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+ or - |
STANDARD
3.2 (WRITING) ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED
LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT AUDIENCES AND
PURPOSES. |
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A.
Writing as a Process (prewriting, drafting, revising, editing,
postwriting) |
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By the end of Kindergarten, students will: |
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1.
Recognize that thoughts and talk can be written down in words. |
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2.
Observe the teacher modeling writing. |
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3.
Generate and share ideas and experiences for a story. |
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4.
Attempt to put ideas into writing using pictures, developmental
spelling, or conventional text. |
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5.
Write (print) own first and last name. |
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6.
Participate in group writing activities such as experience stories,
interactive writing, and shared writing. |
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7.
Begin to sequence story events for writing using pictures,
developmental spelling, or conventional text. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 1, students will: |
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1.
Begin
to generate ideas for writing through talking, sharing, and drawing.
|
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2.
Observe the modeling of writing. |
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3.
Begin
to use a basic writing process to develop writing. |
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4.
Use
simple sentences to convey ideas. |
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5.
Increase fluency (ability to write ideas easily) to improve writing.
|
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6.
Continue to use pictures, developmental spelling or conventional text to
create writing drafts. |
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7.
Revisit pictures and writings to add detail. |
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8.
Begin to mimic an author’s voice and patterns. |
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9.
Begin
to use a simple checklist to improve writing with teacher support. |
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10.
Begin to use simple computer writing applications during some
parts of the writing process. |
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Building upon
knowledge and skills gained in preceding grades, by the end of Grade 2,
students will: |
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1.
Generate ideas for writing: hearing stories, recalling experiences,
brainstorming, and drawing. |
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2.
Observe the modeling of writing. |
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3.
Begin to develop an awareness of simple story structures and author’s
voice. |
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4.
Use sentences to convey ideas in writing.
|
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5.
Maintain the use of a basic writing process to develop writing.
|
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6.
Use graphic organizers to assist with planning writing. |
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7.
Compose readable first drafts. |
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8.
Use everyday words in appropriate written context. |
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9.
Reread drafts for meaning, to add details, and to improve
correctness. |
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10.
Focus on
elaboration as a strategy for improving writing. |
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11.
Participate with peers to comment on and react to each other’s
writing. |
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12.
Use a simple checklist to improve elements of own writing. |
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13.
Use computer writing applications during some parts of the
writing process. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 3, students will: |
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1. Generate
possible ideas for writing through recalling experiences, listening to
stories, reading, brainstorming, and discussion. |
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2.
Examine real-world examples of writing in various genres to gain
understanding of how authors communicate ideas through form, structure,
and author’s voice. |
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3.
Use graphic organizers to assist with planning writing.
|
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4.
Compose first drafts from prewriting work. |
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5.
Revise a draft by rereading for meaning, narrowing the focus,
sequencing, elaborating with detail, improving openings, closings, and
word choice to show voice. |
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6.
Participate with peers to comment on and react to each other’s writing. |
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7. Build
awareness of ways authors use paragraphs to support meaning. |
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8. Begin
to develop author’s voice in own writing. |
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9.
Use reference materials to revise work, such as a dictionary or
internet/software resource. |
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10.
Edit work for basic spelling and mechanics. |
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11.
Use computer word-processing applications during parts of the
writing process. |
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12.
Understand and use a checklist and/or rubric to improve writing. |
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13.
Reflect on own writing, noting strengths and areas needing improvement. |
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|
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1.
Generate possible ideas for writing through talking, recalling
experiences, hearing stories, reading, discussing models of writing,
asking questions, and brainstorming. |
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2.
Develop an awareness of form, structure, and author’s voice in various
genres. |
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3.
Use strategies such as reflecting on personal experiences, reading,
doing interviews or research, and using graphic organizers to generate
and organize ideas for writing. |
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4.
Draft writing in a selected genre with supporting structure according to
the intended message, audience, and purpose for writing. |
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5. Revise
drafts by rereading for meaning, narrowing the focus, elaborating,
reworking organization, openings, and closings, and improving word
choice and consistency of voice. |
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6.
Review own writing with others to understand the reader’s perspective
and to consider ideas for revision. |
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7. Review
and edit work for spelling, mechanics, clarity, and fluency. |
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8.
Use a variety of reference materials to revise work, such as a
dictionary, thesaurus, or internet/software resources. |
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9. Use
computer writing applications during most of the writing process. |
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10. Understand
and apply elements of grade-appropriate rubrics to improve and evaluate
writing. |
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11.
Reflect on
one’s writing, noting strengths and areas needing improvement. |
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Building upon knowledge and skills gained in preceding grades, by the
end of Grade 5, students will: |
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1. Write
stories with multiple paragraphs that develop a situation or plot,
describe the setting, and include an ending. |
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2.
