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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: |
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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,
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: |
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1.
Expand
knowledge of characteristics, structures, and tone 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. |
| |
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 7, students will: |
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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. |
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3.
Write reports and subject-appropriate nonfiction pieces across
the curriculum based on research and including citations, quotations,
and a works consulted page. |
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4.
Write a range of essays, including persuasive, speculative
(picture prompt), descriptive, personal, or issue-based. |
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Building upon knowledge and skills gained in
preceding grades, by the end of Grade 8, students will: |
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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 cited page. |
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4.
Write a range of essays, including persuasive, speculative
(picture prompt), descriptive, personal, or issue-based. |
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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.
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. |