Piece - Secondary Programs

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*Second Edition



Brevard County Schools Secondary Writing Plan Grades 7-12

Overview

This Brevard County scope and sequence writing plan, Piece by Piece, offers professionals an over-

view of the writing tenets endorsed by the district. Six Traits, FCAT Writing, and the Writing Process

combine essential components to assure student success. Each component must be implemented in

the instructional process, giving students a complete picture of proficient writing procedure. This

grade-level outline guides educational leaders to direct instruction for maximum support, resulting

in student writing mastery. The publication, Mastering the Craft, provides enrichment lessons and

serves as a companion piece.



Writing Process

• Pre-Writing Selects a manageable topic

Determines audience and purpose

Creates thesis statement or topic sentence

Gathers information from multiple sources

Records information



• Drafting Focuses and develops a specific topic with a specific

audience in mind

Selects an organizational structure



• Revising Adds, deletes, substitutes, and moves text to:

link ideas by using transitions

make writing fluent

support topic or thesis statement

improve word choice

develop voice



• Editing Corrects grammar, usage, mechanics, and spelling



• Publishing Uses a variety of publishing formats and writing forms





How FCAT and Six Traits Overlap

FCAT Six Traits



FOCUS Stimulating IDEAS



ORGANIZATION Logical ORGANIZATION



SUPPORT Stimulating IDEAS

Personal VOICE

Original WORD CHOICE



CONVENTIONS Smooth-reading sentences SENTENCE FLUENCY

Correct, accurate copy CONVENTIONS

Quality Indicators for a Writing Program

Best Practice Tool

Brevard Public Schools



Teacher Name: ________________________ School: _________________ Date: ______



Directions: Use the key below as a guide to assess the indicators of a quality Writing Classroom



KEY: M - Mastery; Consistently Evident E - Emergent; Sometimes Evident

P - Proficient; Often Evident N - Not Yet Evident

___ Teacher and students are reading models of writing by professional and by students and analyzing them for qualities to emulate.



___ Teacher is writing along with students and sharing with them her process as she revises and asks for suggestions. She enjoys

learning along with her students.



___ Teachers teach writing conventions by using examples and editing models.



___ It is evident that much writing is taking place in several modes, not just in response to writing prompts.



___ Students keep writing portfolios with several examples that show written work in progress along with rubrics, self and peer

comments, and teacher evaluated work. Some pieces show entire writing process including planning, rough drafts, revisions, and

final published work.



___ Students share writing with other students as partners or in groups in a “safe” environment.



___ Rubrics are used to measure progress and guide in making suggestions for improvement.



___ Students often have choices of topics and approaches to a written assignment, and they understand the rubric for each mode that

they choose.



___ Professional writing books are read and shared research on writing takes place, encouraging writers to discuss techniques and

perfect their skills.



___ Teachers conference individually with students, making suggestions, asking questions, and encouraging stronger writing.



___ The classroom is a print-rich environment consisting of books on poetry, writing, and lots of choices for independent reading.

The walls contain word choices, student written work, and motivational writing ideas.



___ Both students and teachers delight in hearing language and word choices used creatively such as humor and figurative language.



___ Students keep written logs of favorite words, quotes, phrases, imagery, and figurative language as they either hear or see them.



___ Independent reading reinforces writing as readers note style, voice, word choice, and literary techniques in a log as they

read. They are learning to write as readers and read as writers.



___ Teachers try different approaches to engage struggling writers-mentors, prewriting strategies, verbal encouragement, models,

and technique books.



___ Finalized pieces are not always required. Sometimes just a prewrite or outline is written. Sometimes only a lead or a couple of

lead possibilities are written. Quick-writes are offered frequently as a means of stimulating thought.



___ Short and long written responses are frequently required after a reading. These are thought provoking and require that several

places in the reading are used as support.



___ Writers are having fun noticing bloopers, headlines, and funny pieces of writing that expose the need for editing.



___ Sometimes partners, teams, or even the whole class brainstorms, prewrites, or completes parts or all of a writing piece together.



___ Sometimes drawing is involved as a prewriting activity.



___ Teachers read to students or students research about how other storytellers and writers struggle to write and overcome their

difficulties and fears.



___ Teachers teach revision strategies like how to reword, employ stronger verbs, use more voice, and support with specific evidence.

They insist students revise their writing and include their rough draft along with their revision when they hand in their papers for

a grade.

Six Traits of Writing Defined

IDEAS

• the heart of the message • the content of the piece • interesting, informative details

• original, the writer’s own • rich and developed • layered, extended

• strong ideas = clear message • unusual, extraordinary, and unpredictable



ORGANIZATION

• internal structure • the pattern fits the central idea

• events proceed logically • information is given in right doses

• connections are strong • satisfying closure leaves reader thinking

• strong organization = reader’s anticipation of purpose fulfillment



VOICE

• writer coming through the words • like the writer’s fingerprints- specific to one person

• heart and soul of the writing • the magic, wit, feeling, life, and breath

• writer is personally engaged with the topic



WORD CHOICE

• rich, colorful precise language • moves and enlightens the reader

• clarifies and expands ideas • moves reader to envision

• uses every day words well • vocabulary not used just to impress



SENTENCE FLUENCY

• rhythm and flow of the language • sound of word patterns • writing plays to the ear

• sounds good when read aloud • sentence variety • free of awkward word patterns

• crafted for ease of reading experience • has cadence, power, rhythm, and movement



CONVENTIONS

• mechanical correctness • spelling, grammar, usage • punctuation and capitalization

• proofread and edited with care • ready for publication







FCAT Writing Defined

The FCAT Writing assessment is scored by a holistic method. Trained scorers consider four elements but arrive at a score by

considering the whole work.



FOCUS refers to how clearly the paper presents and maintains a main idea, theme, or unifying point.

• Papers receiving high scores demonstrate a consistent awareness of the topic and avoid loosely related or extraneous

information.

• Papers receiving low scores may contain information that is loosely related, extraneous, or both.



ORGANIZATION refers to the structure or plan of development (beginning, middle, and end) and the relationship of one point to

another. Organization refers to the use of transitional devices to signal both the relationship of the supporting ideas to the main

idea, theme, or unifying point, and the connections between and among them.

• Papers receiving high scores contain an effective organizational plan.

• Papers receiving low scores may lack or misuse an organizational plan or transitional devices.



SUPPORT refers to the quality of details used to explain, clarify, or define. The quality of the support depends on word choice,

specificity, depth, relevance, and thoroughness.

• Papers receiving high scores generally provide elaborated examples and fully developed illustrations. The relationship

between the supporting ideas and the topic is clear.

• Papers receiving low scores may contain support that is a bare list of event or reasons, support that is extended by a detail, or

both.



CONVENTIONS refer to the punctuation, capitalization, spelling, usage, and sentence structure. These conventions are basic

writing skills included in Florida’s Sunshine State Standards.

• Papers receiving high scores generally follow the basic conventions of punctuation, capitalization, and spelling, using a variety

of sentence structures to present ideas.

• Papers receiving low scores often contain errors in punctuation, capitalization, spelling, and sentence structure. They may

have little variation in sentence structure.

USED FOR ASSESSING HOLISTICALLY

RUBRIC FOR FCAT WRITES

6 POINTS

• focused (stays on the topic) • most sentences are complete

• purposeful (I know why I’m writing this) • generally follows correct spelling, grammar, and

• reflects insight into the writing situation (goes deep, punctuation rules

beyond the shallow, predictable essay)

• sense of completeness and wholeness (great lead, 3 POINTS

developed middle, powerful conclusion) • generally focused on the topic

• adheres to the main idea • may include some off-topic material

• organizational pattern provides for a logical • an organizational pattern has been attempted

progression of ideas (transitions, ideas back up the • paper may lack a sense of completeness or wholeness

topic sentence and thesis) (hasn’t thoroughly addressed the topic and may lack a

• support is substantial (lots), specific, relevant, strong introduction or conclusion)

concrete (vivid pictures) • support is included but not enough to adequately show the

• demonstrates a commitment to and an involvement reader insight into the topic

with the subject (passion) • word choice is adequate but may be limited, predictable,

• clarity in presentation of details (no “muddy” areas) or vague

• creative writing strategies (similes, metaphors, • little sentence variety

onomatopoeia) • commonly used words are spelled correctly (like to & too,

• mature command of language ( great word choices) their, they’re, there, etc.)

