1.5 Writing Cross Referenced to Field of Knowledge Standards:

5.1-5.18,

5.21-5.22,

5.27,

6.1-6.25,

7.1-7.19

· Contribute to language experience stories.

· Share and discuss writing.

· Begin to use steps of the writing process. (Pre-writing, draft 1, re-write, final copy, publish).

· Use writing process (pre-writing, organizing, drafting, peer conferencing, teacher conferencing, revising, editing, publishing).

· Seek and/or give help on a piece of writing.

· Begin to write with an awareness of a specific audience.

· Evaluate writing and monitor progress in purpose, organization, voice, detail, grammar, usage, mechanics and spelling.

· Use writing process.

· Actively participate in group discussions of peer’s writing.

· Analyze and critique own writing and peer’s writing using Vt. portfolio rubric.

· Recognize and begin to use different purposes for writing (e.g. expository, persuasive, descriptive, narrative, autobiography).

· Recognize and begin to use many forms of writing (e.g. research papers, interviews, reviews, news articles, journals, poetry, plays, TV scripts).

· Incorporate purpose, details, voice, organization, mechanical and structural correctness in all forms of writing.

1.6 Writing Conventions Cross Referenced to Field of Knowledge Standards:

5.1-5.18,

5.21-5.22,

5.27,

6.1-6.25,

7.1-7.19

· Recognize and print name.

· Copy designs.

· Distinguish top from bottom and follow top-to-bottom progression.

· Are aware of left-to-right progression of letters and words.

· Name and form upper and lower case letters.

· Use semi-phonetic, phonetic, transitional and some conventional spelling.

· Write with increasing legibility.

· Write clear and complete sentences.

· Use grammar and mechanics so that what is written can be easily understood by the reader.

· Begin to use capitalization and punctuation correctly.

· Begin to use verb endings and pronouns correctly.

· Begin to write longer and more complex sentences.

· Write legibly in cursive.

· Use increasingly complex sentence structures.

· Expand written vocabulary.

· Use correct conventions of writing (e.g. syntax, punctuation, and forming paragraphs).

· Begin editing own and other’s writing for: capitals, ending punctuation, commas, apostrophes, quotation marks, spelling, paragraphs.

· Use published and/or electronic dictionary to find spelling and/or meaning of words.

· Refer to dictionary or thesaurus, and other reference materials to improve writing.

· Write legibly in cursive.

· Use increasingly complex sentence structures to develop cohesive paragraphs.

· Use correct grammar and mechanics (e.g. semi-colon, colon, hyphen).

· Edit own and others’ writing for grammar, usage and mechanics.

· Use a variety of resources to improve writing convention (e.g. dictionary, thesaurus, writers’ handwork and software).

1.7 Responses to Literature Cross Referenced to Field of Knowledge Standards:

5.1-5.14,

5.18,

5.21,

6.1-6.25,

7.1-7.5,

7.11-7.19

· Make connections to other stories and personal experiences.

· Can “re-tell” a story.

· Can create new endings for stories.

· Make judgments and support them.

· Respond to literature in logs, including summaries.

· Go beyond retelling a story by reflecting on what is read and making connections to broader ideas, concepts and issues.

· Make and support judgments about what has been read using personal experiences and the text.

· Support a judgment through references to the text, other works, authors or references to personal knowledge.

· Anticipate and answer a readers’ possible questions.

· Write reports to convey ideas and information.

· Use a variety of search techniques (e.g. encyclopedia, books, CD-ROM).

· Research questions independently.

· Analyze information to include appropriate facts and details.

· Choose a form of notetaking that is meaningful (e.g. webs, note cards).

· Organize information to convey idea (e.g. outline).

· Write research report and reference resources.

· Discuss a situation or problem, then predict its possible outcomes based on information gathered.

· Organize information gathered through reading, interviews, questionnaires, and experiments so that a reader can easily understand what is being conveyed.

· Establish an authoritative stance on a subject by using effective strategies (e.g. providing facts and details, describing and analyzing the subject, narrating a relevant anecdote, comparing and contrasting, naming, explaining benefits or limitations).

· Use word processing for writing reports.

· Use and reference a variety of resources using required bibliography format.

1.9 Narratives Cross Referenced to Field of Knowledge Standards:

5.1-5.14,

5.18,

5.21,

6.1-6.25,

7.1-7.5,

7.11-7.19

· Base a story on an imaginative idea or personal experience.

· Write beginning, middle, and ending to their stories.

· Write from a plan (e.g. setting, character development, plot, conclusion).

· Write a sequential narrative with main ideas and supporting details.

· Use dialogue and/or other strategies appropriate to narration.

· Select details consistent with the intent of the story, omitting extraneous details.

· Develop characters through action, speech, relationship to others, etc.

· Establish a situation plot, point of view, setting and conflict.

· Develop complex characters through action, speech, relationship, tension and suspense.

· Include sensory details and concrete language to develop plot and character.

· Provide a sense of closure.

Cross Referenced to Field of Knowledge Standards:

5.1-5.14,

5.18,

5.21,

6.1-6.25,

7.1-7.5,

7.11-7.19

· Begin to use words, phrases, and sentences to establish clear transitions between steps.

· Use words, phrases, and sentences to establish clear transitions between steps.

· Make use of appropriate graphics to support text (e.g. table, chart, graph, picture).

· Anticipate what a reader needs to know in order to follow the procedure.

· Provide transitions between steps using predictable structures (e.g. titles, headings, graphics).

· Anticipate problems, mistakes and misunderstandings that might arise for the reader and revise accordingly.

1.11 Persuasive Writing Cross Referenced to Field of Knowledge Standards:

5.1-5.14,

5.18,

5.21,

6.1-6.25,

7.1-7.5,

7.11-7.19

· Make an assertion or judgment, or propose one or more solutions.

· Support proposals, as appropriate, through definitions, descriptions, illustrations, examples from experience, and anecdotes.

· Create and organize details, reasons, examples and anecdotes effectively and persuasively.

· Discuss pros and cons of alternatives and anticipate and address reader concerns and counter arguments.

1.12 Personal Essays Cross Referenced to Field of Knowledge Standards:

5.1-5.14,

5.18,

5.21,

6.1-6.25,

7.1-7.5,

7.11-7.19

· Maintain a precise, controlled, and thoughtful voice and style.

1.6 WRITING CONVENTIONS: Students write using appropriate grammar, usage and mechanics.

1.7 RESPONSES TO LITERATURE: Students respond in writing to literature.

1.8 REPORTS: Students write organized reports.

1.9 NARRATIVES: Students write narratives.

1.10 PROCEDURE: Students write procedures.

1.11 PERSUASIVE WRITING: Students write to persuade.

1.12 PERSONAL ESSAYS: Students write personal essays.

1.5,

1.6,

1.7,

1.8,

1.9,

1.10,

1.11,

1.12.

This will vary from team to team.

Charting stories

Writer’s workshop Writing journals

Writing notes and lists

Making books

Story writing

Reflection journals

Writing plays, poems and letters

Process writing - Vt. Portfolio system

Research writing

Science logs

Reading response journals

Report writing (theme studies, individual projects)

Content writing (lab reports, problem solving write ups)

Narrative writing

Persuasive writing

Writers’ workshop

1.5,

1.6,

1.7,

1.8,

1.9,

1.10,

1.11,

1.12