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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 3, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion. 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. 3. Use graphic organizers to assist with planning writing. 4. Compose first drafts from prewriting work. 5. Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice. 6. Participate with peers to comment on and react to each other’s writing. 7. Build awareness of ways authors use paragraphs to support meaning. 8. Begin to develop author’s voice in own writing. 9. Use reference materials to revise work, such as a dictionary or internet/software resource. 10. Edit work for basic spelling and mechanics. 11. Use computer word-processing applications during parts of the writing process. 12. Understand and use a checklist and/or rubric to improve writing. 13. Reflect on own writing, noting strengths and areas needing improvement.
B. Writing as a Product (resulting in a formal product or publication) 1. Write a descriptive piece, such as a description of a person, place, or object. 2. Write a narrative piece based on personal experiences. 3. Write a nonfiction piece and/or simple informational report across the curriculum. 4. Present and discuss writing with other students. 5. Apply elements of grade-appropriate rubrics to improve writing. 6. Develop a collection of writings (e.g., a literacy folder or portfolio).
C. Mechanics, Spelling, Handwriting 1. Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling. 2. Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech. 3. Study examples of narrative and expository writing to develop understanding of paragraphs and indentation. 4. Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words. 5. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms) 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).
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