STANDARD 3.2: Language Arts Literacy

Language Arts Literacy

Mission: Learning to read, write, speak, listen, and view critically, strategically and creatively enables students to discover personal and shared meaning throughout their lives.

Standard 3.2 Writing

All students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Big Idea: Writing is the process of communicating in print for a variety of audiences and purposes.
3.2 A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
Essential Questions	Enduring Understandings
- How do good writers express themselves? How does process shape the writer’s product?	- Good writers develop and refine their ideas for thinking, learning, communicating, and aesthetic expression.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
1. Recognize that thoughts and talk can be written down in words.
2. Observe the teacher modeling writing.
3. Generate and share ideas and experiences for a story.
4. Attempt to put ideas into writing using pictures, developmental spelling, or conventional text.
5. Write (print) own first and last name
6. Participate in group writing activities such as experience stories, interactive writing, and shared writing.
7. Begin to sequence story events for writing using pictures, developmental spelling, or conventional text.
3.2 B. Writing as a Product (resulting in a formal product or publication)
Essential Questions	Enduring Understandings
- How do writers develop a well written product?	- Good writers use a repertoire of strategies that enables them to vary form and style, in order to write for different purposes, audiences, and contexts.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
1. Show and talk about work samples containing pictures, developmental spelling, or conventional text.
2. Begin to collect favorite work samples to place in personal writing folder.
3.2 C. Mechanics, Spelling, and Handwriting
Essential Questions	Enduring Understandings
- How do rules of language affect communication?	- Rules, conventions of language, help readers understand what is being communicated.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
1. Use letter/sound knowledge in attempting to write (print) some words.
2. Spell own name.
3. Recognize and begin to use left-to-right and top-to-bottom directionality and spacing between words when writing.
4. Gain increasing control of penmanship, including pencil grip, paper position, and beginning strokes.
5. Write all uppercase and lowercase letters of the alphabet from teacher copy.
3.2 D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
Essential Questions	Enduring Understandings
- Why does a writer choose a particular form of writing?	- A writer selects a form based on audience and purpose.
Cumulative Progress Indicators	Comments and Examples
By the end of Kindergarten:
1. Communicate personal response to literature through drawing, telling, or writing.
2. Show and talk about favorite work samples (drawing or writing) with teacher and family.

Link to Standard 3.2 Grade 1

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