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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. |
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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,
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. |