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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
By the end of Kindergarten, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting) 1. Recognize that thoughts and talk can be written down in words. 2. Observe the teacher modeling writing. 3. Generate and share ideas and experiences for a story. 4. Attempt to put ideas into writing using pictures, developmental spelling, or conventional text. 5. Write (print) own first and last name. 6. Participate in group writing activities such as experience stories, interactive writing, and shared writing.
B. Writing as a Product (resulting in work samples) 1. Show and talk about work samples containing pictures, developmental spelling, or conventional text. 2. Begin to collect favorite work samples to place in personal writing folder.
C. Mechanics, Spelling, and Handwriting 1. Use letter/sound knowledge in attempting to write (print) some words. 2. Spell own name. 3. Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing. 4. Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes. 5. Write all uppercase and lowercase letters of the alphabet from teacher copy.
D. Writing Forms, Audiences, and Purposes (exploring a variety of writing) 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.
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