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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.
Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing.
Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.
Cumulative Progress Indicators
Building upon knowledge and skills gained in preceding grades, by the end of Grade 1, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Begin to generate ideas for writing through talking, sharing, and drawing. 2. Observe the modeling of writing. 3. Begin to use a basic writing process to develop writing. 4. Use simple sentences to convey ideas. 5. Increase fluency (ability to write ideas easily) to improve writing. 6. Continue to use pictures, developmental spelling or conventional text to create writing drafts. 7. Revisit pictures and writings to add detail. 8. Begin to mimic an author’s voice and patterns. 9. Begin to use a simple checklist to improve writing with teacher support. 10. Begin to use simple computer writing applications during some parts of the writing process.
B. Writing as a Product (resulting in a product or publication) 1. Produce finished writings to share with class and/or for publication. 2. Produce stories from personal experiences. 3. Show and talk about own writing for classroom audience. 4. Collect favorite works to place in personal writing folder. C. Mechanics, Spelling, and Handwriting 1. Write all upper and lowercase letters of the alphabet from memory. 2. Begin to use basic punctuation and capitalization. 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.
D. Writing Forms, Audiences, and Purposes (exploring a variety of writing) 1. Create written texts for others to read.
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