• precision in word choice (the right word- little • knowledge of grammar and punctuation usually

repetition of words or linking verbs) demonstrated with some lapses

• sentence variety (some complex, some compound,

different openings) 2 POINTS

• freshness of expression (original, doesn’t sound like • related to topic but includes off-topic material

everyone else’s paper) • little evidence of organizational pattern

• Sentences are complete unless fragments are • lacks a sense of completeness or wholeness

purposefully used • support is inadequate or illogical (doesn’t make sense)

• Few if any convention errors in mechanics like • word choice is limited, inappropriate, or vague

spelling, usage (like verb tense) , or punctuation • little, if any, sentence variety

• gross errors in sentence structure

5 POINTS • errors in basic spelling, punctuation, and grammar usage

• focused on the topic • commonly used words misspelled

• organizational pattern provides for a progression of

ideas, although some transitions might not be there 1 POINT

• sense of completeness or wholeness • writing barely addresses the topic

• support is ample • contains a listing of unrelated ideas or sentences

• mature command of language • little support or organizational pattern is apparent

• precision in word choice • limited or inappropriate word choices

• sentence variety • unclear meaning

• sentences are complete unless fragments are • gross errors in sentence structure or grammar

purposefully used • frequent errors in basic punctuation

• generally follows proper spelling, punctuation, and • commonly used words misspelled

grammar usage

UNSCORABLE

• response unrelated to the prompt

4 POINTS • response is simply a rewording of the prompt

• generally focused on the topic

• the student refused to write

• may include some off-topic material (like filler

• the response is illegible

sentences)

• the response contains an insufficient amount of writing

• organizational pattern is apparent, but some lapses

to determine if the student was attempting to address the

may occur

prompt

• sense of completeness or wholeness

• the response is unable to be understood or is written in a

• support and word choices are adequate

foreign language

• little sentence variety

IDEAS

TO BE USED FOR

6 Traits 6 point Scoring Guide INSTRUCTIONAL PURPOSES



6 This paper is extremely clear or focused. Relevant 5 The ideas/content in this piece are well-marked by









6 5

anecdotes and details enrich the central theme. detail and information.



a. The topic is narrow and manageable. a. The topic is focused but still could use additional

b. Relevant, telling, quality details give the reader narrowing.

important information that goes beyond the obvious or b. More than half the time the details and support are

predictable. clear and relevant. Other details are general but stay

c. Accurate, precise details are present to support the with the topic.

main ideas; appropriate use of resources provide c. Credible details are present which support the main

strong, accurate, credible support. idea/theme.

d. The writer seems to be writing from knowledge or d. Some new ways of thinking about this topic are

experience; the ideas are fresh and original. presented.

e. The reader’s questions are anticipated and answered. e. The writer is clearly aware of questions the reader

f. The writing makes connections and shares insights, an may have and attempts to answer them.

understanding of life, and a knack for picking out what f. A clear theme has been developed from the topic.

is significant.









4 The writer has defined the topic, although the 3 The reader can understand the main ideas although









4 3

development is basic or general. they may be broad or simplistic.



a. The topic is fairly broad, however, it is clear where the a. The topic is becoming clear, however because it

writer is headed. is so broad or lacks specific focus, the reader often

b. Support is attempted, but doesn’t go far enough yet in must infer to get the overall message.

fleshing out the key issues or story line. b. Support is sporadic.

c. Ideas are reasonably clear, though they may not be c. A general sense of the idea is present though not

detailed, personalized, accurate, or expanded enough enhanced by significant details.

to show in-depth understanding or a strong sense of d. A heavy reliance on “telling,” not “showing” examples.

purpose. e. The reader is left with many unanswered questions due

d. A few examples of “showing” are present, but the to lack of specific information.

writer relies on general examples. f. The writer has not yet focused the topic past the

e. The reader is left with a few questions but is generally obvious.

clear about the content.

f. The writer stays on the topic and begins to develop a

theme.





2 No one main idea stands out yet, although 1 As yet, the paper has no clear sense of purpose or

possibilities are emerging. central theme. To extract meaning, the reader must









2 1

make inferences based on sketchy or missing details.

a. The paper hints at topics, but does not settle on one The writing reflects more than one of these problems:

yet.

b. Support is incidental or confusing. a. The writer is still in search of a topic, brainstorming, or

c. Several possible ideas may be present which could be has not yet decided what the main idea will be.

come central themes/ideas on different pieces of b. Information is limited or unclear or the length is not

writing. adequate for development.

d. The writer makes statements without specifics to back c. The idea is a simple restatement of the topic or an

them up. answer to the question with little or no attention to

e. The reader has so many questions because of the lack detail.

of specific information. It is hard to “fill in the blanks.” d. The writer has not begun to define the topic in a

f. Glimmers of the writer’s topic or main point show up meaningful, personal way.

occasionally. e. Everything seems as important as everything else; the

reader has a hard time sifting out what is important.

f. The text may be repetitious, or may read like a

collection of disconnected, random thoughts with no

discernible point.

ORGANIZATION

TO BE USED FOR

6 Traits 6 point Scoring Guide INSTRUCTIONAL PURPOSES



6 The organization enhances and showcases the central 5 The organization is smooth with only a few small









6 5

idea or theme. The order, structure, or presentation bumps here and there.

of information is compelling and moves the reader

through the text. a. The writer goes farther than the obvious beginning and

conclusion, but needs to step up one more notch.

a. An inviting introduction draws the reader in; a satisfy- b. The transitions are logical but may lack originality.

ing conclusion leaves the reader with a sense of closure c. Sequencing makes sense and moves a step beyond the

and resolution. most obvious structure.

b. Thoughtful transitions clearly show how ideas connect. d. Though the pacing is under control, there are still

c. Details seem to fit where they’re placed; sequencing is places the writer needs to highlight or move through

logical and effective. more quickly.

d. Pacing is well controlled; the writer knows when to e. The title (if required) settles for a key idea rather than

slow down and elaborate, and when to pick up the pace capturing a deeper theme.

and move on. f. The organization generally works satisfactorily if not

e. The title, if desired, is original and captures the central yet so smooth to escape obvious detection.

theme of the piece.

f. Organization flows so smoothly the reader hardly thinks

about it; structure matches the purpose and audience.





4 The organizational structure is strong enough to 3 The organization is somewhat problematic and slows









4 3

move the reader through the text without too much the reader’s ability to engage in the text.

confusion.

a. Either the intro or conclusion or both are cliches or just

a. A recognizable intro and conclusion. The intro may not create a leave you wanting a lot more.

strong sense of anticipation; conclusion may not tie up all loose ends. b. Transitions, when present, are repetitive or misleading.

b. Transitions often work well, other times, connections between ideas c. The structure has taken over so completely, it domi-

are fuzzy. nates the ideas. The sequencing is painfully obvious.

c. Sequencing shows some logic, but not under control enough that it d. The writer lets one part of the piece dominate and

consistently supports the ideas. Sometimes it’s so predictable and loses control over the pacing.

rehearsed that the structure takes attention away from the content. e. There is just a passing glimmer of how the title (if de-

d. Pacing is fairly well controlled, though the writer sometimes lunges sired) was selected for this piece.

ahead too quickly or spends too much time on unimportant details. f. The organization of the piece begins to distract from

e. A title (if desired) is present, although it may be uninspired or the content.

an obvious restatement of the prompt or topic.

f. The organization sometimes supports the main point or storyline; at

other times, the reader feels the urge to slip in a transition or move

things around.







2 The organization of the piece needs a great deal of 1 The writing lacks a clear sense of direction. Ideas,









2 1

work to be effective. Only moments here and there details, or events seem strung together in a loose

give the writer a clue about what’s going on. or random fashion; there is no identifiable internal

structure. The writing reflects more than one of

a. The lead and/or conclusions are ineffective to guide these problems;

the readers.

b. A little bit of help is offered to get from one idea to the a. There is no real lead to set up what follows, no real

next but not often enough to keep the reader from conclusion to wrap things up.

being confused. b. Connections between ideas are confusing or not even

c. So little useful structure is present, it’s hard to get a present.

picture of how the piece fits together as a whole. c. Sequencing needs lots and lots of work to make sense.

d. Pacing feels awkward; the writer slows to a crawl when d. Pacing is not yet being considered.

the reader want to get on with it, and vice versa. e. No title is present (if requested).

e. A title (if desired) doesn’t match the content. f. Problems wit organization make it hard (almost

f. The organization is often problematic and frustrates the impossible) for the reader to get a grip on the main

reader as they struggle with the ideas. point or story line.

TO BE USED FOR

6 Traits 6 point Scoring Guide VOICE INSTRUCTIONAL PURPOSES



6 The writer speaks directly to the reader in a way 5 A sincere attempt has been made to address the

that is individual, compelling and engaging. The purpose and audience for the writing in an interesting









6 5

writer “aches with caring” yet is aware and way. It skips a beat here and there, however.

respectful of the audience and purpose for writing.

a. The reader feels a strong interaction with the writer, sensing the a. It’s a strong attempt although the best moments fade

person behind the words. in and out.

b. The writer takes a risk by revealing who they are & what they b. Moments of insight make this piece come alive.

think. c. The writer pays attention to which tone is best used on

c. The tone and voice give flavor and texture to the message and this piece. It’s not totally consistent but leans in the

are appropriate for the purpose and audience. right direction.

d. Narrative writing seems honest, personal, and written from the d. Narrative writing has many moments when the writer

heart. Expository or persuasive writing reflects a strong commit- feels connected.

ment to the topic by showing why the reader needs to know this e. Expository or persuasive writing leaves the reader with

and why they should care. a sense of why the writer chose these ideas.

e. This piece screams to be read aloud, share, and talked about. f. The voice is strong throughout the pieces, but the

The writing makes you think about and react to the author’s writer slacks off a bit here and there.

point of view.

f. The writing shows control and consistency in its use of voice.







