Standard (Curriculum)

Instruction and Assessment

Standard 1. The student writes clearly and effectively.

1.1 Develops concept and design
Ideas and content
* Chooses and writes on own and assigned topics
* Writes in a variety of purposes, genres, and forms
* Elaborates on details to enhance or support main ideas

narrative (e.g., dialogue, description, detail)
exposition/persuasion (e.g., descriptions, facts, examples, reasons, quotations)

* Cites sources when writing reports or technical documents
* Selects essential or useful information from multiple sources

Organization
* Organizes text with a clear beginning and end; writes in logical sequence including problem and solution, compare and contrast, analysis and conclusion
* Uses transitions to construct logical order (e.g., time and sequence words, pronouns)
* Uses multiple paragraphs correctly to organize writing

1.2 Uses style appropriate to the audience and purpose

Voice
* Experiments with multiple voices suitable to purpose and audience

Word choice
* Uses strong verbs, specific nouns and modifiers to convey precise meaning for the audience and purpose
* Develops and uses accurate and precise language relevant to content area
* Experiments with figurative language and imagery (e.g., simile, metaphor, alliteration, onomatopoeia, rhyme schemes)

Sentence fluency
* Varies sentence length and structure (e.g., simple, compound, complex)
* Demonstrates some rhythm and flow of language

1.3 Applies writing conventions
Sentence fluency
* Writes complete sentences or fragments used for effect

Conventions (see Expected Conventions by Grade Level)
* Spells correctly except for effect in final draft
* Uses accurate grammar and punctuation
* Uses correct capitalization (e.g., titles, dialogue)
* Uses paragraphs and other text features (e.g., title, subtitle)
* Writes in paragraphs

Instructional Strategies
1.1 - 1.3
* Writing workshop approach to meet the needs of various students
* Thinking maps
* Modeling: use of references and citations
* Modeling: organization of writing beyond topic/subtopic or chronological order
* Modeling: use of transitions within and between paragraphs
* Discussion: student writing that has voice and why
* Modeling: use of specialized vocabulary from source material
* Modeling: standards for conventions in daily work

Assessment
* Multiple samples of student writing in more than one form
* Six trait scoring
* 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
* Identifies and writes for a specific audience (e.g., self, teacher, friends, principal, pen pals, publications, business leaders)
* Chooses form, details, organization, and word choice to suit audience

2.2 Writes for different purposes
* Writes for different purposes across content areas

- narrative: to create, to entertain
- expository: to inform others, to create, to explain ideas or procedures, to question, to compare and contrast
- persuasive: to convince, to request

2.3 Writes in a variety of forms
* Writes in a variety of forms and genres: narratives, journals, poems, explanations, essays, research reports, memos, various letters, directions, newspaper articles, pamphlets
* Varies form, detail, and structure of writing for intended audience and purpose

2.4 Writes for career applications
* Identifies particular forms one might use in career settings (e.g., software programs or research)
* Produces career-related documents (e.g., memos, letters, directions, new articles, reports, graphs, tables)
* Collaborates with a team to create, revise, edit, and/or evaluate writing

Instructional Strategies
2.1 - 2.4
* Read aloud examples of well-written narrative and exposition
* Discussion: what makes a particular piece well-written
* Discussion: author's craft and purpose
* Discussion: multiple audiences, purposes, and forms
* Modeling: matching form to purpose
* Discussion: forms used in the work place and in various careers
* Students sometimes choose their own topic and form

Assessment
* Student samples
* See grade 6 LA course description

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

3.1 Prewrites; generates ideas and gathers information
* Uses a variety of strategies to generate and organize ideas (e.g., brainstorming, clustering, free writing, mapping)
* Gathers information from a variety of sources (e.g., surveys, interviews, periodicals)
* Considers topic, audience, and purpose
* Narrows or expands a topic prior to drafting
* Uses available tools and technology (e.g., computer applications) throughout the writing process

3.2 Drafts; elaborates on a topic and supporting ideas
* Drafts with increasing independence and flexibility
* Uses ideas and perspectives to produce a rough draft
* Focuses on development of details, organization, and voice while drafting

3.3 Revises; collects input and enhances text and style
* Rereads writing to self to see if it makes sense; confers with others and considers their suggestions
* Focuses on ideas, organization, voice, word choice, and sentence fluency appropriate for audience and purpose
* Adds, deletes, rearranges, or substitutes 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 more than one resource to edit text (e.g., teacher, dictionary, computer, peers, style guides)
* Corrects some errors independently
* Corrects errors in spelling, punctuation, grammar, and capitalization

3.5 Publishes;
* Selects a format for publishing (e.g., speech, poster, book, report, essay, research) appropriate for the audience
* Produces a legible and effective final product
* Selects from a variety of technologies to enhance presentation

Instructional Strategies
3.1 Prewrite
* Students select and use an appropriate graphic for the intended topic and organization

3.2 Draft
* Students use organizer for first draft

3.3 Revise
* Revision checklist
* Peer discussion
* Teacher conferences

3.4 Edit
* Check know words for spelling
* References
* Checklist of established standards for conventions in daily writing
* Teacher assistance with editing that is beyond student's current knowledge

3.5 Publish
* Students select and produce an appropriate publication form for various pieces of writing
* Display work that has been revised and edited OR that has been labeled as unedited for a reason

Assessment
* Student samples
* Set and post 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
* Develops and uses criteria to reflect on and improve quality of writing
* Analyzes the works of effective writers and articulates the qualities that make the writing effective
* Analyzes and evaluates own writing process

4.2 Seeks and offers feedback
* Listens to feedback and considers changes to own writing
* Offers feedback and asks prescribed questions about others' writing