Red=to be hyperlinked
Standard 1: Use the general skills and strategies of the writing process (and Supporting Knowledge)
Grade 1 Grade 2 Grade 3 Grade 4
Use webbing and mapping to generate ideas for writing Use graphic organizers, including story Record reactions and observations to generate ideas maps/boards and webs (2), to organize for writing (e.g., journal writing) content Write thoughts and questions to plan writing Group related ideas to plan written work Rehearse ideas orally for writing Use a collection device to store ideas (e.g., R Linked Resources: Topic Planner, Story Circle, Fletcher’s Writers’ Notebook, idea lists) Finding Focus
See Writing Process Model (ppt) or (.gif)
Benchmark
1.1 Use prewriting strategies to plan written work General Resources: - Story Circle - Beginning Writers Continuum - Writing Process - Idea Inventory - Ralph Fletcher Writing Tips for Students 1.2 Use strategies to draft and revise written work General Resources: - Paragraph organizer - Ralph Fletcher Writing Tips for teachers - Narrative vs. Informational Writing
Grade 5
Use brainstorming to generate ideas for writing Draw pictures to generate ideas for writing Use discussions to generate ideas for writing Select a focus for writing (2) (e.g., a topic that is personally significant) Resources- Graphic organizer,
Select a focus based on audience and purpose Anticipate the readers’ questions Use note-taking strategies (e.g., note cards, twocolumn notes) to generate ideas for and plan Linked Resources: Topic Planner, Story Circle, Finding written work Focus, Use life experiences to generate ideas for narr. Text Linked Resources: Topic Planner, Story Circle, Finding Focus, Bulls-eye Writing
Focus on one topic in writing Reread written work in order to make revisions Write complete sentences and thoughts Use simple number topic sentences for informational text Resources: Primary Story Writing , Quick Sketch (2), (3), (4), (5),(6), (7), (8)
Drafting: Write simple occasion/position topic sentences Understand that transitions introduce new ideas and reasons, details, or facts Use simple transitions at the beginning of appropriate sentences Vary sentence types Maintain consistent focus throughout text Use elements of a specific genre (e.g., teams meet to determine genre) Revising: Revise for clarity, content, organization, and detail Improve sequence of ideas and information Use comments and suggestions from peers and teachers to revise writing
Drafting: Organize information into short paragraphs that include main idea and supporting details Write with attention to the audience Use a variety of sentence structures and lengths Use paragraphs to develop separate ideas Produce multiple drafts Write “and,” “but,” “or”, and “compare/contrast” topic sentences Write summary topic sentences (link: Complete Paragraph model) Revising: Use strategies to improve word choice Use titles to summarize content Rearrange, delete, or add words to clarify meaning or enhance description Delete extraneous information
Drafting: Use multiple paragraphs to organize and develop ideas (e.g., write several related paragraphs) Use descriptive details to develop a topic Use complex occasion/position topic sentences, “however” statements, and declarative statements with strong verbs as topic statement Vary the position of transitions in appropriate sentence Write introductory and conclusion paragraphs. (link: Complete Paragraph model) Revising: Revise work to ensure appropriate level of detail and sequence
Drafting: Draft writing around a central idea (e.g., expanded essay) Use relevant supporting details Use background information and quotes in essays Use quotations as topic sentences Use the addition of extra information as topic sentences Use listing statements as topic sentences Use transitions and transitional expression in multiparagraph text Vary the structure of the conclusion (link: Complete Paragraph model) Revising: Revise work to ensure intended meaning, appropriate content, organization, and vocabulary
1.3 Use strategies to edit and publish written work - Revision Checklist
1.4 Use strategies to organize written work
Editing: Edit final copy for capitals at the beginning of the sentence and for the pronoun “I” and ending punctuation Help classmates edit for grammar and mechanics Ask questions and make comments about writing Publishing: Share finished product Uses visual A tactile editing check list Use appropriate sequence to convey meaning in written work (e.g., graphic organizers, story board, sequence pattern), Beg-mid-End
1.5 Use strategies to write for a variety of audiences (e.g., self, peers, teachers, adults) 1.6 Use a variety of strategies to describe experiences, people, objects, events, places, and story elements Dictate descriptions, use pictures, use letters or phonetically spelled words, and write narrative or informational descriptions of familiar people, places, objects, events, or experiences Resources:
Editing: Edit final copy for the use of capital letters for proper names and days and months Edit final copy for grammar, punctuation, and spelling Uses resources such as the thesaurus, dictionary, and other sources to assist in proofreading process Use feedback from peers and teachers Publishing: Use material from other media (e.g., collage) to enhance writing Evaluate own and other’s writing against a rubric (2) or anchor Use beginning, middle, and end to organize written work (e.g., develop a good lead that hooks the reader, use story transitions, write a good ending) Use logical sequence of events to organize (2) written work Use conflict/resolution pattern to organize a written story Identify intended audience for a given work.