4 The writer seems sincere, but not fully engaged or 3 It would be hard to point to a unique moment or two,

involved. The result is pleasant or even personable, although the reader is trying desperately to “hear”









4 3

but not compelling. the writer.



a. The writing communicates an earnest, pleasing manner. a. The writer keeps the reader a safe distance away.

b. Only one or two moments here or there surprise, delight, or Hope of connecting is all that keeps the reader going.

move the reader. b. No special moments stand out. It’s all pretty much the

c. The writer seems aware of audience but weighs ideas care- same.

fully and discards personal insights in favor of safe generalities. c. It’s more important for this writer to hide and be safe

d. Narrative writing seems sincere, but not passionate; than to try and connect.

expository or persuasive writing lacks consistent engagement d. Narrative writing tells only what it must. No care is

with the topic to build credibility. shown to help the reader feel anything.

e. The writer’s willingness to share his/her point of view may e. The reader has to wonder if the writer cares one way or

emerge strongly at some places, but is often obscured another about that topic. (Expository or persuasive)

behind vague generalities. f. A glimmer of voice is all that is found here and that’s a

f. The reader senses the voice the writer was striving for, but generous reading.

must rely on their own intuition to “read it in” rather than

the writer being in control of the voice.







2 The voice in the piece relies on the readers’ good 1 The writer seems indifferent, uninvolved, or

faith to hear or fell anything in phrases such as “I distanced from the topic and/or the audience.









2 1

like it” or “It was fun.” As a result, the paper reflects more than one of the

following problems:

a. The writing sits on the surface and doesn’t reach out

past the most cliched of phrases. Yawn. a. The writer speaks in a kind of monotone that flattens

b. The writing is humdrum and “risk-free.” all potential highs or lows of the message.

c. The writer doesn’t acknowledge the needs of the b. The lack of voice begins to lull the reader to sleep.

reader to understand any point of view in the piece. c. The writer is not concerned with the audience, or the

d. Narrative writing is just an outline and doesn’t have writer’s style is a complete mismatch for the intended

any detail to engage the reader. reader.

e. As an expository or persuasive piece it lacks any d. The writing is lifeless or mechanical; depending on the

conviction or authority to distinguish it from a mere topic, it may be overly technical or jargonisitic.

list of facts. e. Narrative? Expository? Who can tell?

f. So many chances and yet the writer misses every f. No point of view is reflected in the writing--zip, zero,

opportunity to engage the reader. zilch, nada.

TO BE USED FOR

6 Traits 6 point Scoring Guide WORD CHOICE INSTRUCTIONAL PURPOSES



6 Words covey the intended message in a precise, 5 Attempts are made to reach for better and more

interesting, and natural way. The words are precise words although not as often as possible.









6 5

powerful and engaging.

a. Words are correct and in many cases they are “just

a. Words are specific and accurate; it is easy to under right.”

stand just what the writer means. b. It’s easy to understand what they writer is

b. The words and phrases create pictures and linger in communicating. Several “mind pictures” are present.

your mind. c. As the writer tried new words and phrases, they are

c. The language is natural and never overdone; both words usually more right than wrong.

and phrases are individual and effective. d. The verbs are more active but still may need a little

d. Striking words and phrases often catch the reader’s attention here and there.

eye--and linger in the reader’s mind. (You can recall a e. There’s care and attention paid to selecting the best

handful as you reflect on the paper.) words to fit the piece. It’s moved past the “just

e. Lively verbs energize the writing. Precise nouns and functional stage.”

modifiers add depth and specificity. f. The words and phrases are working really well.

f. Precision is obvious. The writer has taken care to put

just the right word or phrase in just the right spot.







4 The language is functional, even if it lacks much 3 The language is interpretable but without any energy.

energy. It is easy to figure out the writer’s meaning A little interpretation is needed to understand some









4 3

on a general level. parts.



a. Words are adequate and correct in a general sense; a. Words are mostly adequate but ad no flavor to the

they simply lack much flair and originality. piece.

b. Familiar words and phrases communicate, but rarely b. Simple words are all that are attempted and they may

capture the reader’s imagination. Still, the paper may be so general they distract from the meaning. The

have one or two fine moments. verbs lack any pizzazz.

c. Attempts at colorful language show a willingness to c. Few attempts are made at colorful or figurative

stretch and grow, but sometimes it goes too far language and even those work only at a limited level.

(thesaurus overload). d. Although most of the parts of speech can be identified

d. The writing is marked by passive verbs, everyday nouns in the sentence, some misuse is confusing to the reader.

and adjectives, and lack of interesting adverbs. e. The words feel like a rote response and reflect a lack of

e. The words are only occasionally refined; it’s more craftsmanship.

often, “the first think that popped into my mind.” f. The reader gets meaning from the words in only the

f. The words and phrases are functional--with only a most general way.

moment or two of sparkle.





2 So many places are flawed that meaning is often im- 1 The writer struggles with a limited vocabulary,

paired. Wrong words are used and the reader can’t see searching for words to convey meaning. The writing









2 1

any connection to t he idea being shared. reflects more than one of these problems:



a. Language is so vague (e.g. It was a fun time, she was a. The language often makes no sense.

neat, it was nice, we did lots of stuff) that only a b. “Blah, blah, blah” is all that the reader reads and hears.

limited message comes through. c. Words are used incorrectly, making the message

b. Even simple words are used incorrectly. The verbs, if secondary to the misfires with the words.

present, are flat. d. The lack of vocabulary and the misuse of parts of

c. No attempts are made to use figurative or colorful speech

language. keep the reader from understanding.

d. Limited vocabulary and/or frequent misuse of parts of e. Repetition of words and phrases misuse of words and

speech impair understanding. phrases litter the piece.

e. Jargon or cliches distract or mislead. Persistent f. Problems with language leave the reader wondering

redundancy distracts the reader. what the writer is trying to say. The words just don’t

f. If you work very hard you can get a general work in this piece.

understanding of what the piece is about-but it’s not easy.

SENTENCE FLUENCY

TO BE USED FOR

6 Traits 6 point Scoring Guide INSTRUCTIONAL PURPOSES

6 The writing has an easy flow, rhythm and cadence. 5 Much of this piece has sense of rhythm and flow, but

Sentences are well built, with strong and varied struc- some parts still need work. Technically the sentences









6 5

ture that invites expressive oral reading. are correctly structured.



a. Sentences are constructed in a way that underscores a. Some of the sentences are phrased so carefully that the

and enhances the meaning. reader gets totally caught up in them; others remain a

b. Sentences vary in length as well as structure. bit sterile.

Fragments, if used, add style. Dialogue, if present, b. Correct construction is present in the sentences and

sounds natural. variety in type is present. Few examples of risk-taking

c. Purposeful and varied sentence beginnings add variety are present such as dialogue or fragments.

and energy. c. Attention has been paid to different sentence

d. The use of creative and appropriate connectives beginners. Just a bit more attention here and the

between sentences and thoughts show how each relates piece becomes musical.

to and builds upon the one before it. d. Connectives are present but not completely refined.

e. The writing has cadence; the writer has thought about e. You can read this piece aloud quite easily with only a

the sound of the words as well as the meaning. The moment or two of problems.

first time you read it aloud is a breeze.







4 The text hums along with a steady beat, but tends 3 Technically correct sentences tend to create a sing-

to be more pleasant or businesslike than musical, song pattern or lull the reader to sleep. Nothing in









4 3

more mechanical than fluid. the sentences creates a sense of fluidity.



a. Although sentences may not seem artfully crafted or a. Sentences are generally correct although a few may be

musical, they get the job done in a routine fashion. lacking some key ingredients.

b. Sentences are usually constructed correctly; they hang b. You can read through the editing problems in this pieces

together; they are sound. and see where the sentences logically begin and end.

c. Sentence beginnings are not ALL alike; some variety is c. There is a reliance on patterned sentence beginnings,

attempted. however, a few sentences break out.

d. The reader sometimes has to hunt for clues (e.g. d. Only a very few and very simple connectives lead the

connecting words and phrases like however, therefore, reader from sentence to sentence.

naturally, after a while, on the other hand, to be e. You can read this aloud-after a few tries.

specific, for example, etc.) that show how sentences

interrelate.

e. Parts of the text invite expressive oral reading; others

may be stiff, awkward, choppy, or gangly.







2 Even some of the easier sentences have structural 1 The reader has to practice quite a bit in order to

problems which cause the reader to stop and figure give this paper a fair interpretive reading. The









2 1

out what is being said and how. writing reflects more than one of the following

problems:

a. The phrasing doesn’t sound natural because of

problems in structure as well as placement of words. a. Sentences are choppy, incomplete, rambling or

b. To make the sentences correct and flow many would awkward; they need work.

have to be reconstructed. b. There is little to no “sentence sense” present. Even

c. Many sentences begin the same way--and may follow if the piece was flawlessly edited, the sentences would

the same patterns (e.g., Subject-verb-object) in a not hang together.

monotonous pattern. c. So many sentences are incomplete that it is hard to

d. Connectives, though present, are often misused or lead judge the quality of the beginnings.

the reader in the wrong direction. d. Endless connectives (and, and so, but then, because,

e. The text does not invite expressive oral reading. and then, etc.) or a complete lack of connectives

create a massive jumble of language.