Write informational compositions with multiple paragraphs that
present important ideas, provide details, and offer a concluding
paragraph. |
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3.
Generate possible ideas for writing through listening, talking,
recalling experiences, hearing stories, reading, discussing models of
writing, asking questions, and brainstorming. |
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4.
Develop an awareness of form, structure, and author’s voice in various
genres. |
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5.
Use
strategies such as graphic organizers and outlines to elaborate and
organize ideas for writing. |
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6.
Draft
writing in a selected genre with supporting structure according to the
intended message, audience, and purpose for writing |
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7.
Make
decisions about the use of precise language, including adjectives,
adverbs, verbs, and specific details, and justify the choices made. |
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8.
Revise drafts by rereading for meaning, narrowing focus, elaborating and
deleting, as well as reworking organization, openings, closings, word
choice, and consistency of voice. |
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9.
Review own writing with others to understand the reader’s
perspective and to consider and incorporate ideas for revision. |
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10.
Review and edit work for spelling, usage, clarity, organization,
and fluency. |
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11.
Use a variety of reference materials to revise work. |
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12.
Use computer writing applications during the writing process. |
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13.
Understand and apply the elements of a scoring rubric to improve
and evaluate writing. |
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14.
Reflect on own writing, noting strengths and setting goals for
improvement. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 6, students will: |
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1.
Write informational compositions of several paragraphs that
engage the interest of the reader, state a clear purpose, develop the
topic, and conclude with a detailed summary. |
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2.
Generate ideas for writing through reading and making connections across
the curriculum and with current events. |
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3.
Expand knowledge about form, structure, and voice in a variety of
genres. |
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4.
Use
strategies such as using graphic organizers and outlines to elaborate
and organize ideas for writing. |
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5.
Draft
writing in a selected genre with supporting structure and appropriate
voice according to the intended message, audience, and purpose for
writing. |
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6.
Make decisions about the use of precise language, including adjectives,
adverbs, verbs, and specific details, and justify the choices made. |
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7. Revise
drafts by rereading for meaning, narrowing focus, elaborating and
deleting, as well as reworking organization, openings, closings, word
choice, and consistency of voice. |
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8.
Review own writing with others to understand the reader’s
perspective and to consider and incorporate ideas for revision. |
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9.
Review and edit work for spelling, usage, clarity, organization,
and fluency. |
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10.
Use a variety of reference materials to revise work. |
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11.
Use computer writing applications during the writing process. |
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12.
Understand and apply the elements of a scoring rubric to
improve and evaluate writing. |
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13.
Reflect on own writing, noting strengths and setting goals for
improvement. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 7, students will: |
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1.
Write stories or scripts with well-developed characters, setting,
dialogue, clear conflict and resolution, and sufficient descriptive
detail. |
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2.
Write multi-paragraph compositions that have clear topic
development, logical organization, effective use of detail, and variety
in sentence structure. |
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3. Generate
and narrow topics by considering purpose, audience, and form with a
variety of strategies (e.g., graphic organizers, brainstorming, or
technology-assisted processes). |
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4.
Revise and edit drafts by rereading for content and organization,
usage, sentence construction, mechanics, and word choice. |
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5.
Demonstrate understanding of a scoring rubric to improve and
evaluate writing. |
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6.
Compose, revise, edit, and publish writing using appropriate word
processing software. |
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7.
Reflect on own writing, noting strengths and setting goals for
improvement. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 8, students will: |
| |
1.
Write stories or scripts with well-developed characters, setting,
dialogue, clear conflict and resolution, and sufficient descriptive
detail. |
| |
2.
Write multi-paragraph compositions that have clear topic
development, logical organization, effective use of detail, and variety
in sentence structure. |
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3.
Generate and narrow topics by considering purpose, audience, and form
with a variety of strategies (e.g., graphic organizers, brainstorming,
technology-assisted processes). |
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4.
Revise and edit drafts by rereading for content and organization, usage,
sentence construction, mechanics, and word choice. |
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5.
Utilize the New Jersey Registered Holistic scoring rubric to
improve and evaluate their writing and the writing of peers. |
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6.
Compose, revise, edit, and publish writing using appropriate word
processing software. |
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7.
Reflect on own writing, noting strengths and setting goals for
improvement. |
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Building upon
knowledge and skills gained in preceding grades, by the end of Grade 12,
students will: |
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1.
Engage in the full writing process by writing daily and for sustained
amounts of time. |
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2.
Use
strategies such as graphic organizers and outlines to plan and write
drafts according to the intended message, audience, and purpose for
writing. |
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3.
Analyze and
revise writing to improve style, focus and organization, coherence,
clarity of thought, sophisticated word choice and sentence variety, and
subtlety of meaning. |
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4.
