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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: |
| |
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: |
| |
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. |
| |
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. |
| |
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: |
| |
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) |
| |
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 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. |
| |
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: |
| |
1.
Analyzing characteristics, structures, tone, and features of language of
selected genres and apply this knowledge to own writing. |
| |
2.
Critique published works for authenticity and credibility. |
| |
3.
Draft a thesis statement and support/defend it through highly developed
ideas and content, organization, and paragraph development. |
| |
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). |
| |
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. |
| |
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. |
| |
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. |