e.g.,
details and techniques (e.g. dialogue,     setting, point of view, conflict, complex   setting, conflict, complex characters)
description, and pacing). Use a variety    characters) with relevant details and       with relevant details and techniques
of transitional words, phrases, and        techniques (e.g. dialogue, description,     (e.g. dialogue, description, and
clauses convey sequence and signal         and pacing). Use a variety of               pacing). Use a variety of transitional
shifts from one time frame or setting to   transitional words, phrases, and            words, phrases, and clauses convey
another. Use precise words and             clauses convey sequence and signal          sequence and signal shifts from one
phrases, relevant descriptive details,     shifts from one time frame or setting to    time frame or setting to another. Use
and sensory language to convey events      another. Use precise words and              precise words and phrases, relevant
and experiences. Provide a conclusion      phrases, relevant descriptive details,      descriptive details, and sensory
that follows from the narrated             and sensory language to convey events       language to convey events and
experience or events.                      and experiences as well as create           experiences as well as create mood.
                                           mood. Provide a conclusion that             Provide a conclusion that follows from
                                           follows from the narrated experience or     the narrated experience or events.
                                           events.




Produce coherent and clear writing in      Produce coherent and clear writing in       Produce coherent and clear writing in
which the organization, development,       which the organization, development,        which the organization, development,
quality of content, and style are          quality of content, and style are           quality of content, and style are
appropriate to task, purpose, and          appropriate to task, purpose, and           appropriate to task, purpose, and
audience. (Grade-specific expectations     audience. (Grade-specific expectations      audience. (Grade-specific expectations
for writing types are defined in           for writing types are defined in            for writing types are defined in
standards 1-3).                            standards 1-3).                             standards 1-3).
With guidance and support from peers        With some guidance and support from         With some guidance and support from
and adults, develop and strengthen          peers and adults, develop and               peers and adults, develop and
writing as needed by prewriting,            strengthen writing as needed by             strengthen writing as needed by
revising, proofreading, and reflecting.     prewriting, revising, proofreading, or      prewriting, revising, proofreading, or
                                            trying a new approach after reflecting      trying a new approach after reflecting
                                            on how well purpose and audience            on how well purpose and audience
                                            have been addressed.                        have been addressed.
With some guidance and support from         With some guidance and support from         Use technology, including the Internet,
adults, use technology, including the       adults, use technology, including the       to efficiently produce and publish
Internet, to produce, publish, and          Internet, to produce and publish            writing, cite information and sources,
interact with others about writing.         writing, cite sources, and interact with    and interact with others about writing.
                                            others about writing.




Conduct short research tasks that build     Conduct short research tasks to answer      Conduct short research tasks to answer
knowledge through investigation of          a question, drawing of several sources      a question, drawing of several sources
different aspects of a single topic using   and generating additional related,          and generating additional related,
several sources.                            focused questions for further research      focused questions for further research
                                            and investigation.                          and investigation.




Gather information from experience as       Gather information from experience as       Gather information from experience as
well as print and digital resources using   well as print and digital resources using   well as print and digital resources using
search terms effectively; summarize or      search terms effectively; assess the        advanced search features; assess the
paraphrase information in notes and         credibility and accuracy of each source;    credibility and accuracy of each source;
finished work, and acknowledge              and quote or paraphrase the data and        and quote or paraphrase the data and
sources (i.e., list of titles and other     conclusions of others while avoiding        conclusions of others while avoiding
appropriate bibliographic information       plagiarism and following basic MLA          plagiarism and following basic MLA
such as author or URL).                     style to cite sources.                      style to cite sources.
Write in response to literary or           Draw evidence from literary or              Draw evidence from literary or
information sources, drawing evidence      informational texts to support analysis,    informational texts to support analysis,
from the text to support analysis and      reflection, and research. Apply to          reflection, and research. Apply to
reflection as well as to describe what     grade 7 literary nonfiction (e.g., "Trace   grade 8 literary nonfiction (e.g., "Trace
they have learned. Apply to grade 6        and evaluate the argument in a text,        and evaluate the argument in a text,
informational texts (e.g., "Explain how    assessing whether the evidence is           assessing whether the evidence is
an author uses evidence to support his     relevant and sufficient to support the      relevant and sufficient to support the
or her claims in a text." Apply to grade   claims.") Apply to grade 7 literature       claims.") Apply to grade 8 literature
6 narrative texts (e.g.,                   (e.g., "Compare and contrast a fictional    (e.g., "Compare and contrast a fictional
"Compare/contrast texts in different       character or setting with a historical      character or setting with a historical
genres in terms of their approaches to     account to understand how authors of        account to understand how authors of
similar themes and topics.")               fiction use or alter history.")             fiction use or alter history.")


