Standard (Curriculum)

Instruction and Assessment

Standard 1. The student writes clearly and effectively.

1.1 Develops concept and design
Ideas and content
* Represents one main idea or topic in text
* Chooses own topic; writes in more than one genre
* Includes relevant details
* Elaborates on details to enhance or support main ideas
* Paraphrases information accurately
* Cites sources when writing reports

Organization
* Organizes text with a clear beginning, middle, and end (spatial, sequential); uses transitions to construct logical order
* Uses paragraphs to organize text

1.2 Uses style appropriate to the audience and purpose
Voice
* Recognizes voice in others' writing
* Demonstrates awareness of the audience
* Communicates own perspective and ideas

Word choice
* Uses patterns and vocabulary from literature and nonfiction
* Uses words in more than one context
* Uses figurative language and imagery

Sentence fluency
* Uses a variety of sentence lengths and types

1.3 Applies writing conventions
* Conventions (see Expected Conventions by Grade Level)
* Writes complete sentences
* Uses correct subject-verb agreement
* Uses capitalization and punctuation (ending punctuation, commas, quotation marks) accurately in the final draft
* Spells age-level (grade-level) words correctly in the final draft
* Indicates paragraphs consistently
* Uses legible handwriting

Instructional Support Materials:
* The Write Direction
* Quick Word
* Spell Well

Instructional Strategies
1.1 - 1.3
* Graphic organizers
* Multi-flow map
* Flow map
* Modeling: use of transitions within and between paragraphs
* Experimentation with figurative language
* Modeling: writing dialogue
* Discussion: changing sentence patterns
* Writing workshop approach
* Set goals for conventions in daily writing; adjust them over time

Assessment
* Multiple samples of student writing in more than one form
* Six trait scoring
* Learning log
* Developmental Stages of Writing

Standard 2. The student writes in a variety of forms for different audiences and purposes.

2.1 Writes for different audiences
* Writes for self, teacher, or other personally known audience
* Shows some awareness of audience needs

2.2 Writes for different purposes
* Writes for different purposes including to respond to teacher's prompt

narrative: to tell a story
expository: to direct, to tell about something, to learn
persuasive: to persuade

2.3 Writes in a variety of forms
* Comparison, expository, book review, problem solution essay, speech, personal narrative, etc.

2.4 Writes for career applications
* Identifies the kinds of documents one might be required to write in a career setting
* Writes non-technical documents that could be used in a career wetting such as memos, letters, and direction
* Cites sources when writing reports or technical documents

Instructional Support Materials:
* The Write Direction

Instructional Strategies
2.1 - 2.4
* Shared writing
* Read aloud good examples of many types of writing
* Discuss author's craft in fiction and nonfiction
* Discuss author's purpose in fiction and nonfiction
* Modeling: different forms, audiences, and purposes
* Journal writing

Assessment
* Student samples - see fourth grade writing assessment

Standard 3. The student understands and uses the steps of the writing process.

3.1 Prewrites; generates ideas and gathers information
* Generates own ideas (brainstorms); organizes and plans writing (outlining, webbing, story mapping, listing, jotting, free writing, etc.)
* Uses available tools and technology such as a simple word processor consistently throughout the writing process
* Uses resources in schools, libraries, and community

3.2 Drafts; elaborates on a topic and supporting ideas
* Writes using own vocabulary, spelling, and drawings
* Forms complete phrases, sentences, and thoughts
* Uses planning ideas to produce a rough draft

3.3 Revises; collects input and enhances text and style
* Collects input from others
* Rereads writing to self or others to see if it makes sense
* Adds or changes appropriate language and/or graphics to enhance text and style

3.4 Edits; uses resources to correct spelling, punctuation, grammar and usage. (see Expected Conventions by Grade Level)
* Uses a dictionary (and other references) to edit errors
* Corrects errors with assistance
* Adds missing or necessary words
* Corrects common errors in spelling, punctuation, and capitalization

3.5 Publishes;
* Selects a display form and publishing options such as a book or a poster
* Produces a legible final product
* Uses technology when needed

Instructional Support Materials:
* The Write Direction
* Quick Word (optional)
* Spell Well

Instructional Strategies
3.1 Prewrite
* Free write
* Thinking maps
* Taxonomies

3.2 Draft
* Use prewriting to dictate drafting

3.3 Revise
* Read aloud to a partner to make sense
* Keep evidence of changes
* Teacher conferences

3.4 Edit
* Check known words for spelling
* Peer editing
* Editing checklists
* Assist students with editing that is beyond their current knowledge

3.5 Publish
* Student-authored work displayed and/or sent 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

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
* Uses established criteria to reflect on and improve writing

4.2 Seeks and offers feedback
* Accepts and employs feedback on own writing when appropriate
* Offers positive feedback on others' writing

Instructional Support Materials:
* The Write Direction

Instructional Strategies
4.1 - 4.2
* Look at student work and analyze for strengths and weaknesses
* Students to analyze their own work against a scoring rubric