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Standard 1. The student
writes clearly and effectively.
1.1 Ideas and
organization
Ideas and content
* Chooses topics from personal experience
* Writes multiple sentences on a single topic
* Participates in group writing
Organization
*
Understands and identifies beginning, middle, and end of
writing
1.2 Style (voice,
word choice, sentence fluency)
Voice
* Uses writing to convey personal ideas and
thoughts
Word choice
*
Experiments with word choice from a variety of sources (e.g., word
walls, words from a story, words from a field of
study)
Sentence fluency
* Writes
in complete sentences using basic sentence
structure
1.3 Conventions
(see Expected
Conventions by Grade Level)
* Leaves spaces between words
* Identifies, understands the purpose of, and uses ending
punctuation (!, ?, .)
* Uses capitals at
beginning of sentences, writes "I" using a capital
* Uses letter sounds to
attempt to spell unknown words
* Spells grade-level
words correctly
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Instructional Support
Materials:
* The Write Direction
* Quick
Word (optional)
* Spell
Well
Instructional
Strategies
1.1 - 1.3
* Shared writing
* Student-authored
books
* Free write
* Discussion: beginning,
middle, end
* Circle map
* Bubble map
* Taxonomies
* Word wall
* Discussion: sentence
variety
* Daily oral
language
* Writing workshop
approach
* Language
experience
Assessment
* Discuss and post known conventions; add to the list
periodically
* Students
self-assess daily work against conventions list
* Collect samples of student writing over time
* Teacher observation and anecdotes
*Developmental
Stages of Writing
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Standard 2. The student
writes in a variety of forms for different audiences and
purposes.
2.1 Writes for
different audiences
* Writes for self,
peers, teacher, family
2.2 Writes for
different purposes
* narrative: to tell a
story
* expository: to inform,
to explain, to observe
2.3 Writes in a
variety of forms
* attempts a variety of
forms including: list, caption, letter, story, description, note,
report
2.4 Writes for career
applications
* Identifies ways people
use writing in their work
* Writes application
information (name, address, phone)
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Instructional Support
Materials:
* The Write
Direction
Instructional
Strategies
2.1 - 2.4
*
Opportunities to write for different audiences and purposes (e.g.,
a letter home to family, a story for the class)
* Discussion: purposes
of writing
* Modeling: writing to
inform or explain as well as to tell a story
* Experiences for
students to write about (e.g., field trips)
* Language
experience
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Standard 3. The
student understands and uses the steps of the writing
process.
3.1 Prewrites
* Generates ideas orally, with
pictures, or in written form
3.2 Drafts
* Uses own language and
drawings to produce a rough draft
3.3 Revises
* Rereads writing to see
if it makes sense
* With support, adds to
the text
3.4 Edits (see
also Expected
Conventions by Grade Level)
* Understands the purpose of editing
* Checks for correct letter formation and spaces between
words
* Corrects capitals at beginning and punctuation at end of
sentences
* Corrects recurring errors in spelling of grade-level
words
3.5 Publishes
* Writes legibly
* Reads writing to
others
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Instructional Support
Materials:
* The Write
Direction
* Quick Word
(optional)
* Spell
Well
Instructional
Strategies
3.1 Prewrite
* Circle map
* Bubble map
* Free write
*
Brainstorm
3.2 Draft
* Shared writing
* Read aloud literature
as a starting point for writing
* Words in environment
(e.g., word wall, signs)
3.3 Revise
* Students read own writing to others
* Specific questions to "ask the author"
3.4 Edit
* Students check for
conventions in daily writing
*Assist students with
editing that is beyond their current knowledge
3.5 Publish
* Author's chair
* Student-authored
books in the classroom/library
* Student-authored
books to take home and read to families
* Display work that has
been revised and edited OR that has been labeled as unedited for a
reason.
Assessment
* Samples of different stages of writing process
* Teacher observation
and anecdotes
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Standard 4. The student
analyzes and evaluates the effectiveness of written
work.
4.1 Assesses own
strengths and need for improvement
* Sees self as a
writer
* Assesses progress and
sets writing goals with teacher guidance
4.2 Seeks and offers
feedback
* Reads and discusses
own writing
* Responds to others?
writing
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Instructional Support
Materials:
* The Write
Direction
Instructional
Strategies
4.1 - 4.2
* Discuss progress with
students during workshop
* Set goals with
students
* Ask students to
articulate what they are doing better
* Review work over
time
* List student
strengths as checklist of learning
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