Review and
edit work for spelling, usage, clarity, and fluency. |
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5.
Use the
computer and word-processing software to compose, revise, edit, and
publish a piece. |
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6.
Use a scoring rubric to evaluate and improve own writing and the writing
of others. |
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7.
Reflect on own writing and establish goals for growth and improvement. |
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B.
Writing as a Product (resulting in work samples) |
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By the end of Kindergarten, students will: |
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1.
Show and talk about work samples containing pictures,
developmental spelling, or conventional text. |
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2.
Begin to collect favorite work samples to place in personal
writing folder. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 1, students will: |
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1.
Produce finished writings to share with class and/or for publication. |
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2.
Produce stories from personal experiences. |
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3.
Show
and talk about own writing for classroom audience. |
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4.
Collect favorite works to place in personal writing folder. |
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Building upon
knowledge and skills gained in preceding grades, by the end of Grade 2,
students will: |
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1.
Produce
finished writings to share with classmates and/or for publication. |
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2.
Produce stories from personal experiences. |
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3.
Produce a narrative with a beginning, middle, and end. |
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4.
Write
nonfiction pieces, such as letters, procedures, biographies, or simple
reports. |
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5.
Organize favorite work samples in a writing folder or portfolio. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 3, students will: |
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1.
Write
a descriptive piece, such as a description of a person, place, or
object. |
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2.
Write a narrative piece based on personal experiences. |
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3.
Write
a nonfiction piece and/or simple informational report across the
curriculum. |
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4.
Present and discuss writing with other students. |
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5.
Apply
elements of grade-appropriate rubrics to improve writing. |
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6.
Develop a collection of writings (e.g., a literacy folder or portfolio). |
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|
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1.
Create narrative pieces, such as memoir or personal narrative,
which contain description and relate ideas, observations, or
recollections of an event or experience. |
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2.
Write
informational reports across the curriculum that frame an issue or
topic, include facts and details, and draw from more than one source of
information. |
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3.
Craft writing to elevate its quality by adding detail, changing
the order of ideas, strengthening openings and closings, and using
dialogue. |
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4.
Build knowledge of the characteristics and structures of a
variety of genres. |
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5.
Sharpen
focus and improve coherence by considering the relevancy of included
details, and adding, deleting, and rearranging appropriately. |
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6.
Write sentences of varying lengths and complexity, using specific
nouns, verbs, and descriptive words. |
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7.
Recognize the difference between complete sentences and sentence
fragments and examine the uses of each in real-world writing. |
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8.
Improve the clarity of writing by rearranging words, sentences,
and paragraphs. |
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9.
Examine real-world writing to expand knowledge of sentences, paragraphs,
usage, and authors’ writing styles. |
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10.
Provide logical sequence and support the purpose of writing by refining
organizational structure and developing transitions between ideas. |
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11.
Engage the reader from beginning to end with an interesting opening,
logical sequence, and satisfying conclusion. |
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Building upon knowledge and skills gained in preceding grades, by the
end of Grade 5, students will: |
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1.
Expand knowledge of characteristics and structures of selected genres. |
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2.
Write a range of grade appropriate essays across curricula (e.g.,
persuasive, personal, descriptive, issue- based) |
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3.
Write grade appropriate, multi-paragraph, expository pieces
across curricula (e.g., problem/solution, cause/effect,
hypothesis/results, feature articles, critique, research reports). |
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4.
Write
various types of prose, such as short stories, biography, autobiography,
or memoir, that contain narrative elements. |
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5.
Support main idea, topic, or theme with facts, examples, or
explanations, including information from multiple sources. |
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6.
Sharpen focus and improve coherence by considering the relevancy
of included details and adding, deleting, and rearranging appropriately. |
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7.
Write sentences of varying length and complexity, using specific
nouns, verbs, and descriptive words. |
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8.
Prepare a works consulted page for reports or research papers. |
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9.
Provide logical sequence throughout multi-paragraph works by
refining organizational structure and developing transitions between
ideas. |
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10.
Engage the reader from beginning to end with an interesting
opening, logical sequence, and satisfying conclusion. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 6, students will: |
| |
1.
Expand
knowledge of characteristics, structures, and tone of selected genres. |
| |
2.
Write a range of grade appropriate essays across curricula
(e.g., persuasive, personal, descriptive, issue- based) |
| |
3.
Write grade appropriate, multi-paragraph expository pieces across
curricula (e.g., problem/solution, cause/effect, hypothesis/results,
feature articles, critique, research reports). |
| |
4.
Write
various types of prose, such as short stories, biography, autobiography,
or memoir that contain narrative elements. |
| |
5.
Support main idea, topic, or theme with facts, examples, or
explanations, including information from multiple sources. |
| |
6.