TO BE USED FOR

6 Traits 6 point Scoring Guide CONVENTIONS INSTRUCTIONAL PURPOSES



6 The writer demonstrates a good grasp of standard 5 The writer stretches and tries more complex tasks in

writing conventions (e.g., spelling, punctuation, capit- conventions, however, makes a few mistakes along









6 5

ilization, grammar, usage, paragraphing) and uses con- the way.

ventions effectively to enhance readability. A few

touch-ups would get this piece ready for publication. a. Everyday words are consistently handled well but more

difficult words are spotty.

a. Spelling is generally correct, even on more difficult words. b. Punctuation shows strength and enhances the

b. The punctuation is accurate, even creative, and guides the readability in all but a few cases.

reader through the text. c. The punctuation is usually correct and takes a

c. A thorough understanding and consistent application of few risks.

capitalization skills are present. d. Solid paragraphing skills are present although there

d. Paragraphing tends to be sound and reinforces the may be a few adjustments needed on more complex

organizational structure. pieces.

e. Grammar and usage are correct and contribute to clarity and e. The grammar and usage is correct.

style. f. Just a few things here and there need to be edited

f. The writer many manipulate conventions for stylistic effect-- before this piece is ready to publish.

and it works! The piece is very close to being ready to

publish.







4 The writer shows reasonable control over a limited 3 The writer stumbles in conventions even on simples

range of standard writing conventions. Conventions tasks and almost always on anything trickier.









4 3

are sometimes handled well and enhance

readability; at other times, errors are distracting a. Although the reader can understand, even simpler

and impair readability. words are not always correct.

b. Punctuation is spotty and inconsistent.

a. Spelling is usually correct or reasonably phonetic on common c. Proper nouns and the beginning of sentences are

words, but more difficult words are problematic. capitalized correctly, other words are random and

b. End punctuation is usually correct; internal punctuation is don’t show understanding of capitalization rules.

sometimes missing or wrong. d. The piece may start off with a paragraph or two, but

c. Most words are capitalized correctly; control over more then the rest is one big blob of sentences.

sophisticated capitalization skills may be spotty. e. There are serious grammar and usage problems

d. Paragraphing is attempted but may run together or begin in scattered throughout the text.

the wrong places. f. Enough editing would have to be done to this piece

e. Problems with grammar/usage are not serious enough to distort that a student writer may need help to find it all.

meaning but may not always be correct or accurately applied.

f. Moderate (a little of this, a little of that) editing would be

required to polish the text for publication.







2 Many errors of a variety of types are scattered 1 Errors in spelling, punctuation, capitalization, usage

throughout the text. and grammar and/or paragraphing repeatedly distract









2 1

the reader and make the text difficult to read. The

writing reflects more than one of these problems:

a. The spelling is phonetic, many errors are present.

b. Except for the simplest of punctuation (periods, a. Spelling errors are frequent, even on common words.

question marks), the other punctuation is usually wrong b. Punctuation (including terminal punctuation) is often

or missing. missing or incorrect.

c. Only the easiest rules of capitalization show awareness c. Capitalization is random.

of correct use. d. Paragraphing is missing, irregular, or so frequent

d. Paragraphing skills are irregular and inconsistent. (every sentence) that it has no relationship to the

e. A heavy reliance on conversational oral language organizational structure of the text.

affects the grammar in an inappropriate way for this e. Errors in grammar or usage are very noticeable,

piece. frequent, and affect meaning.

f. Whew! There’s quite a bit to be done here to edit the f. The reader must read once to decode, then again for

piece for publication. meaning. Extensive editing (virtually every line)

would be required to polish the text for publication.

A Year-At-A-Glance: 7th Grade

t

Expr

essio Plo

n



Adapt time schedule to individual classroom needs.



August /September October / November

6 Traits Overview of Six Traits IDEAS and ORGANIZATION

Continue to review and develop



IDEAS WORD CHOICE

Introduce rubrics for IDEAS Introduce rubrics for WORD CHOICE

Maintains focus and clarity Uses strong verbs, adjectives, adverbs, and figurative

language



ORGANIZATION VOICE

Introduce rubrics for ORGANIZATION Introduce rubrics for VOICE

Uses extended and elaborated details, anec- Uses tone, mood, point of view, humor, irony, and dia-

dotes, examples, and graphic organizers logue in writings appropriate for a selected audience



CONVENTIONS

Teach grammar lessons daily through multiple

strategies and resources such as grammar

texts, grammar workbooks, daily sentence

editing, mini lessons, etc.



Forms of Reader response-Reader’s Companion

Short and Extended Response-FCAT

Writing workbook and Reader’s Companion

NOTE: Take

major pieces Friendly Letter Poetry

Personal Narrative Creative Writing

through the Autobiographical Poem/Narrative Descriptive Writing/Character description

entire writing Speech Expository Writing

process Diagnostic County Writing Assessment





Language Personal Narrative, Chapter 20

Speech, Chapter 31

Character Description, Chapter 21

Interpreting Poetry, Chapter 22

Network Short Story and Poem, Chapter 26





Timeless Autobiographical Writing

p 94-97

How to Enjoy Poetry pp542-551

Poetry pp373, 725

Voices, Response to Literature p696-699 Description, Composition pp156-159

Speech pp 98, 326, 770 Expository Writing / Problem-Solution pp242-245

Timeless Personal Narrative: Poetry Collections pp38-43, 132-137, 144-145

Themes “Mi Amigo, Mark” pp580-581

“In Search of My Mother’s Garden”

Creative Writing pp818-821 (Myth)

Expository Essay “Making Fantasy Real” pp693-696

(Bronze pp106-113

Level) Autobiography/Narrative:

“My Furthest Back Person” pp46-57

“Was Tarzan a Three Bandage Man?”

pp82-84



Assessment Six Traits Rubrics (IDEAS, ORGANIZATION)

FCAT Rubric (0-6)

Six Traits Rubrics (IDEAS, ORGANIZATION, WORD CHOICE,

VOICE)

County Writing Assessment (diagnostic) FCAT Rubric (0-6)

Writing Portfolios Writing Portfolios





Benchmark (6-8) LA.B. 1.3.1 1.3.2 1.3.3 (6-8) LA.B. 1.3.1 1.3.2 1.3.3 2.3.1

2.3.1 2.3.2 2.3.3 2.3.4 2.3.2 2.3.3 2.3.4

The Seventh Grade Writer:

The seventh grade writer makes writing choices based on topic, audience, and purpose, composing pieces that

incorporate the Six Traits of writing. Students employ all aspects of the writing process. They evaluate and

revise their own writing as well as the writing of others, using a variety of resources: dictionaries, thesauri,

rubrics, checklists, etc. Seventh grade students focus on developing well-organized persuasive and expository

essays. They develop a more complex thesis, expand their support, and incorporate mature word choice and

sentence fluency. Seventh graders write in a variety of forms, often using technology. They continue to practice

the research process. Their final legible products reflect the best practices of writing.



December / January February / March April / May

IDEAS, ORGANIZATION, WORD CHOICE and Focus on all Six Traits Focus on all Six Traits

VOICE: Continue to review and develop IDEAS IDEAS

ORGANIZATION ORGANIZATION

SENTENCE FLUENCY WORD CHOICE WORD CHOICE

Introduce rubrics for SENTENCE FLUENCY VOICE VOICE

Varies sentence structures and lengths SENTENCE FLUENCY SENTENCE FLUENCY

Adds, deletes, and rearranges words and CONVENTIONS CONVENTIONS

phrases

Combines sentences









Compare/Contrast Essay Research / Multi-Media Report Poetry

Cause/Effect Essay Persuasive Essay Short Stories

Persuasive Essay Expository Essay Creative Writing

Short Story County Writing Assessment







Cause and Effect, Chapter 23 Research Report, Chapter 27 Interpreting Poetry, Chapter 22

Compare /Contrast, Chapter 24 Short Story and Poem, Chapter 26

Short Story and Poem, Chapter 26





Persuasive writing pp322-325 Expository Writing pp242-245 Poetry pp373, 725

Compare/Contrast Essay pp766-769 Persuasive writing pp322-325 Short Story pp506-509

Short Story pp506-509 Research “Pandas” pp582-585 Creative Writing Examples:

Compare/Contrast pp762-765 Expository Essay: “The Real Story of a Fables p13,

Passage “Bat Attacks” Cowboy’s Life” pp281-287 Fairy Tales p177,

Cause/Effect Passage “Algal Blooms” pp234- Persuasive Essay: “All Together Now” pp Myths p827

238 532-537 Poetry Collection: pp226-229, pp276-280, pp

“How Do Rainmakers Make Rain?” pp239-241 Research Report pp586-591 708-717, pp718-725

Short Story: “Seventh Grade” pp116-121 Multi-media Report pp836-840 Short Story: “The 3rd Wish” pp168-177

“The Third Level” pp64-71 “Stolen Day” pp492-501

“A Day’s Wait” pp72-79 “Zoo” pp378-382

Persuasive Essay: “The Eternal Creative Writing: pp802-803 (Fables)

Frontier” pp318-321 pp798-801 (Folk Tales)

Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS)

FCAT Rubric (0-6) FCAT Rubric (0-6) FCAT Rubric (0-6)

Writing Portfolios County Writing Assessment Writing Portfolios

Writing Portfolios





(6-8) LA.B. 1.3.1 1.3.2 1.3.3 (6-8) LA.B. 1.3.1 1.3.2 1.3.3 (6-8) LA.B. 1.3.1 1.3.2 1.3.3

2.3.1 2.3.2 2.3.3 2.3.4 2.3.1 2.3.2 2.3.3 2.3.4 2.3.1 2.3.2 2.3.3 2.3.4

A Year-At-A-Glance: 8th Grade

hm

Rhyt set

t ing





Fi gurative Language Adapt time schedule to individual classroom needs.

