| |
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. |