Write routinely over extended time         Write routinely over extended time          Write routinely over extended time
frames (time for research, reflection,     frames (time for research, reflection,      frames (time for research, reflection,
and revision) and shorter time frames      and revision) and shorter time frames       and revision) and shorter time frames
(a single sitting or a day or two) or a    (a single sitting or a day or two) or a     (a single sitting or a day or two) or a
range of tasks, purposes, and              range of tasks, purposes, and               range of tasks, purposes, and
audiences.                                 audiences.                                  audiences.
Demonstrate command of the               Demonstrate command of the                Demonstrate command of the
conventions of standard English          conventions of standard English           conventions of standard English
grammar and usage. Ensure that           grammar and usage. Explain the            grammar and usage. Form and use
pronouns are in the proper case (i.e.,   function of phrases and clauses in        verbs in the active and passive voice.
subjective, objective, possessive).      general and their functions in specific   Recognize and correct inappropriate
Choose between simple and compound       sentences. Place phrases and clauses      shifts in verb voice (i.e., active and
sentences to signal differing            within a sentence, avoiding misplaced     passive) and mood (i.e., indicative,
relationships among ideas.               and dangling modifiers. Recognize and     subjunctive, imperative).
                                         correct inappropriate shifts in pronoun
                                         number and person. Recognize and
                                         correct vague pronouns (i.e., ones with
                                         unclear or ambiguous antecedents)
Demonstrate command of the                Demonstrate command of the                Demonstrate command of the
conventions of standard English           conventions of standard English           conventions of standard English
capitalization, punctuation, and          capitalization, punctuation, and          capitalization, punctuation, and
spelling when writing. Spell grade-       spelling when writing. Use a comma        spelling when writing. Use a comma to
appropriate words correctly, consulting   before a coordinating conjunction in a    separate coordinate adjectives (e.g., It
references as needed. Use semi-colons     compound sentence. Spell grade-           was a fascinating, enjoyable movie but
to combine related independent            appropriate words correctly, consulting   not He wore an old[,] green shirt ).
clauses.                                  references as needed.                     Use a comma, ellipses, or dash to
                                                                                    indicate a pause or break. Spell grade-
                                                                                    appropriate words correctly, consulting
                                                                                    references as needed.