Sharpen focus and improve coherence by considering the relevancy
of included details, and adding, deleting, and rearranging
appropriately. |
| |
7.
Write sentences of varying length and complexity, using specific
nouns, verbs, and descriptive words. |
| |
8.
Prepare a works consulted page for reports or research papers. |
| |
9.
Provide logical sequence throughout multi-paragraph works by
refining organizational structure and developing transitions between
ideas. |
| |
10.
Engage the reader from beginning to end with an interesting
opening, logical sequence, and satisfying conclusion. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 7, students will: |
| |
1. Extend knowledge of specific characteristics, structures, and
appropriate voice and tone of selected genres and use this knowledge in
creating written work, considering the purpose, audience, and context of
the writing. |
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2.
Write various types of prose, such as short stories, biographies,
autobiographies, or memoirs that contain narrative elements. |
| |
3.
Write reports and subject-appropriate nonfiction pieces across
the curriculum based on research and including citations, quotations,
and a works consulted page. |
| |
4.
Write a range of essays, including persuasive, speculative
(picture prompt), descriptive, personal, or issue-based. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 8, students will: |
| |
1.
Extend knowledge of specific characteristics, structures, and
appropriate voice and tone of selected genres and use this knowledge in
creating written work, considering the purpose, audience, and context of
the writing. |
| |
2.
Write various types of prose, such as short stories, biographies,
autobiographies, or memoirs that contain narrative elements. |
| |
3.
Write reports and subject-appropriate nonfiction pieces across
the curriculum based on research and including citations, quotations,
and a works cited page. |
| |
4.
Write a range of essays, including persuasive, speculative
(picture prompt), descriptive, personal, or issue-based. |
| |
Building upon
knowledge and skills gained in preceding grades, by the end of Grade 12,
students will: |
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1.
Analyzing characteristics, structures, tone, and features of language of
selected genres and apply this knowledge to own writing. |
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2.
Critique published works for authenticity and credibility. |
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3.
Draft a thesis statement and support/defend it through highly developed
ideas and content, organization, and paragraph development. |
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4. Write
multi-paragraph, complex pieces across the curriculum using a variety of
strategies to develop a central idea (e.g., cause-effect,
problem/solution, hypothesis/results, rhetorical questions,
parallelism). |
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5.
Write
a range of essays and expository pieces across the curriculum, such as
persuasive, analytic, critique, or position paper. |
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6.
Write a
literary research paper that synthesizes and cites data using researched
information and technology to support writing. |
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7.
Use
primary and secondary sources to provide evidence, justification, or to
extend a position, and cite sources, such as periodicals, interviews,
discourse, and electronic media. |
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8.
Foresee readers’ needs and develop interest through strategies
such as using precise language, specific details, definitions,
descriptions, examples, anecdotes, analogies, and humor as well as
anticipating and countering concerns and arguments and advancing a
position. |
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9.
Provide compelling openings and strong closure to written pieces. |
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10.
Employ relevant graphics to support a central idea (e.g., charts,
graphic organizers, pictures, computer-generated presentation). |
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11.
Use the responses of others to review content, organization, and
usage for publication. |
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12. Select pieces of writing from a literacy folder for a presentation
portfolio that reflects performance in a variety of genres. |
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C.
Mechanics, Spelling, and Handwriting |
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By the end of Kindergarten, students will: |
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1.
Use letter/sound knowledge in attempting to write (print) some
words. |
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2.
Spell own name. |
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3.
Recognize and begin to use left-to-right and top-to-bottom
directionality and spacing between words when writing. |
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4.
Gain increasing control of penmanship, including pencil grip,
paper position, and beginning strokes. |
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5.
Write all uppercase and lowercase letters of the alphabet from
teacher copy. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 1, students will: |
| |
1.
Write all upper and lowercase letters of the alphabet from
memory. |
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2.
Begin
to use basic punctuation and capitalization. |
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3.
Apply sound/symbol relationships to writing words. |
| |
4.
Use developmental spelling or phonics-based knowledge to spell
independently, when necessary. |
| |
5.
Develop
awareness of conventional spelling. |
| |
6.
Use left-to-right and top-to-bottom directionality and use
appropriate spacing between words. |
| |
Building upon
knowledge and skills gained in preceding grades, by the end of Grade 2,
students will: |
| |
1.
Use correct end point punctuation. |
| |
2.
Apply basic rules of capitalization. |
| |
3.
Use correct spelling of some high frequency words. |
| |
4.
Apply sound/symbol relationships to writing words. |
| |
5.
Recognize and apply basic spelling patterns. |
| |
6.
Write legibly to meet district standards. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 3, students will: |
| |
1.
Use Standard English conventions that are developmentally
appropriate to the grade level: sentences, punctuation, capitalization,
and spelling. |
| |
2.