August /September October / November

6 Traits Overview of Six Traits IDEAS and ORGANIZATION

Continue to review and develop



IDEAS WORD CHOICE

Introduce rubrics for IDEAS Introduce rubrics for WORD CHOICE

Maintains focus and clarity Uses strong verbs, adjectives, adverbs, and

figurative language



ORGANIZATION VOICE

Introduce rubrics for ORGANIZATION Introduce rubrics for VOICE

Uses extended and elaborated details, anecdotes, exam- Uses tone, mood, point of view, humor, irony,

ples, and graphic organizers and dialogue in writings appropriate for a

selected audience

CONVENTIONS

Teach grammar lessons daily through multiple strategies

and resources such as grammar texts, grammar workbooks,

daily sentence editing, mini lessons, etc.



Forms of Letter Writing

Personal Narrative

Compare/Contrast Essay

Poetry

Writing Autobiographical Poem/Writing Expository / Persuasive Essay

NOTE: Take major Speech Eyewitness Report/Descriptive Writing

pieces through Expository Essay

the entire writing Diagnostic County Writing Assessment

process



Language Autobiographical Incident, Chapter 20

Oral Communication, Chapter 31

Eyewitness Report, Chapter 21

Compare/Contrast Essay, Chapter 24

Network Autobiographical Writing: “Baseball” pp624-627 Chapter 25 Persuasive Essay







Timeless Autobiographical Writing pp88-91

Business Letter pp330-333

Compare/Contrast Essay pp902-905

Descriptive Essay pp218-221

Voices, Response to Literature pp798-801 Persuasive Essay pp412-415

Expository Essay pp510-513 Expository Essay p 510-513

Timeless Autobiographical Writing:“Baseball” pp624-627 Poetry p859, p886

Themes Personal Narrative:

from “I Know Why the Caged Bird Sings” pp32-41

Poetry Collections:

pp44-45, pp834-835, pp853

(Silver Expository Essay: Expository Essay:

“Brown vs. Board of Education” pp228-239 “Why Leaves Turn Color in the Fall”

Level) Speech: pp443-449

“Arguments in Favor of a 16th Amendment” pp404-407 Persuasive Essay:

“Choice: A Tribute to Martin Luther King, Jr.” pp364-367 “Darkness at Noon” pp408-411

Descriptive Writing:

“Forest Fire” pp648-651

Compare/Contrast:

“Are Animals Smart?” pp898-901



Assessment Six Traits Rubrics (IDEAS, ORGANIZATION)

FCAT Rubric (0-6)

Six Traits Rubrics (IDEAS, ORGANIZATION, WORD

CHOICE, VOICE)

County Writing Assessment (diagnostic) FCAT Rubric (0-6)

Writing Portfolios Writing Portfolios





Benchmark (6-8) LA.B. 1.3.1

2.3.4

1.3.2 1.3.3 2.3.1 2.3.2 2.3.3 (6-8) LA.B. 1.3.1

2.3.3 2.3.4

1.3.2 1.3.3 2.3.1 2.3.2

The Eighth Grade Writer:

The eighth grade writer makes writing choices based on topic, audience, and purpose, composing pieces that

incorporate the Six Traits of writing. Students employ all aspects of the writing process. They evaluate and

revise their own writing as well as the writing of others, using a variety of resources: dictionaries, thesauri,

rubrics, checklists, etc. Eighth grade students focus on developing well-organized persuasive and expository

essays. They develop a more complex thesis, expand their support with substantial evidence, incorporate

mature word choice and sentence fluency, and utilize proper conventions. Eighth graders write in a variety

of forms, often using technology. Students enhance their writing through critical thinking and analytical

research skills. Their final products are legible and reflect the best practices of writing.



December / January February / March April / May

IDEAS, ORGANIZATION, WORD CHOICE Focus on all Six Traits Focus on all Six Traits

and VOICE: Continue to review and IDEAS IDEAS

develop ORGANIZATION ORGANIZATION

WORD CHOICE WORD CHOICE

SENTENCE FLUENCY VOICE VOICE

Introduce rubrics for SENTENCE FLU- SENTENCE FLUENCY SENTENCE FLUENCY

ENCY CONVENTIONS CONVENTIONS

Varies sentence structures and lengths

Adds, deletes, and rearranges words

and phrases

Combines sentences









Problem/Solution Essay Expository / Persuasive Essay Poetry

Persuasive Essay Research Short Stories

Introduction to Literary Analysis Short Stories Creative Writing

County Writing Assessment









Analyzing a Story, Chapter 22 Analyzing a Story, Chapter 22 Analyzing a Story, Chapter 22

Problem/Solution Essay, Chapter 23 Persuasive Essay, Chapter 25 Short Story and Poem, Chapter 26

Persuasive Essay, Chapter 25 Short Story and Poem, Chapter 26

Research Report, Chapter 27



Compare/Contrast Essay pp902-905 Compare/Contrast Essay pp902-905 Poetry p859, p886

Persuasive Essay pp412-415 Persuasive Essay pp412-415 Short Story pp602-605

Problem/Solution Essay: Expository Essay pp510-513 Creative Writing:

“Saving the Wetlands” pp272-279 Short Story pp602-605 (Myth) pp920-922

Persuasive Essay: Research pp686-691 (Folktale)pp923-927

“Florida’s Waters” pp282-285 Research: Poetry Collections:

Literary Analysis/Response to “The Underground Railroad” pp214-217 pp261-265, pp300-310

Literature: Short Story: Short Story:

“Introducing Natty Bumppo” “A Retrieved Reformation” pp240-253 “Flowers for Algernon” pp182-213

pp794-797 “Thank You, M’am” pp172-179 “The Adventure of the Speckled

Persuasive Essay: Band” pp462-4887

“The Trouble with Television” pp668-671 “Charles” pp20-29









Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS)

FCAT Rubric (0-6) FCAT Rubric (0-6) FCAT Rubric (0-6)

Writing Portfolios County Writing Assessment Writing Portfolios

Writing Portfolios





(6-8) LA.B. 1.3.1 1.3.2 1.3.3 2.3.1 (6-8) LA.B. 1.3.1 1.3.2 1.3.3 2.3.1 2.3.2 (6-8) LA.B. 1.3.1 1.3.2 1.3.3 2.3.1

2.3.2 2.3.3 2.3.4 2.3.3 2.3.4 2.3.2 2.3.3 2.3.4

A Year-At-A-Glance: 9th Grade

D ictio

n

Point Imagery Transi

t ions

S tructu

re

of

View



Adapt time schedule to individual classroom needs.



August / September October / November

6 Traits Overview of Six Traits IDEAS and ORGANIZATION

Continue to review and develop



IDEAS WORD CHOICE

Introduce rubrics for IDEAS Introduce rubrics for WORD CHOICE

Maintains focus and clarity Uses strong verbs, adjectives, adverbs, and figurative

language



ORGANIZATION VOICE

Introduce rubrics for ORGANIZATION Introduce rubrics for VOICE

Uses extended and elaborated details, anec- Uses tone, mood, point of view, humor, irony, and dialogue

dotes, examples, and graphic organizers in writings appropriate for a selected audience



CONVENTIONS

Teach grammar lessons daily through multiple

strategies and resources such as grammar texts,

grammar workbooks, daily sentence editing,

mini lessons, etc.



Forms of Short and Extended Reader Response



Writing Autobiographical Incident Character Sketch

NOTE: Take major Personal Narrative Compare/Contrast

pieces through Cause and Effect Essay Poetry

the entire writing Diagnostic County Writing Assessment Literature Response Essay

process





Language Chapter 18

Cause and Effect pp 329, 333,492

Pages 451-452

Chapter 19

Network Chapter 22

Chapter 20



Elements of Related Writing Lessons

Short Narrative p112

Related Writing Lessons

Analyzing a Character p194

Literature Cause and Effect Essay p958 Comparison/Contrast Essay p614

Poetry pp550-552

Pieces in BOLD

Related Literature Lessons Related Literature Lessons

indicate Excerpts from The Odyssey p888 “Cask of Amontillado” p232

required From Black Boy by Richard Wright p104 “The Necklace” p220

reading “Haven’t I Made a Difference” by James Selections from Collection 9 (Poetry) pp519-549

Herriot p406









Assessment Six Traits Rubrics (IDEAS, ORGANIZATION,

CONVENTIONS)

Six Traits Rubrics (IDEAS, ORGANIZATION, WORD CHOICE, FLUENCY,

CONVENTIONS)

FCAT Rubric (0-6) FCAT Rubric (0-6)

County Writing Assessment (diagnostic) Writing Portfolio

Writing Portfolio Product Assessment

Product Assessment



Benchmark (9-12) LA.B. 1.4.1

2.4.3 2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 (9-12) LA.B. 1.4.1

2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 2.4.3

The Ninth Grade Writer:

The ninth grade writer makes writing choices based on topic, audience, and purpose, composing pieces that

incorporate the Six Traits of writing. Students employ all aspects of the writing process. They evaluate and revise

their own writing as well as the writing of others, using a variety of resources. Ninth grade students focus on

developing well-organized persuasive and expository essays. During ninth grade, students develop a more complex

thesis, expand their support with substantial evidence, incorporate mature word choice and sentence fluency, and

utilize proper conventions. They focus on weaving concrete detail and incorporating more complex transitions to

create fluent paragraphs. Ninth graders write in a variety of forms, using analytical research skills. They work on

the research process, narrowing their topics, finding and evaluating sources, writing argumentative theses, using

parenthetical citations, and creating works cited pages consistent with MLA format. Their final product reflects the

best practices of writing.