Make effective language choices. Vary Make effective language choices.              Make effective language choices. Use
sentence patterns for meaning, reader Choose words and phrases that express         verbs in the active and passive voice to
interest, and style.                  ideas concisely, eliminating wordiness        achieve particular effects (e.g.,
                                      and redundancy.                               emphasizing the actor or the action;
                                                                                    expressing uncertainly or describing a
                                                                                    state contrary to fact). Use specific
                                                                                    nouns for clarity and precision.
                                       9                                          10                                         11
Write arguments in which they:              Write arguments in which they:              Write arguments in which they:
Introduce a precise claim, distinguish it   Introduce a precise claim, distinguish it   Introduce a substantive claim,
from alternate or opposing claims, and      from alternate or opposing claims, and      establish the significance of the claim,
organize the reasons and evidence to        organize the reasons and evidence to        distinguish it from alternate or
establish clear relationships among the     establish clear relationships among the     opposing claims, and create an
claim, counterclaim, reasons, and           claim, counterclaim, reasons, and           organization that logically sequences
evidence. Develop a claim and               evidence. Develop a claim and               claim(s), counterclaims, reasons, and
counterclaim(s) fairly, supplying           counterclaim(s) fairly, supplying           evidence. Develop a claim and
evidence for each while pointing out        evidence for each while pointing out        counterclaim(s) fairly, supplying
the strengths and limitations of both in    the strengths and limitations of both in    evidence for each while pointing out
a manner that anticipates the               a manner that anticipates the               the strengths and limitations of both in
audience's knowledge level and              audience's knowledge level and              a manner that anticipates the
concerns. Use transitional words,           concerns. Use transitional words,           audience's knowledge level, concerns,
phrases, and clauses to convey the          phrases, and clauses to convey the          values, and possible biases. Use
relationships among the claims,             relationships among the claims,             transitional words, phrases, and
reasons, counterclaims, and evidence.       reasons, counterclaims, and evidence.       clauses to convey the relationships
Sustain an objective style and tone         Sustain an objective style and tone         among the claims, reasons,
while attending to the purpose and          while attending to the purpose and          counterclaims, and evidence. Sustain
audience. Provide a concluding              audience. Provide a concluding              an objective style and tone while
statement or section that follows           statement or section that follows           attending to the purpose and audience.
logically from the argument.                logically from the argument.                Provide a concluding statement or
                                                                                        section that follows logically from the
                                                                                        argument.
Write informative/explanatory texts in    Write informative/explanatory texts in    Write informative/explanatory texts in
which they: Introduce a topic; organize   which they: Introduce a topic;            which they: Introduce a complex
complex ideas, concepts, and              organize complex ideas, concepts, and     topic; organize ideas, concepts, and
information to make important             information to make important             information so that each new element
connections and distinctions; include     connections and distinctions; include     builds on that which precedes it to
formatting (e.g., headings) and           formatting (e.g., headings) and           create a unified whole; include
graphics (e.g., figures, tables) when     graphics (e.g., figures, tables) when     formatting (e.g., headings) and
useful to clarify ideas. Develop the      useful to clarify ideas. Develop the      graphics (e.g., figures, tables) when
topic with well-chosen, relevant, and     topic with well-chosen, relevant, and     useful to clarify ideas. Develop the
sufficient facts, extended definitions,   sufficient facts, extended definitions,   topic thoroughly by selecting the most
concrete details, quotations, or other    concrete details, quotations, or other    significant and relevant facts, extended
information and examples. Use             information and examples. Use             definitions, concrete details,
appropriate and varied transitions to     appropriate and varied transitions to     quotations, or other information and
create cohesion and clarify the           create cohesion and clarify the           examples appropriate to the audience's
relationships among ideas and             relationships among ideas and             knowledge of the topic. Use
concepts. Use precise language and        concepts. Use precise language and        appropriate and varied transitions and
subject-specific vocabulary to manage     subject-specific vocabulary to manage     syntax to link the major sections of the
the complexity of the topic               the complexity of the topic               text, create cohesion, and clarify the
appropriately for the intended purpose    appropriately for the intended purpose    relationships among ideas and
and audience. Establish and maintain      and audience. Establish and maintain      concepts. Use precise language,
a formal style and objective tone         a formal style and objective tone         subject-specific vocabulary, and
appropriate for the intended purpose      appropriate for the intended purpose      techniques such as metaphor, simile,
and audience. Provide a concluding        and audience. Provide a concluding        and analogy to manage the complexity
statement or section that follows from    statement or section that follows from    of the topic appropriately for the
the information or explanation            the information or explanation            intended purpose and audience.
presented (e.g., articulating             presented (e.g., articulating             Establish and maintain a formal style
implications or the significance of the   implications or the significance of the   and objective tone appropriate for the
topic).                                   topic).                                   intended purpose and audience.
                                                                                    Provide a concluding statement or
                                                                                    section that follows from the
                                                                                    information or explanation presented
                                                                                    (e.g., articulating implications or the
Write narratives to develop real or        Write narratives to develop real or        Write narratives to develop real or
imagined experiences or events in          imagined experiences or events in          imagined experiences or events in
which they: Engage and orient the          which they: Engage and orient the          which they: Engage and orient the
reader by establishing a problem,          reader by establishing a problem,          reader by establishing a problem,
situation, or observation; introducing a   situation, or observation; introducing a   situation, or observation; introducing a
narrator and/or characters and creating    narrator and/or characters and creating    narrator and/or characters and creating
a smooth progression of events or          a smooth progression of events or          a smooth progression of events or
experiences. Develop narrative             experiences. Develop narrative             experiences. Develop narrative
elements (e.g., setting, conflict, point   elements (e.g., setting, conflict, point   elements (e.g., setting, conflict, point
of view, complex characters) with          of view, complex characters) with          of view, complex characters) using
relevant details and techniques (e.g.      relevant details and techniques (e.g.      relevant details and techniques (e.g.
dialogue, description, and pacing). Use    dialogue, description, and pacing). Use    dialogue, description, pacing,
a variety of techniques to sequence        a variety of techniques to sequence        reflection, and multiple plot lines) to
events so that they build on one           events so that they build on one           direct readers' attention to what is
another to create a coherent whole.        another to create a coherent whole.        most significant. Use a variety of
Use precise language to convey a vivid     Use precise language to convey a vivid     techniques to sequence events so that
picture of the experiences, events,        picture of the experiences, events,        they build on one another toward a
setting, mood, and/or characters.          setting, mood, and/or characters.          particular tone and outcome (e.g.,
Provide a conclusion that follows from     Provide a conclusion that follows from     sense of mystery, suspense, growth, or
what is experienced, observed, or          what is experienced, observed, or          resolution). Use precise language to
resolved over the course of the            resolved over the course of the            convey a vivid picture of the
narrative.                                 narrative.                                 experiences, events, setting, mood,
                                                                                      and/or characters. Provide a
                                                                                      conclusion that follows from what is
                                                                                      experienced, observed, or resolved
                                                                                      over the course of the narrative.




