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Standard
1. The student writes clearly and effectively.
1.1
Ideas and Organization
Ideas
* Writes on topics within personal knowledge
* Writes on a variety of topics
* Stays on topic during an entire piece
* Adds significant details to ideas
Organization
* Writes with a beginning, middle, and end
* Organizes writing in logical sequence
* Begins to use transition words
1.2
Style (voice, word choice, and sentence fluency)
Voice
* Recognizes voice in others' writing
* Shows self through writing
Word
Choice
* Gives attention to interesting word choice
Sentence
fluency
* Uses a variety of sentence structures
1.3
Conventions (see Expected Conventions
by Grade Level)
*
Uses ending punctuation correctly and attempts conventions such as
quotation marks and commas
* Uses capitals for proper nouns, "I" and sentence
beginnings
* Uses mostly accurate grammar
* Spells grade-level words correctly
* Begins cursive writing
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Instructional
Support Materials:
* The Write Direction
*
Quick Word (optional)
*
Spell Well
Instructional Strategies
1.1 -
1.3
* Brainstorm ideas
*
Taxonomies
* Tree map
* Multi-flow map
* Modeling: decisions about order and how to begin and end
*
Discussion: point of view
* Writing workshop
approach
* Daily oral
language
Assessment
*
Multiple samples of student writing in more than one form
* DWA
* Six trait
scoring
* 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
* Writes for real-life
purposes
* narrative: to
retell, to entertain
* expository: to
explain, inform, report, reflect
* persuasive:
to convince
*
Responds to teacher prompt
2.3
Writes in a variety of forms
* Attempts familiar forms of writing: personal narrative,
description, informational report, explanation, book review,
character sketch, poster, business letter
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Instructional
Support Materials:
* The Write Direction
Instructional Strategies
2.1 -
2.3
* Read aloud good examples of many types of writing
*
Discussion: author's craft
* Modeling: different forms, audiences, and purposes
*
Author's chair
Assessment
*
Student samples
*
Student self-assessment
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Standard 3. The
student understands and uses the steps of the writing
process.
3.1
Prewrites; generates ideas and gathers information
* Generates ideas
orally, pictorially, or in writing
*
Uses graphic organizers
*
Uses school, library, and community resources (e.g., public
libraries, internet connections, civic groups)
3.2
Drafts; elaborates on a topic and supporting ideas
* Uses own vocabulary,
drawings, and ideas to create a rough draft
*
Uses graphic organizers to create a rough draft
3.3
Revises; collects input and enhances text and style
*
Rereads writing to self or others to see if it makes sense
*
Adds more details or changes text to enhance
writing
3.4 Edits;
uses resources to correct spelling, punctuation, grammar and
usage. (see Expected Conventions
by Grade Level)
*
Understands the purpose of editing
*
Corrects some errors independently
* Corrects recurring errors in spelling of grade-level
words
3.5
Publishes; selects a publishing form and produces a completed
writing project to share with chosen audience
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Instructional
Support Materials:
* The Write
Direction
* Quick
Word (optional)
* Spell
Well
Instructional
Strategies
3.1 Prewrite
* Brainstorm
*
List
*
Thinking maps
*
Taxonomies
3.2
Draft
*
Prewriting used for drafting
3.3
Revise
* Read aloud to a
partner to make sense
*
Keep evidence of changes
3.4
Edit
* Check known words
for spelling
*
Peer editing
*
Quick Word as a reference
*
Assist students with editing that is beyond their current
knowledge
3.5
Publish
*
Make final copy for display or to send home
*
Display work that has been revised and edited OR that has been
labeled as unedited for a reason.
Assessment
* Student samples
* Set
standards for conventions in daily writing; add to the expectations
periodically
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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
*
Uses established criteria to reflect on writing
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
* Look at student work and analyze for strengths and
weaknesses
* Analyze own work against a scoring rubric
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