December / January February / March April / May

IDEAS, ORGANIZATION, WORD CHOICE and Focus on all Six Traits Focus on all Six Traits

VOICE: Continue to review and develop IDEAS IDEAS

ORGANIZATION ORGANIZATION

SENTENCE FLUENCY WORD CHOICE WORD CHOICE

Introduce rubrics for SENTENCE FLUENCY VOICE VOICE

Varies sentence structures and lengths SENTENCE FLUENCY SENTENCE FLUENCY

Adds, deletes, and rearranges words and CONVENTIONS CONVENTIONS

phrases

Combines sentences









Persuasive Essay Observational Essay

Expository Essay Research Report Literary Analysis

Process Explanation Speech Short Story

Opinion Statement / Editorial

County Writing Assessment





Chapter 21 Chapter 25 Chapter 20

Speech pp 516-519 Chapter 24

Chapter 23





Related Writing Lessons Related Writing Lessons Related Writing Lessons

Autobiographical Incident p386 Research Paper p868 Observational Essay p438

Persuasive Essay p478





Related Literature Lessons Related Literature Lessons Related Literature Lessons

“Gift of the Magi” p202 Romeo and Juliet p732 To Kill a Mockingbird by Harper Lee

Nonfiction Unit Collection 7 pp446-477 “The Best Gift of My Life” p394





Selections from Collection 4 p256

Students analyze elements of a short

story and novel

Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS)

FCAT Rubric (0-6) FCAT Rubric (0-6) FCAT Rubric (0-6)

Writing Portfolio Writing Portfolio Writing Portfolio

Product Assessment Product Assessment Product Assessment

County Writing Assessment



(9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1

2.4.2 2.4.3 2.4.4 2.4.2 2.4.3 2.4.4 2.4.2 2.4.3 2.4.4

A Year-At-A-Glance: 10th Grade

Ton style

e Pace Similie

ive ge

Figurat Langua

Adapt time schedule to individual classroom needs.

August / September October / November



6 Traits Overview of Six Traits IDEAS and ORGANIZATION

Continue to review and develop



IDEAS WORD CHOICE

Introduce rubrics for IDEAS Introduce rubrics for WORD CHOICE

Maintains focus and clarity Uses strong verbs, adjectives, adverbs, and figurative language





ORGANIZATION VOICE

Introduce rubrics for ORGANIZATION Introduce rubrics for VOICE

Uses extended and elaborated details, an- Uses tone, mood, point of view, humor, irony, and dialogue in

ecdotes, examples, and graphic organizers writings appropriate for a selected audience



CONVENTIONS

Teach grammar lessons daily through

multiple strategies and resources such as

grammar texts, grammar workbooks, daily

sentence editing, mini lessons, etc.



Forms of Short and Extended Reader Response



Writing Autobiographical Incident (Personal Cause and Effect Essay

NOTE: Take major Narrative) Focused Description

pieces through Expository Essay (Several: Including one

the entire writing diagnostic)

process Diagnostic County Writing Assessment



Language Autobiographical Incident Chapter 19

Chapter 21

Chapter 18

Network Model Bank p 650



Elements of Related Writing Lessons Related Writing Lessons

Cause and Effect Essay p752

Autobiographical Incident p380

Literature Expository Writing: Analyzing a Character p164

Pieces in BOLD

indicate

Related Literature Lessons Related Literature Lessons

required “Two Kinds” p94

reading “Hair” p344

“Melting Pot Still Bubbles at IS 237” p105

“A Piercing Issue” p 349 Elements of Literature: Character p110

“Typhoid Fever” p365 I Never Sang for My Father p636

Night (nonfiction) Literature and Life “Is it True?” p645

Antigone p690

“What is a Tragic Hero?” p739



Assessment Six Traits Rubrics (IDEAS, ORGANIZATION,

CONVENTIONS)

Six Traits Rubrics (IDEAS, ORGANIZATION, WORD CHOICE,

FLUENCY, CONVENTIONS)

FCAT Rubric (0-6) FCAT Rubric (0-6)

County Writing Assessment (diagnostic) Writing Portfolio

Writing Portfolio

Product Assessment

Product Assessment



Benchmark (9-12) LA.B. 1.4.1 1.4.2

2.4.2 2.4.3 2.4.4

1.4.3 2.4.1 (9-12) LA.B. 1.4.1

2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 2.4.3

The Tenth Grade Writer

The tenth grade writer makes writing choices based on topic, audience, and purpose, composing pieces that

incorporate the Six Traits of writing. Students employ all aspects of the writing process. They evaluate and revise

their own writing as well as the writing of others, using a variety of resources. Tenth grade students focus on

developing well-organized persuasive and expository essays. During tenth grade, students develop a more complex

thesis, expand their support with substantial evidence, incorporate mature word choice and sentence fluency, and

utilize proper conventions. They focus on weaving concrete detail and incorporating more complex transitions to

create fluent paragraphs. Tenth graders write in a variety of forms using analytical research skills. They also work on

the research process by narrowing their topics, finding and evaluating sources, writing argumentative theses, using

parenthetical citations, and creating works cited pages consistent with MLA format. Their final product reflects the

best practices of writing.



December / January February / March April / May

IDEAS, ORGANIZATION, WORD CHOICE and Focus on all Six Traits Focus on all Six Traits

VOICE: Continue to review and develop IDEAS IDEAS

ORGANIZATION ORGANIZATION

SENTENCE FLUENCY WORD CHOICE WORD CHOICE

Introduce rubrics for SENTENCE FLUENCY VOICE VOICE

Varies sentence structures and lengths SENTENCE FLUENCY SENTENCE FLUENCY

Adds, deletes, and rearranges words and CONVENTIONS CONVENTIONS

phrases

Combines sentences









Persuasive Writing Literary Interpretation Problem/Solution Essay

Comparison/Contrast Essay Expository / Persuasive Writing Poetry

(continued) Research Paper

County Writing Assessment SAT / ACT Essay Practice







Chapter 22 Chapter 20 Chapter 23

Chapter 22 Chapter 24





Related Writing Lessons Related Writing Lessons Related Writing Lessons

Persuasive Writing p492 Expository Writing: Research Paper p448

Comparison/Contrast Essay p580 Supporting an Interpretation p618



Related Literature Lessons

Related Literature Lessons Poetry Collection pp587-612 Related Literature Lessons

The Lowest Animal p456 Nonfiction Collection pp338-446 Poetry Collection 9 pp 548-574

“See it My Way” p468 Lord of the Flies and Collection 13 pp 903-946

“The Man in the Water” p470 from “The Rubaiyat” p 928









Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS)

FCAT Rubric (0-6) FCAT Rubric (0-6) FCAT Rubric (0-6)

Writing Portfolio Writing Portfolio Writing Portfolio

Product Assessment Product Assessment Product Assessment

County Writing Assessment



(9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3

2.4.2 2.4.3 2.4.4 2.4.2 2.4.3 2.4.4 2.4.1 2.4.2 2.4.3 2.4.4

A Year-At-A-Glance:oice11th Grade

Cita v

tion

e me

Meta

phor ca denc The

Adapt time schedule to individual classroom needs.

August / September October / November

6 Traits Overview of Six Traits IDEAS and ORGANIZATION

Continue to review and develop



IDEAS WORD CHOICE

Introduce rubrics for IDEAS Introduce rubrics for WORD CHOICE

Maintains focus and clarity Uses strong verbs, adjectives, adverbs, and figura-

tive language



ORGANIZATION VOICE

Introduce rubrics for ORGANIZATION Introduce rubrics for VOICE

Uses extended and elaborated details, anecdotes, Uses tone, mood, point of view, humor, irony, and

examples, and graphic organizers dialogue in writings appropriate for a selected audi-

ence

CONVENTIONS

Teach grammar lessons daily through multiple strate-

gies and resources such as grammar texts, grammar

workbooks, daily sentence editing, mini lessons, etc.