Produce coherent and clear writing in      Produce coherent and clear writing in      Produce coherent and clear writing in
which the organization, development,       which the organization, development,       which the organization, development,
quality of content, and style are          quality of content, and style are          quality of content, and style are
appropriate to task, purpose, and          appropriate to task, purpose, and          appropriate to task, purpose, and
audience. (Grade-specific expectations     audience. (Grade-specific expectations     audience. (Grade-specific expectations
for writing types are defined in           for writing types are defined in           for writing types are defined in
standards 1-3).                            standards 1-3).                            standards 1-3).
Develop and strengthen writing as          Develop and strengthen writing as          Develop and strengthen writing as
needed by prewriting, revising,            needed by prewriting, revising,            needed by prewriting, revising,
proofreading, or trying a new approach     proofreading, or trying a new approach     proofreading, or trying a new approach
after reflecting on how well purpose       after reflecting on how well purpose       after reflecting on how well purpose
and audience have been addressed.          and audience have been addressed.          and audience have been addressed.


Use technology, including the Internet,    Use technology, including the Internet,    Use technology, including the Internet,
to efficiently produce, publish, and       to efficiently produce, publish, and       to efficiently produce, publish, and
collaborate on individual or shared        update individual or shared writing        update individual or shared writing
writing products (e.g., by using           products in response to ongoing            products in response to ongoing
technology's capacity to link to other     feedback, fresh arguments, or new          feedback, fresh arguments, or new
information and display information        information.                               information.
flexibly and dynamically).

Conduct short as well as more              Conduct short as well as more              Conduct short as well as more
sustained research projects to answer a    sustained research projects to answer a    sustained research projects to answer a
question or solve a problem; narrow or     question or solve a problem; narrow or     question (including a self-generated
broaden the inquiry when appropriate,      broaden the inquiry when appropriate,      question) or solve a problem; narrow
and synthesize multiple sources on the     and synthesize multiple sources on the     or broaden the inquiry when
subject.                                   subject.                                   appropriate, and synthesize multiple
                                                                                      sources on the subject.