Use grade-appropriate knowledge of English grammar and usage to
craft writing, such as singular and plural nouns, subject/verb
agreement, and appropriate parts of speech. |
| |
3.
Study examples of narrative and expository writing to develop
understanding of paragraphs and indentation. |
| |
4.
Develop knowledge of English spelling through the use of
patterns, structural analysis, and high frequency words. |
| |
5.
Write legibly in manuscript or cursive to meet district
standards. |
| |
|
| |
1. Use
Standard English conventions that are appropriate to the grade level,
such as sentence structure, grammar and usage, punctuation,
capitalization, spelling, and handwriting. |
| |
2.
Use increasingly complex sentence structure and syntax to express
ideas. |
| |
3.
Use grade appropriate knowledge of English grammar and usage to
craft writing, such as subject/verb agreement, pronoun usage and
agreement, and appropriate verb tenses. |
| |
4.
Use punctuation correctly in sentences, such as ending
punctuation, commas, and quotation marks in dialogue. |
| |
5.
Use capital letters correctly in sentences, for proper nouns, and
in titles. |
| |
6.
Study examples of narrative and expository writing to develop
understanding of the reasons for and use of paragraphs and indentation.
|
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7.
Indent in own writing to show the beginning of a paragraph. |
| |
8.
Spell
grade-appropriate words correctly with particular attention to
frequently used words, contractions, and homophones. |
| |
9.
Use knowledge of base words, structural analysis, and spelling
patterns to expand spelling competency in writing. |
| |
10.
Use a variety of reference materials, such as a dictionary, grammar
reference, and internet/software resources to edit written work. |
| |
11.
Write legibly in manuscript or cursive to meet district
standards. |
| |
Building upon knowledge and skills gained in preceding grades, by the
end of Grade 5, students will: |
| |
1.
Use
Standard English conventions in all writing, such as sentence structure,
grammar and usage, punctuation, capitalization, spelling, and
handwriting. |
| |
2.
Use
increasingly complex sentence structure and syntax to express ideas.
|
| |
3.
Use knowledge of English grammar and usage to express ideas
effectively. |
| |
4.
Use correct capitalization and punctuation, including commas and
colons, throughout writing. |
| |
5.
Use quotation marks and related punctuation correctly in passages
of dialogue. |
| |
6.
Use knowledge of roots, prefixes, suffixes, and English spelling
patterns to spell words correctly in writing. |
| |
7.
Study examples of narrative and expository writing to develop
understanding of the reasons for and use of paragraphs and indentation. |
| |
8.
Edit writing for correct grammar usage, capitalization,
punctuation, and spelling. |
| |
9.
Use a variety of reference materials, such as a dictionary, grammar
reference, and/or internet/software resources to edit written work. |
| |
10.
Write legibly in manuscript or cursive to meet district standards |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 6, students will: |
| |
1. Use
Standard English conventions in all writing, such as sentence
structure, grammar and usage, punctuation, capitalization, spelling,
handwriting. |
| |
2. Use
a variety of sentence types and syntax, including independent and
dependent clauses and prepositional and adverbial phrases, to connect
ideas and craft writing in an interesting and grammatically correct way. |
| |
3.
Use knowledge of English grammar and usage to express ideas
effectively. |
| |
4.
Use correct capitalization and punctuation, including commas and
colons, throughout writing. |
| |
5.
Use quotation marks and related punctuation correctly in passages
of dialogue. |
| |
6.
Use knowledge of roots, prefixes, suffixes, and English spelling
patterns to spell words correctly in writing. |
| |
7.
Demonstrate understanding of reasons for paragraphs in
narrative and expository writing and indent appropriately in own
writing. |
| |
8.
Edit writing for correct grammar usage, capitalization,
punctuation, and spelling. |
| |
9.
Use a variety of materials, such as a dictionary, grammar
reference, and/or internet/software resources to edit written work. |
| |
10.
Write legibly in manuscript or cursive to meet district
standards. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 7, students will: |
| |
1.
Use
Standard English conventions in all writing, such as sentence structure,
grammar and usage, punctuation, capitalization, and spelling. |
| |
2.
Use a
variety of sentence types correctly, including combinations of
independent and dependent clauses, prepositional and adverbial phrases,
and varied sentence openings to develop a lively and effective personal
style. |
| |
3.
Understand and use parallelism, including similar grammatical
forms, to present items in a series or to organize ideas for emphasis. |
| |
4.
Experiment in using subordination, coordination, apposition, and
other devices to indicate relationships between ideas. |
| |
5.
Use transition words to reinforce a logical progression of ideas. |
| |
6.
Edit writing for correct grammar, usage, capitalization,
punctuation, and spelling. |
| |
7.
