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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 including some
details
* Participates in group writing
Organization
*
Identifies and organizes text with beginning, middle, and
end
1.2
Style (voice, word choice, sentence fluency)
Voice
*
Recognizes voice as a trait of quality writing
* Writes to convey personal thoughts
Word
choice
*
Experiments with words
* With support, is able to choose words to enhance
writing
Sentence
fluency
*
Uses basic sentence structure and varies sentence
beginning
1.3
Conventions (see Expected Conventions
by Grade Level)
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Uses appropriate ending punctuation (!, ?, .)
* Attempts apostrophes
* Uses capitals at beginnings of sentences, writes "I" as
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
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Shared writing
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Student-authored books
*
Discussion: beginning, middle, end
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Circle map
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Tree map
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Flow map
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Word wall
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Modeling: sentence variety
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Daily oral language
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Writing workshop approach
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Journals to build fluency
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Free write to build fluency
Assessment
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Discuss and post known conventions; add to the list
periodically
* Self-assess daily work against conventions list
* Collect samples of student writing over time
* 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
*
Identifies and writes for a specific audience
2.2
Writes for different purposes
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narrative: to retell, to entertain
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expository: to inform, to reflect, and to observe
2.3
Writes in a variety of forms
*
attempts a variety of forms including: posters, caption, learning
log, observation log, story, comparison, letter
2.4
Writes for career applications
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Discusses different forms and purposes of writing people use in
their work
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Instructional
Support Materials:
* The
Write Direction
Instructional
Strategies
2.1 -
2.4
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Opportunities to write for different audiences and purposes (e.g.,
a story for a friend, family)
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Discussion: purposes of writing
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Modeling: writing to inform or explain as well as to tell a
story
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Students choose own topics
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Shared writing
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Matching language to audience
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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
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Uses own language and drawings to produce a rough
draft
3.3
Revises
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Rereads writing to self or others to see if it makes sense
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Discusses revision possibilities
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With support, adds or changes to enhance writing
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
*
Discussion
*
Drawing
*
Lists
3.2
Draft
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Shared writing
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Read aloud literature as a starting point for writing
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Words in environment (e.g., word wall,
taxonomies)
3.3
Revise
* Students read own writing to others
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Specific questions to "ask the author"
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Think aloud to model revision
3.4
Edit
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Assist students with editing that is beyond their current
knowledge
3.5
Publish
* Author's chair
* Student-authored books in the classroom
* 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
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Samples of different stages of writing process
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Teacher observation and annotation
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Developmental stages of writing
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Student self-assessment
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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
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Sees self as a writer
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Assesses progress and sets writing goals with teacher
guidance
4.2
Seeks and offers feedback
* Reads and discusses own writing
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Responds to others' writing
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Instructional
Support Materials:
* The
Write Direction
Instructional
Strategies
4.1 -
4.2
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Discuss progress with students during workshop
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Goal setting
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Students articulate they are improving
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Review writing from different times of the year
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List learned skills and use as a check list of expectations for
student writing
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