Gather relevant information from           Gather relevant information from           Gather relevant information from
multiple authoritative print and digital   multiple authoritative print and digital   multiple authoritative print and digital
sources, using advanced searches           sources, using advanced searches           sources, using advanced searches
effectively; assess the usefulness of      effectively; assess the usefulness of      effectively; assess the usefulness of
each source in answering the research      each source in answering the research      each source in terms of the task,
question; integrate information into the   question; integrate information into the   purpose, and audience; integrate
text selectively to maintain the flow of   text selectively to maintain the flow of   information into the text selectively to
ideas, avoiding plagiarism and             ideas, avoiding plagiarism and             maintain the flow of ideas, avoiding
following MLA style for citation.          following MLA style for citation.          plagiarism overreliance on any one
                                                                                      source and following MLA style for
                                                                                      citation.
Draw evidence from literary or              Draw evidence from literary or             Draw evidence from literary or
informational texts to support analysis,    informational texts to support analysis,   informational texts to support analysis,
reflection, and research. Apply to          reflection, and research. Apply to         reflection, and research. Apply to
grade 9 literary nonfiction (e.g., "Trace   grade 10 literary nonfiction (e.g.,        grade 11 literary nonfiction (e.g.,
and evaluate the argument in a text,        "Trace and evaluate the argument in a      "Analyze the reasoning and rhetoric
assessing whether the evidence is           text, assessing whether the evidence is    that support an argument, including
relevant and sufficient to support the      relevant and sufficient to support the     the relevance and sufficiency of
claims.") Apply to grade 9 literature       claims.") Apply to grade 10 literature     evidence and fallacious reasoning.")
(e.g., "Analyze how an author draws on      (e.g., "Analyze how an author draws on     Apply to grade 11 literature (e.g.,
and transforms source material in a         and transforms source material in a        "Analyze how an author draws on and
specific work" [e.g., how a                 specific work" [e.g., how a                transforms fictional source material"
contemporary author draws on a work         contemporary author draws on a work        [e.g., how a contemporary author
of Shakespeare]).                           of Shakespeare]).                          draws on Shakespeare]).

Write routinely over extended time          Write routinely over extended time         Write routinely over extended time
frames (time for research, reflection,      frames (time for research, reflection,     frames (time for research, reflection,
and revision) and shorter time frames       and revision) and shorter time frames      and revision) and shorter time frames
(a single sitting or a day or two) or a     (a single sitting or a day or two) or a    (a single sitting or a day or two) or a
range of tasks, purposes, and               range of tasks, purposes, and              range of tasks, purposes, and
audiences.                                  audiences.                                 audiences.
Demonstrate command of the                 Demonstrate command of the                 Demonstrate command of the
conventions of standard English            conventions of standard English            conventions of standard English
grammar and usage. Use parallel            grammar and usage. Use parallel            grammar and usage. Apply the
structure in writing (e.g., when using     structure in writing (e.g., when using     understanding that usage is a matter of
items in a series). Use various types of   items in a series). Use various types of   convention, can change over time, and
phrases (i.e., noun, verb, adjectival,     phrases (i.e., noun, verb, adjectival,     is sometimes contested. Resolve
adverbial, participial, prepositional,     adverbial, participial, prepositional,     complex usage issues, particularly
absolute) and clauses (i.e.,               absolute) and clauses (i.e.,               when the issue involves contested or
independent, dependent; noun,              independent, dependent; noun,              changing usage; consult references as
relative, adverbial) to add variety and    relative, adverbial) to add variety and    needed for guidance.
interest to writing.                       interest to writing.
Demonstrate command of the                 Demonstrate command of the                 Demonstrate command of the
conventions of standard English            conventions of standard English            conventions of standard English
capitalization, punctuation, and           capitalization, punctuation, and           capitalization, punctuation, and
spelling when writing. Use a semicolon     spelling when writing. Use a semicolon     spelling when writing. Observe the
(and perhaps a conjunctive adverb) to      (and perhaps a conjunctive adverb) to      conventions concerning using hyphens
link two or more closely related           link two or more closely related           to join words. Use a semicolon (and
independent clauses. Use a colon to        independent clauses. Use a colon to        perhaps a conjunctive adverb) to link
introduce a list or quotation. Use         introduce a list or quotation. Use         two or more closely related
commas, parentheses, or dashes to set      commas, parentheses, or dashes to set      independent clauses. Spell correctly,
off nonrestrictive/parenthetical           off nonrestrictive/parenthetical           consulting references as needed.
elements. Spell correctly, consulting      elements. Spell correctly, consulting
references as needed.                      references as needed.