Use a variety of reference materials, such as a dictionary,
thesaurus, grammar reference, and/or internet/software resources to edit
written work. |
| |
8.
Write
legibly in manuscript or cursive to meet district standards. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 8, students will: |
| |
1.
Use
Standard English conventions in all writing, such as sentence
structure, grammar and usage, punctuation, capitalization, spelling. |
| |
2.
Use a
variety of sentence types correctly, including combinations of
independent and dependent clauses, prepositional and adverbial phrases,
and varied sentence openings to develop a lively and effective personal
style. |
| |
3.
Understand and use parallelism, including similar
grammatical forms, to present items in a series or to organize ideas for
emphasis. |
| |
4.
Refine the use of subordination, coordination, apposition, and
other devices to indicate relationships between ideas. |
| |
5.
Use transition words to reinforce a logical progression of ideas. |
| |
6.
Edit writing for correct grammar, usage, capitalization,
punctuation, and spelling. |
| |
7.
Use a variety of reference materials, such as a dictionary,
thesaurus, grammar reference, and/or internet/software resources
to edit written work. |
| |
8.
Write
legibly in manuscript or cursive to meet district standards. |
| |
Building upon
knowledge and skills gained in preceding grades, by the end of Grade 12,
students will: |
| |
1.
Use
Standard English conventions in all writing, such as sentence
structure, grammar and usage, punctuation, capitalization, and spelling.
|
| |
2.
Demonstrate a well-developed knowledge of English syntax to express
ideas in a lively and effective personal style. |
| |
3.
Use
subordination, coordination, apposition, and other devices effectively
to indicate relationships between ideas. |
| |
4.
Use
transition words to reinforce a logical progression of ideas. |
| |
5.
Exclude extraneous details, repetitious ideas, and inconsistencies to
improve writing. |
| |
6.
Use knowledge of Standard English conventions to edit own writing
and the writing of others for correctness. |
| |
7.
Use a
variety of reference materials, such as a dictionary, grammar reference,
and/or internet/software resources to edit written work. |
| |
8.
Write legibly in manuscript or cursive to meet district
standards. |
| |
D.
Writing Forms, Audiences, and Purposes (exploring a
variety of writing) |
| |
By the end of Kindergarten, students will: |
| |
1.
Communicate personal response to literature through drawing, telling, or
writing. |
| |
2.
Show and talk about favorite work samples (drawing or writing)
with teacher and family. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 1, students will: |
| |
1.
Create written texts for others to read.
|
| |
2.
Produce a variety of writings, including stories, descriptions, and
journal entries, showing relationships between illustrations and printed
text. |
| |
Building upon
knowledge and skills gained in preceding grades, by the end of Grade 2,
students will: |
| |
1.
Create written texts for others to read. |
| |
2.
Generate ideas and write on topics in forms appropriate to science,
social studies, or other subject areas. |
| |
3.
Use writing as a tool for learning self-discovery and reflection. |
| |
4.
Use reading and technology to support writing. |
| |
5.
Write in a variety of simple genres to satisfy personal,
academic, and social needs, such as letters, plays, procedures,
biographies, or simple reports. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 3, students will: |
| |
1.
Write for a
variety of purposes (e.g., to inform, entertain, persuade) and audiences
(e.g., self, peers, community). |
| |
2.
Develop fluency by writing daily and for sustained amounts of
time. |
| |
3.
Generate ideas for writing in a variety of situations and across the
curriculum. |
| |
4.
Write to express thoughts and ideas, to share experiences, and to
communicate socially. |
| |
5.
Write the events of a story sequentially. |
| |
6.
Produce writing that demonstrates the use of a variety of
sentence types, such as declarative, interrogative, exclamatory, and
imperative. |
| |
7.
Respond to literature through writing to demonstrate an understanding of
a text. |
| |
8.
Write narrative text (e.g., realistic, humorous, etc.). |
| |
9.
Write non-fiction text (e.g., reports, procedures, and letters). |
| |
|
| |
1.
Write
for different purposes (e.g., to express ideas, to inform, to entertain,
to respond to literature, to question, to share) and a variety of
audiences (e.g., self, peers, community). |
| |
2.
Study the characteristics of a variety of genres, including expository,
narrative, poetry, and reflection. |
| |
3.
Develop independence by setting self-selected purposes and
generating topics for writing. |
| |
4.
Write
independently to satisfy personal, academic, and social needs (e.g.,
stories, summaries, letters, poetry). |
| |
5.
Use writing to paraphrase, clarify, and reflect on new learning across
the curriculum. |
| |
6.
Respond to literature in writing to demonstrate an understanding of the
text, to explore personal reactions, and to connect personal experiences
with the text. |
| |
7.