Editing: Editing: Edit for level-appropriate grammar, punctuation, Edit for level-appropriate grammar, punctuation, capitalization, and spelling capitalization, and spelling Use legible printing and cursive Use legible printing and cursive writing Proofread and correct final draft Publishing: Publishing: Determine the best features of a piece of writing Label and use pictures and diagrams Determine how own writing achieves its purpose Use available technology to publish work Respond to classmates’ writing Use underlining, color, size of print for emphasis
Editing: Edit for level-appropriate grammar, punctuation, capitalization, and spelling
Publishing: Use charts, graphs, and captions Use appropriate page format Select presentation format according to purpose and audience
Use format appropriate to audience
Use focus, point of view, organization appropriate to audience Consider the knowledge and interests of the audience
Sources provide no new content for this level
Write descriptions of people, places, objects, experiences, and events based on models from reading (e.g., circle books, repetitious pattern, etc.)
Standard 1 (page 2)
Grade 1
1.7 Write in a variety of forms or genres for different purposes - Writing Topic Planner Genre defined:
- Fable - Fantasy - Fiction - Science Fict - Hist Fiction - Diary - Biography - Autobiography
Grade 2
Grade 3
Grade 4
Write for the purpose of posing questions Write for the purpose of recording ideas and information Write for the purpose of describing or explaining Use focus appropriate to purpose Use point of view appropriate to purpose Use organization appropriate to purpose
Grade 5
(1.5!) Write for the purpose of solving problems Write for the purpose of reflecting on thoughts, feelings, and imaginings Write for the purpose of persuading others (2) (e.g., by presenting and supporting viewpoints or arguing a position) Write for the purpose of presenting and discussing opinions and viewpoints
Write picture books Write personal experience narratives/stories Write problem/solution stories (2), (3) with characters, time, and setting Retells stories orally Responds to literature
1.8 Use strategies to write informational text -
Write personal experience narratives, including (1.5!) Write for the purpose of informing, setting, characters, and events entertaining, comparing and contrasting Write poems (e.g. ) Use format appropriate to write a friendly letter, chart, and an e-mail Write simple informational texts Align purpose with audience Write basic responses to literature Write sequenced paragraphs Write friendly letters Write descriptive paragraphs Retell stories in writing Write for the purpose of summarizing information Write simple sequenced paragraphs Write simple descriptive paragraphs Write in simple informational forms (e.g., lists of information, memos, invitations, and explanations) Use beginning, middle, end Write simple fictional narrative including beginning, middle and end. Writes a paragraph and according approach Select and stay on one topic Use topic sentences to introduce text Use supporting detail (e.g., facts, reasons, examples, explanations) Exclude inappropriate information Use text structures to organize information (e.g., sequence, enumeration, compare or contrast, and description) Use a conclusion Develop storyline (e.g., characters, setting, conflict/resolution, action) Write text that reflects own point of view and personal experiences (e.g., journal notes) Provide a context for story action Provide insight into why an incident was memorable
Frame a central question about an issue Use different structures to convey information (e.g., chronology, cause and effect, similarity and difference, posing and answering a questions) Use several sources of information (speakers, books, newspapers, other media) Writes an expanded essay (e.g., multiple paragraphs)
Use problem/solution to structure writing Use persuasive text structures (e.g., support with evidence) Use appropriate information to state, develop, and draw conclusions about a point of view about a narrow topic Use strategies to challenge the reader in informational texts
1.9 Use strategies to write fictional narratives
1.10 Write in response to literature
Write personal responses to reading
Use references to the text itself to support judgments about literary texts Use references to personal knowledge to support judgments about literary texts Summarize main ideas and significant details in literary text (?) Address envelopes Write friendly letter Express ideas, reflections, and observations in written work Use narrative strategies, relevant details, and ideas that enable the reader to imagine the event or experience
Use strategies to develop the characters (e.g., focus on their interactions; show their changes and growth, establish a protagonist and antagonist) Use point of view to narrate a story (e.g., first or third person) Use dialogue as a narrative technique Use elements of plot, such as conflict and climax Establish the setting Use an organizing structure or clear sequence of events (e.g., story board, story circle) Provide a context within which an incident or problem occurs Relate own ideas to supporting details in literary Use references to non-print media to support judgments texts about literary texts Use references to other texts to support judgments Write about personal interpretations based on careful about literary texts reading of literary text Use references to other authors to support judgments about literary texts Use form appropriate for formal letters (e.g., business letter) Use language appropriate to audience in letters Use an authentic voice in expressive writing Sources provide no new content for this level
Use appropriate leads (2), (Fletcher leads) in writing Use concrete sensory details to develop the plot Use narrative strategies to enable the reader to imagine the event or experience (e.g., imagery, poignant vocabulary) Use appropriate voice (2) in writing Write autobiographical narratives
1.11 Use strategies to write personal and formal letters 1.12 Write expressive paragraphs/ pieces
Write invitations Write thank you notes
Sources provide no new content for this level
Draft May 31, 2005 Can be found on the Curriculum Intranet site under English