Forms of Short and Extended Reader Response



Writing Reflective Essay Analyzing Cause and Effect

NOTE: Take major Autobiographical Incident Eyewitness Report

pieces through Compare/Contrast essays Character Sketch

the entire writing Diagnostic County Writing Assessment

process



Language Chapter 17

Chapter 20

Chapter 18



Network

Connections

Elements of Related Writing Lessons

Autobiographical Incident p130

Related Writing Lessons

Analyzing Causes and Effects p685

Literature

Connections

Pieces in BOLD

indicate Related Literature Lessons Related Literature Lessons

required From The Autobiography p84 Collections 12 and 13

From All I Really Need to Know I Learned in Selections include: poetry, short stories, letters,

reading Kindergarten p96 speech, articles, and primary source literature

From The Autobiography: The Dec. of Independence pp583-684

p114 Students analyze the causes and/or the effects of

Comparison/Contrast Essay p401 an event, a situation, or a trend.

Related Literature Lessons:

Poetry and Nonfiction Selections pp347-400 by and “A Worn Path” p634

about Walt Whitman and Emily Dickinson

Students compare/contrast two poems identifying

selected elements.



See Preparation for College Admission Exams

for Selection Tests



Assessment Six Traits Rubrics (IDEAS, ORGANIZATION,

CONVENTIONS)

Six Traits Rubrics (IDEAS, ORGANIZATION, WORD

CHOICE, FLUENCY, CONVENTIONS)

FCAT Rubric (0-6) FCAT Rubric (0-6)

County Writing Assessment (diagnostic) Writing Portfolio

Writing Portfolio Product Assessment

Product Assessment



Benchmark (9-12) LA.B. 1.4.1

2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 2.4.3 (9-12) LA.B. 1.4.1

2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 2.4.3

The Eleventh Grade Writer:

Eleventh grade students write persuasive/argumentative and expository essays with analytical and critical

detail and support. These students generate a research paper with a focused topic, expansion and elaboration

including substantial primary and secondary source information and evidence. They use mature vocabulary and

demonstrate fluent style. Applying the writing process, research techniques, and relevant technology, eleventh

graders produce a polished research paper in MLA style that reflects the bet practices of writing.





December / January February / March April / May

IDEAS, ORGANIZATION, WORD CHOICE Focus on all Six Traits Focus on all Six Traits

and VOICE: Continue to review and IDEAS IDEAS

develop ORGANIZATION ORGANIZATION

WORD CHOICE WORD CHOICE

SENTENCE FLUENCY VOICE VOICE

Introduce rubrics for SENTENCE FLU- SENTENCE FLUENCY SENTENCE FLUENCY

ENCY CONVENTIONS CONVENTIONS

Varies sentence structures and lengths

Adds, deletes, and rearranges words and

phrases

Combines sentences









e



Expository Essay Analyzing Literature Persuasion Essays/Argument Business Writing

Literary Interpretation Essay Controversial issue Research paper

Poetry Problem/Solution

Evaluation

Short Stories

County Writing Assessment

Chapter 19 Chapter 22 Chapter 21

Chapter 23 Chapter 24







Related Writing Lessons Related Writing Lessons Related Writing Lessons

Literary Interpretation/Analysis p198 Persuasion Research, MLA Style p515

Interpretive Essay p804 Controversial Issue p331 Business Letters p1215

Problem Solution p895

Evaluation p1181



Related Literature Lessons Related Literature Lessons Related Literature Lessons

Selections from Collection 4 Selections from Collection 6 pp259-330 or Selections from: Collections 9 and

pp151-197 or Collection 16 Collection 17 pp825-894 or 10 pp423-514

pp769-803 Collections 18-21

Students will write an essay pp919-1180 Students will write a research

interpreting a work of literature, a Students will write a persuasive essay accord- paper on a factual topic.

film, or a work of art. ing to teacher’s selection or discretion.

The Great Gatsby

Harlem Renaissance Poetry pp733-768 The Crucible p826

from “Resistance to Civil Government”

p248









Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS)

FCAT Rubric (0-6) FCAT Rubric (0-6) FCAT Rubric (0-6)

Writing Portfolio Writing Portfolio Writing Portfolio

Product Assessment Product Assessment Product Assessment

County Writing Assessment



(9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 2.4.2 (9-12) LA.B. 1.4.1 1.4.2 1.4.3

2.4.2 2.4.3 2.4.4 2.4.3 2.4.4 2.4.1 2.4.2 2.4.3 2.4.4

A Year-At-A-Glance: 12th Grade

Rhy ns

thm Patt

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tatio

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Adapt time schedule to individual classroom needs.

August / September October / November

6 Traits Overview of Six Traits IDEAS and ORGANIZATION

Continue to review and develop

IDEAS

Introduce rubrics for IDEAS WORD CHOICE

Maintains focus and clarity Introduce rubrics for WORD CHOICE

Uses strong verbs, adjectives, adverbs, and figurative

language

ORGANIZATION

Introduce rubrics for ORGANIZATION VOICE

Uses extended and elaborated details, anecdotes, Introduce rubrics for VOICE

examples, and graphic organizers Uses tone, mood, point of view, humor, irony, and

dialogue in writings appropriate for a selected

CONVENTIONS audience

Teach grammar lessons daily through multiple

strategies and resources such as grammar texts,

grammar workbooks, daily sentence editing, mini

lessons, etc.



Forms of Short and Extended Reader Response



Writing College/job Application Essay Personality Profile

NOTE: Take major Comparison Contrast Subject Analysis

pieces through Resume Research Paper

the entire writing Diagnostic County Writing Assessment

process





Language Chapter 17

Chapter 21

Chapter 18

Chapter 20

Network Chapter 24

Connections

Elements of Related Writing Lessons

Comparison/Contrast Essay p185

Related Writing Lessons

Evaluation Essay p899

Literature Writing a Personal Resume p1217 Informative Report p1053

Pieces in BOLD College Admissions p1218 Research Paper p773

indicate Analyzing a literary Work p67

Related Literature Lessons Related Literature Lessons

required Selections from Collections 1 and 2 pp17-184 Selections from Collections:

reading Students will compare or contrast a variety of 8 and 9 pp639-772

elements, themes, or characters from selected 10 and 11 pp801-898

works. 12 and 13 pp923-1052

Connections Beowulf p18 “The Rocking Horse Winner” pp996



See Preparation for College Admission Exams for

Selection Tests



Assessment Six Traits Rubrics (IDEAS, ORGANIZATION,

CONVENTIONS)

Six Traits Rubrics (IDEAS, ORGANIZATION, WORD

CHOICE, FLUENCY, CONVENTIONS)

FCAT Rubric (0-6) FCAT Rubric (0-6)

County Writing Assessment (diagnostic) Writing Portfolio

Writing Portfolio Product Assessment

Product Assessment



Benchmark (9-12) LA.B. 1.4.1

2.4.3 2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 (9-12) LA.B. 1.4.1

2.4.4

1.4.2 1.4.3 2.4.1 2.4.2 2.4.3

The Twelfth Grade Writer:

The twelfth grade student composes both analytical and presonal essays for performance and

practical application such as SAT/ACT writing, job and college application essays, profiles

and proposals. They employ all the stages of the writing process and the six traits which

characterize integrated style in their required products. The work which they produce

throughout the senior year constitutes a pre-college or work portfolio, reflecting the best

practices of writing.









December / January February / March April / May

IDEAS, ORGANIZATION, WORD CHOICE and Focus on all Six Traits Focus on all Six Traits

VOICE: Continue to review and develop IDEAS IDEAS

ORGANIZATION ORGANIZATION

SENTENCE FLUENCY WORD CHOICE WORD CHOICE

Introduce rubrics for SENTENCE FLUENCY VOICE VOICE

Varies sentence structures and lengths SENTENCE FLUENCY SENTENCE FLUENCY

Adds, deletes, and rearranges words and CONVENTIONS CONVENTIONS

phrases

Combines sentences









Cause and Effect Business Writing Proposal

Dramatic Scene Interpretive Essay Problem / Solution Essay

County Writing Assessment









Chapter 23 Chapter 21 Chapter 22









Related Writing Lessons Related Writing Lessons Related Writing Lessons

Cause/Effect p459 Interpretive Essay p275 Problem Solution essay p1179

Writing Effective Business Letters

pp1215-1216



Related Literature Lessons Related Literature Lessons Related Literature Lessons

Collections 4 and 5 pp281-458 Selections from Collection 3 Selections from Collections 14 and 15

“The Tilbury Speech” p412 pp213-270 pp1059-1178

Macbeth pp300-390 1984 or Frankenstein









Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS) Six Traits Rubrics (ALL TRAITS)

FCAT Rubric (0-6) FCAT Rubric (0-6) FCAT Rubric (0-6)

Writing Portfolio Writing Portfolio Writing Portfolio

Product Assessment Product Assessment Product Assessment

County Writing Assessment



(9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1 (9-12) LA.B. 1.4.1 1.4.2 1.4.3 2.4.1

2.4.2 2.4.3 2.4.4 2.4.2 2.4.3 2.4.4 2.4.2 2.4.3 2.4.4

Sunshine State Standards

Grade Level Expectations for Writing (Strand B)

Grades 7-8



Standard 1: The Student uses writing processes effectively.

Benchmark LA.B.1.3.1: The Student organizes information before writing according to the type and purpose of writing.





Seventh Grade Eighth Grade

Knows possible prewriting strategies for different Knows possible prewriting strategies for different

writing tasks. writing tasks.