Write narratives that relate recollections of an event or
experience and establish a setting, characters, point of view, and
sequence of events. |
| |
8.
Write
informational reports that frame a topic, include facts and details, and
draw information from several sources. |
| |
9.
Write formal and informal letters for a variety of audiences and
purposes. |
| |
10.
Use a variety of strategies to organize writing, including
sequence, chronology, and cause/effect. |
| |
11.
Demonstrate higher-order thinking skills through responses to
open-ended and essay questions in content areas or as responses to
literature. |
| |
12.
Use relevant graphics in writing (e.g., maps, charts,
illustrations). |
| |
13.
Demonstrate
the development of a personal style and voice in writing.
|
| |
14.
Review scoring criteria of a writing rubric. |
| |
15.
Develop a collection of writings (e.g., a literacy folder or a literacy
portfolio). |
| |
Building upon knowledge and skills gained in preceding grades, by the
end of Grade 5, students will: |
| |
1. Write
for different purposes (e.g., to express ideas, inform, entertain,
respond to literature, persuade, question, reflect, clarify, share) and
a variety of audiences (e.g., self, peers, community). |
| |
2.
Gather, select, and organize information appropriate to a topic,
task, and audience. |
| |
3.
Develop and use knowledge of a variety of genres, including
expository, narrative, persuasive, poetry, critiques, and everyday/
workplace writing. |
| |
4.
Organize a response that develops insight into literature by
exploring personal reactions, connecting to personal experiences, and
referring to the text through sustained use of examples. |
| |
5.
Use transitions between and within paragraphs. |
| |
6.
Organize paragraphs using topic sentences. |
| |
7.
Write
narratives, establishing a plot or conflict, setting, characters, point
of view, and resolution. |
| |
8.
Use
narrative techniques (e.g., dialogue, specific actions of characters,
sensory description, and expression of thoughts and feelings of
characters). |
| |
9.
Write reports based on research with a scope narrow enough to be
thoroughly covered, supporting the main ideas or topic with facts,
examples, and explanations, and including a works consulted page. |
| |
10.
Write persuasive essays with clearly stated positions or opinions
supported by organized and relevant evidence to validate arguments and
conclusions, and sources cited when needed. |
| |
11.
Demonstrate the ability to write friendly/business letters in
correct format and coherent style. |
| |
12.
Use a
variety of strategies to organize writing, including sequence,
chronology, cause/effect, problem/solution, and order of importance. |
| |
13.
Demonstrate higher-order thinking skills and writing clarity when
answering open-ended and essay questions in content areas or as
responses to literature. |
| |
14.
Use relevant graphics in writing (e.g., maps, charts,
illustrations, graphs, photographs). |
| |
15.
Demonstrate the development of a personal style and voice in
writing. |
| |
16.
Review scoring criteria of relevant rubrics. |
| |
17.
Develop a collection of writings (e.g., a literacy folder, a literacy
portfolio). |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 6, students will: |
| |
1.
Write
for different purposes (e.g., to express ideas, inform, entertain,
respond to literature, persuade, question, reflect, clarify, share) and
a variety of audiences (e.g., self, peers, community). |
| |
2.
Gather, select, and organize information appropriate to a
topic, task, and audience. |
| |
3.
Develop and use knowledge of a variety of genres, including expository,
narrative, persuasive, poetry, critiques, and everyday/ workplace
writing. |
| |
4. Organize
a response that develops insight into literature by exploring personal
reactions, connecting to personal experiences, and referring to the text
through sustained use of examples. |
| |
5.
Write
narratives, establishing a plot or conflict, setting, characters, point
of view, and resolution. |
| |
6.
Use
narrative techniques (e.g., dialogue, specific actions of characters,
sensory description, and expression of thoughts and feelings of
characters). |
| |
7. Write
reports based on research with a scope narrow enough to be thoroughly
covered, supporting the main ideas or topic with facts, examples, and
explanations from authoritative sources, and including a works consulted
page. |
| |
8.
Write persuasive essays with clearly stated positions or opinions
supported by organized and relevant evidence to validate arguments and
conclusions, and sources cited when needed. |
| |
9.
Demonstrate the ability to write business letters in correct
format and coherent style. |
| |
10.
Use a
variety of strategies to organize writing, including sequence,
chronology, cause/effect, problem/solution, and order of importance. |
| |
11.
Demonstrate higher-order thinking skills and writing clarity when
answering open-ended and essay questions in content areas or as
responses to literature. |
| |
12.
Use relevant graphics in writing (e.g., maps, charts,
illustrations, graphs, photographs). |
| |
13.
Demonstrate the development of a personal style and voice in
writing. |
| |
14.
Review scoring criteria of relevant rubrics. |
| |
15.