Make effective language choices. Write     Make effective language choices. Write     Make effective language choices. Write
and edit work so that it conforms to       and edit work so that it conforms to       and edit work so that it conforms to
norms appropriate for the specific task,   norms appropriate for the specific task,   norms appropriate for the specific task,
purpose, and audience.                     purpose, and audience.                     purpose, and audience.
                                       12 Notes
Write arguments in which they:            most standards have been revised in the official CCS--yellow
Introduce a substantive claim,            means I kept the original wording as much as possible; green
establish the significance of the claim, means I revised to reflect the newer wording; pink on grade
distinguish it from alternate or          6 needs revisiting since I didn't have the poster when typing
opposing claims, and create an
organization that logically sequences
claim(s), counterclaims, reasons, and
evidence. Develop a claim and
counterclaim(s) fairly, supplying
evidence for each while pointing out
the strengths and limitations of both in
a manner that anticipates the
audience's knowledge level, concerns,
values, and possible biases. Use
transitional words, phrases, and
clauses to convey the relationships
among the claims, reasons,
counterclaims, and evidence. Sustain
an objective style and tone while
attending to the purpose and audience.
Provide a concluding statement or
section that follows logically from the
argument.
Write informative/explanatory texts in
which they: Introduce a complex
topic; organize ideas, concepts, and
information so that each new element
builds on that which precedes it to
create a unified whole; include
formatting (e.g., headings) and
graphics (e.g., figures, tables) when
useful to clarify ideas. Develop the
topic thoroughly by selecting the most
significant and relevant facts, extended
definitions, concrete details,
quotations, or other information and
examples appropriate to the audience's
knowledge of the topic. Use
appropriate and varied transitions and
syntax to link the major sections of the
text, create cohesion, and clarify the
relationships among ideas and
concepts. Use precise language,
subject-specific vocabulary, and
techniques such as metaphor, simile,
and analogy to manage the complexity
of the topic appropriately for the
intended purpose and audience.
Establish and maintain a formal style
and objective tone appropriate for the
intended purpose and audience.
Provide a concluding statement or
section that follows from the
information or explanation presented
(e.g., articulating implications or the
Write narratives to develop real or      need to define some terms and examples as appendix to
imagined experiences or events in        document (or on wiki)
which they: Engage and orient the
reader by establishing a problem,
situation, or observation; introducing a
narrator and/or characters and creating
a smooth progression of events or
experiences. Develop narrative
elements (e.g., setting, conflict, point
of view, complex characters) using
relevant details and techniques (e.g.
dialogue, description, pacing,
reflection, and multiple plot lines) to
direct readers' attention to what is
most significant. Use a variety of
techniques to sequence events so that
they build on one another toward a
particular tone and outcome (e.g.,
sense of mystery, suspense, growth, or
resolution). Use precise language to
convey a vivid picture of the
experiences, events, setting, mood,
and/or characters. Provide a
conclusion that follows from what is
experienced, observed, or resolved
over the course of the narrative.