Uses a prewriting strategy suitable for the task (for Uses a prewriting strategy suitable for the task (for

example, brainstorming, using a graphic organizer, example, brainstorming, using a graphic organizer,

listing ideas). listing ideas).



Experiments with various prewriting strategies to Experiments with various prewriting strategies to

accommodate individual learning style. accommodate individual learning style.







Benchmark LA.B.1.3.2: The student drafts and revises writing that

• Is focused, purposeful, and reflects insight into the writing situation;

• Conveys a sense of completeness and wholeness with adherence to the main idea;

• Has an organizational pattern that provides for logical progression of ideas;

• Has support that is substantial, specific, relevant, concrete, and/or illustrative;

• Demonstrates a command of language (word choice) with freshness of expression;

• Has varied sentence structure and sentences that are complete except when fragments are used purposefully;

and

• Has few, if any, convention errors in mechanics, usage, punctuation.



Seventh Grade Eighth Grade



Focuses on a central idea or topic (for example, Focuses on a central idea or topic (for example,

excluding loosely related, extraneous, or repetitious excluding loosely related, extraneous, or repetitious

information). information).



Uses devices to develop relationships among ideas Uses devices to develop relationships among ideas

(for example, transitional devices; paragraphs that (for example, transitional devices; paragraphs that

show a change in time, idea, or place; cause-and-effect show a change in time, idea, or place; cause-and-

relationships). effect relationships).



Uses supporting ideas, details, and facts from a variety Uses supporting ideas, details, and facts from a variety

of sources to develop and elaborate the topic. of sources to develop and elaborate the topic.

Demonstrates a commitment to and an involvement

with the subject that engages the reader. Demonstrates a commitment to and an involvement

with the subject that engages the reader.

Demonstrates a command of the language (including

but not limited to precise word choice, appropriate Demonstrates a command of the language (including

figurative language). but not limited to precise word choice, appropriate

figurative language).

(Continued)



Seventh Grade Eighth Grade



Uses an effective organizational pattern and substantial Uses an effective organizational pattern and

support to achieve a sense of completeness or substantial support to achieve a sense of completeness

wholeness (for example, considering audience, or wholeness (for example, considering audience,

sequencing events, choosing effective words; using sequencing events, choosing effective words; using

specific details to clarify meaning). specific details to clarify meaning).



Proofreads writing to correct convention errors in Proofreads writing to correct convention errors in

mechanics, usage, and punctuation, using dictionaries, mechanics, usage, and punctuation, using dictionaries,

handbooks, and other resources, including teacher or handbooks, and other resources, including teacher or

peers, as appropriate. peers, as appropriate.



Analyzes and revises draft to further develop a piece of Analyzes and revises draft to further develop a

writing by adding or deleting details and explanations; piece of writing by adding or deleting details and

clarifying difficult passages; and rearranging words, explanations; clarifying difficult passages; and

sentences, and paragraphs to improve meaning. rearranging words, sentences, and paragraphs to

improve meaning.



Benchmark LA.B.1.3.3: The student produces final documents that have been edited for

• Correct spelling • Correct punctuation • Effective sentence structure • Correct formatting

• Correct common usage, including subject/verb agreement, common noun/pronoun agreement, common

possessive forms, and with a variety of sentence structure, including parallel structure.



Seventh Grade Eighth Grade

Uses resources such as dictionary and thesaurus to Uses resources such as dictionary and thesaurus to

confirm spelling. confirm spelling.

Uses conventions of punctuation (including but not Uses conventions of punctuation (including but not

limited to commas, colons, semicolons, semicolon, limited to commas, colons, semicolons, semicolon,

quotation marks, apostrophes). quotation marks, apostrophes).

Uses conventions of capitalization (including but not Uses conventions of capitalization (including but not

limited to the names of organizations, nationalities, limited to the names of organizations, nationalities,

races, languages, religions). races, languages, religions).

Uses various parts of speech correctly in written Uses various parts of speech correctly in written

work (including but not limited to subject and verb work (including but not limited to subject and verb

agreement, common noun and pronoun agreement, agreement, common noun and pronoun agreement,

possessive forms, the comparative and superlative of possessive forms, the comparative and superlative of

adjectives and adverbs). adjectives and adverbs).

Uses a variety of sentence structures (including but not Uses a variety of sentence structures (including

limited to parallel structure, compound and complex but not limited to parallel structure, compound and

sentences). complex sentences).

Uses a variety of formatting (including but not limited Uses a variety of formatting (including but not limited

to the use of electronic technology). to the use of electronic technology).

Uses creative writing strategies appropriate to the Uses creative writing strategies appropriate to the

format (for example, using appropriate voice; using format (for example, using appropriate voice; using

descriptive language to clarify ideas and create vivid descriptive language to clarify ideas and create vivid

images; using elements of style, such as appropriate images; using elements of style, such as appropriate

tone). tone).

Standard 2: The student writes to communicate ideas and information effectively.



Benchmark LA.B.2.3.1: The student writes test, notes, outlines, comments, and observations that demonstrate

comprehension of content and experiences from a variety of media.



Seventh Grade Eighth Grade



Writes notes, outlines, comments, and observations Writes notes, outlines, comments, and observations

that reflect comprehension of sixth grade level or that reflect comprehension of sixth grade level or

higher content from a variety of media. higher content from a variety of media.







Benchmark LA.B.2.3.2: The student organizes information using alphabetical, chronological, and numerical

systems.



Seventh Grade Eighth Grade



Logically sequences information using alphabetical, Logically sequences information using alphabetical,

chronological, and numerical systems. chronological, and numerical systems.







Benchmark LA.B.2.3.3: The student selects and uses appropriate formats for writing, including narrative,

persuasive, and expository formats, according to the intended audience, purpose, and occasion.



Seventh Grade Eighth Grade



Selects and uses format for writing which addresses Selects and uses format for writing which addresses the

the audience, purpose, occasion (including but not audience, purpose, occasion (including but not limited to

limited to narrative, persuasive, expository). narrative, persuasive, expository).







Benchmark LA.B.2.3.4: The student uses electronic technology including databases and software to gather

information and communicate new knowledge.



Seventh Grade Eighth Grade



Uses electronic technology appropriate to writing tasks Uses electronic technology appropriate to writing

(including but not limited to the Internet, databases tasks (including but not limited to the Internet,

and software) to create, revise, retrieve, and verify databases and software) to create, revise, retrieve,

information. and verify information.

Sunshine State Standards

for Strand B: Writing

Grades 9-12



Note: Florida Department of Education is currently revising the Sunshine State Standards to include grade level expectations for each

individual grade. As of this printing, grades 9-12 have yet to be completed.



Standard 1: The student uses writing processes effectively.

Benchmark LA.B.1.4



1. Selects and uses appropriate prewriting strategies, such as brainstorming, graphic organizers, and outlines.



2. Drafts and revises writing that: is focused, purposeful, and reflects insight into the writing situation; has an

organizational pattern that provides for a logical progression of ideas; has effective use of transitional devices

that contribute to a sense of completeness; has support that is substantial, specific, relevant, and concrete;

demonstrates a commitment to and involvement with the subject; uses creative writing strategies as

appropriate to the purposes of the paper; demonstrates a mature command of language with freshness of

expression; has varied sentence structure; has few, if any, convention errors in mechanics, usage, punctuation,

and spelling.



3. Produces final documents that have been edited for: correct spelling; correct punctuation, including commas,

colons, and common use of semicolons; correct capitalization; correct sentence formation; correct instances

of possessives, subject/verb agreement, instances of noun/pronoun agreement, and the intentional use of

fragments for effect; and correct formatting that appeals to readers, including appropriate use of a variety of

graphics, tables, charts, and illustrations in both standard and innovative forms.





Standard 2: The student writes to communicate ideas and information effectively.



Benchmark LA.B.2.4



1. Writes text, notes, outlines, comments, and observations that demonstrate comprehension and synthesis of

content, processes, and experiences from a variety of media.



2. Organizes information using appropriate systems.



3. Writes fluently for a variety of occasions, audiences, and purposes, making appropriate choices regarding

style, tone, level of detail, and organization.



4. Selects and uses a variety of electronic media, such as the Internet, information services, and desktop

publishing software programs, to create, revise, retrieve, and verify information.



6. Recognizes and explains those elements in texts that prompt a personal response, such as connections

between one’s own life and the characters, events, motives, and causes of conflict in texts.



7. Examines a literary selection from several critical perspectives.



8. Knows that people respond differently to texts based on their background knowledge, purpose, and point of

view.

Place

non discrim

here





Writing Cadre 2005

Advisors

Lynn Spadaccini Dr. Walter Christy

Director of Elementary Programs Director of Secondary Programs

Coordinator

Marjorie Bloom

K-12 Writing/Language Arts Resource Teacher



Publication Designer

Tamara Doehring



Cadre Members

Melissa Braun Laird Parsons

Julie Coleman Theresa Phelps

Annette Darby Stacey Reitz

Tamara Doehring Babara Sager

Kristi Gallagher Jane Speidel

Patti Henning Donnice Stephenson

Diane Laudadio Joanne Steady

Lainey Newell Barbara Sweeney