Develop a collection of writings (e.g., a literacy folder or a literacy
portfolio). |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 7, students will: |
| |
1.
Gather, select, and organize information appropriate to a topic, task,
and audience. |
| |
2. Apply
knowledge and strategies for composing pieces in a variety of genres
(e.g., narrative, expository, persuasive, poetic, and everyday/
workplace or technical writing). |
| |
3.
Write
responses to literature and develop insights into interpretations by
connecting to personal experiences and referring to textual information. |
| |
4.
Write personal narratives, short stories, memoirs, poetry and
persuasive and expository text that relate clear, coherent events or
situations through the use of specific details. |
| |
5.
Use
narrative and descriptive writing techniques that show compositional
risks (e.g., dialogue, literary devices, sensory words and phrases,
background information, thoughts and feelings of characters, and
comparison and contrast of characters). |
| |
6.
Use primary and secondary sources to understand the value of each
when writing a research report. |
| |
7.
Write reports based on research and include citations,
quotations, and works consulted page. |
| |
8.
Explore the central idea or theme of an informational reading and
support analysis with details from the article and personal experiences. |
| |
9.
Demonstrate writing clarity and supportive evidence when
answering open-ended and essay questions across the curriculum. |
| |
10.
State a position clearly in a persuasive essay by stating
the issue, giving facts, examples, and details to support the position,
and citing sources when appropriate. |
| |
11.
Present evidence when writing persuasive essays, examples, and
justification to support arguments. |
| |
12.
Choose an appropriate organizing strategy, such as cause/effect,
pro and con, or parody to effectively present a topic, point of view, or
argument. |
| |
13.
Develop the use of a personal style and voice effectively to support the
purpose and engage the audience of a piece of writing. |
| |
14.
Maintain a collection of writing (e.g., a literacy folder, or a literacy
portfolio). |
| |
15.
Review scoring criteria of relevant rubrics. |
| |
Building upon knowledge and skills gained in
preceding grades, by the end of Grade 8, students will: |
| |
1.
Gather,
select, and organize the most effective information appropriate to a
topic, task, and audience. |
| |
2.
Apply knowledge and strategies for composing pieces in a variety
of genres (e.g., narrative, expository, persuasive, poetic, and
everyday/ workplace or technical writing). |
| |
3.
Write
responses to literature and develop insights into interpretations by
connecting to personal experiences and referring to textual information.
|
| |
4.
Write personal narratives, short stories, memoirs, poetry, and
persuasive and expository text that relate clear, coherent events, or
situations through the use of specific details. |
| |
5.
Use
narrative and descriptive writing techniques that show compositional
risks (e.g., dialogue, literary devices sensory words and phrases,
background information, thoughts and feelings of characters, comparison
and contrast of characters.) |
| |
6.
Use a variety of primary and secondary sources to understand the
value of each when writing a research report. |
| |
7.
Write reports based on research and include citations,
quotations, and works cited page. |
| |
8.
Explore the central idea or theme of an informational reading and
support analysis with details from the article and personal experiences. |
| |
9.
Demonstrate writing clarity and supportive evidence when
answering open-ended and essay questions across the curriculum. |
| |
10.
State a position clearly and convincingly in a persuasive essay
by stating the issue, giving facts, examples, and details to support the
position, and citing sources when appropriate. |
| |
11.
Present evidence when writing persuasive essays, examples, and
justification to support arguments. |
| |
12.
Choose an appropriate organizing strategy such as cause/effect,
pro and con, parody, to effectively present a topic, point of view, or
argument. |
| |
13.
Use
of a personal style and voice effectively to support the purpose and
engage the audience of a piece of writing. |
| |
14.
Maintain a collection of writing (e.g., a literacy folder, or a literacy
portfolio). |
| |
15. Review
scoring criteria of relevant rubrics. |
| |
Building upon
knowledge and skills gained in preceding grades, by the end of Grade 12,
students will: |
| |
1.
Employ the most effective writing formats and strategies for the purpose
and audience. |
| |
2. Demonstrate
command of a variety of writing genres, such as:
|
| |
3.
Evaluate the impact of an author’s decisions regarding tone, word
choice, style, content, point of view, literary elements, and literary
merit, and produce an interpretation of overall effectiveness. |
| |
4.
Apply all copyright laws to information used in written work. |
| |
5.
When writing, employ structures to support the reader, such as
transition words, chronology, hierarchy or sequence, and forms, such as
headings and subtitles. |
| |
6.
Compile and synthesize information for everyday and workplace purposes,
such as job applications, resumes, business letters, and college
applications. |
| |
7.
Demonstrate personal style and voice effectively to support the
purpose and engage the audience of a piece of writing. |
| |
8.
Select pieces of writing from a literacy folder for a presentation
portfolio that reflects performance in a variety of genres. |