Produce coherent and clear writing in
which the organization, development,
quality of content, and style are
appropriate to task, purpose, and
audience. (Grade-specific expectations
for writing types are defined in
standards 1-3).
Develop and strengthen writing as
needed by prewriting, revising,
proofreading, or trying a new approach
after reflecting on how well purpose
and audience have been addressed.


Use technology, including the Internet, **keyboarding is explicitly addressed in standards 5 and 6,
to efficiently produce, publish, and    grades 3+ in the final CCS
update individual or shared writing
products in response to ongoing
feedback, fresh arguments, or new
information.



Conduct short as well as more
sustained research projects to answer a
question (including a self-generated
question) or solve a problem; narrow
or broaden the inquiry when
appropriate, and synthesize multiple
sources on the subject.

Gather relevant information from           need a basic MLA guide & link to it on wiki (or wherever
multiple authoritative print and digital   curriculum is posted)
sources, using advanced searches
effectively; assess the usefulness of
each source in terms of the task,
purpose, and audience; integrate
information into the text selectively to
maintain the flow of ideas, avoiding
plagiarism overreliance on any one
source and following MLA style for
citation.
Draw evidence from literary or           need to look at examples in this standard (9) --all grades!
informational texts to support analysis, (replace with real tasks Centennial teachers use)
reflection, and research. Apply to
grade 12 literary nonfiction (e.g.,
"Analyze the reasoning and rhetoric
that support an argument, including
the relevance and sufficiency of
evidence and fallacious reasoning.")
Apply to grade 12 literature (e.g.,
"Analyze how an author draws on and
transforms fictional source material"
[e.g., how a contemporary author
draws on Shakespeare]".

Write routinely over extended time
frames (time for research, reflection,
and revision) and shorter time frames
(a single sitting or a day or two) or a
range of tasks, purposes, and
audiences.
Demonstrate command of the                may need to review examples in K-2 to reflect core(s)
conventions of standard English           ***FINAL CCS IS -MUCH- DIFFERENT, MORE SPECIFIC,
grammar and usage. Apply the              ESPECIALLY GRADES 1-6; NEEDS ANOTHER LOOK BY GROUP;
understanding that usage is a matter of   CURRENTLY THIS DOC REFLECTS PREVIOUS COMMITTEE
convention, can change over time, and     DRAFT. ***Also need to use page in older CCS that
is sometimes contested. Resolve           delineates conventions for high school grades--not in Final
complex usage issues, particularly        CCS.
when the issue involves contested or
changing usage; consult references as
needed for guidance.
Demonstrate command of the
conventions of standard English
capitalization, punctuation, and
spelling when writing. Observe the
conventions concerning using hyphens
to join words. Use a semicolon (and
perhaps a conjunctive adverb) to link
two or more closely related
independent clauses. Spell correctly,
consulting references as needed.




Make effective language choices. Write ****adress conventions that occur throughout grade leves
and edit work so that it conforms to     with text of increasing difficulty (marked with * in CCS)?
norms appropriate for the specific task,
purpose, and audience.




                                        ***need to align to state standards! (Jen do and have
                                        committee validate)
Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a.             Print all upper- and lowercase letters.
b.             Use common, proper, and possessive nouns.
               Use singular and plural nouns with matching verbs in basic
c.             sentences (e.g., He hops; We hop).
               Use personal, possessive, and indefinite pronouns (e.g., I,
d.             me, my; they, them, their; anyone, everything).
               Use verbs to convey a sense of past, present, and future
               (e.g., Yesterday I walked home; Today I walk home;
e.             Tomorrow I will walk home).
f.             Use frequently occurring adjectives. g.                     Use frequently occurring conjunctio
               Use determiners
and, but, or, so, because). h. (e.g., articles,
               Use frequently occurring prepositions (e.g.,
demonstratives). i.
during, beyond, toward).
               Produce and expand complete simple and compound
               declarative, interrogative, imperative, and exclamatory
j.             sentences in response to prompts.
usage when writing or speaking.




e frequently occurring conjunctions (e.g.,

								
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