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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 2, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing. 2. Observe the modeling of writing. 3. Begin to develop an awareness of simple story structures and author’s voice. 4. Use sentences to convey ideas in writing. 5. Maintain the use of a basic writing process to develop writing. 6. Use graphic organizers to assist with planning writing. 7. Compose readable first drafts. 8. Use everyday words in appropriate written context. 9. Reread drafts for meaning, to add details, and to improve correctness. 10. Focus on elaboration as a strategy for improving writing. 11. Participate with peers to comment on and react to each other’s writing. 12. Use a simple checklist to improve elements of own writing. 13. Use computer writing applications during some parts of the writing process.
B. Writing as a Product (resulting in a formal product or publication) 1. Produce finished writings to share with classmates and/or for publication. 2. Produce stories from personal experiences. 3. Produce a narrative with a beginning, middle, and end. 4. Write nonfiction pieces, such as letters, procedures, biographies, or simple reports. 5. Organize favorite work samples in a writing folder or portfolio.
C. Mechanics, Spelling, and Handwriting 1. Use correct end point punctuation. 2. Apply basic rules of capitalization. 3. Use correct spelling of some high frequency words. 4. Apply sound/symbol relationships to writing words. 5. Recognize and apply basic spelling patterns. 6. Write legibly to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 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.
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