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.  
By the end of Grade 1:  
1.        Begin to generate ideas for writing through talking, sharing, and drawing.  
2.        Observe the modeling of writing.  
3.        Begin to use a basic writing process to develop writing.  
4.        Use simple sentences to convey ideas.  
5.        Increase fluency (ability to write ideas easily) to improve writing.  
6.        Continue to use pictures, developmental spelling or conventional text to create writing drafts.  
7.        Revisit pictures and writings to add detail.  
8.        Begin to mimic an author’s voice and patterns.  
9.        Begin to use a simple checklist to improve writing with teacher support  
10.    Begin to use simple computer writing applications during some parts of the writing process.  
By the end of Grade 2:  
1.       Generate ideas for writing: hearing stories, recalling experiences, brainstorming, and drawing.  
2.       Observe the modeling of writing  
3.       Begin to develop an awareness of simple story structures and author’s voice.  
4.        Use sentences to convey ideas in writing.  
5.       Maintain the use of a basic writing process to develop writing.  
6.       Use graphic organizers to assist with planning writing.  
7.       Compose readable first drafts  
8.       Use everyday words in appropriate written context.  
9.        Reread drafts for meaning, to add details, and to improve correctness.  
10.    Focus on elaboration as a strategy for improving writing.  
11.    Participate with peers to comment on and react to each other’s writing.  
12.    Use a simple checklist to improve elements of own writing.  
13.    Use computer writing applications during some parts of the writing process.  
By the end of Grade 3:  
1.      Generate possible ideas for writing through recalling experiences, listening to stories, reading, brainstorming, and discussion.  
2.      Examine real-world examples of writing in various genres to gain understanding of how authors communicate ideas through form, structure, and author’s voice. Suggested Instructional/Assessment Strategies:
• Study of editorials
• Study of persuasive writing in various media (e.g., television commercials, radios announcements, political slogans)

Sample Assessment Item:
ASSESS using a performance task—Your local newspaper’s Kid Section is sponsoring a contest for the best-ever class field trip. Write an article telling what you liked about your field trip and why others should visit this special place.
3.      Use graphic organizers to assist with planning writing.  
4.      Compose first drafts from prewriting work.  
5.      Revise a draft by rereading for meaning, narrowing the focus, sequencing, elaborating with detail, improving openings, closings, and word choice to show voice.  
6.      Participate with peers to comment on and react to each other’s writing.  
7.      Build awareness of ways authors use paragraphs to support meaning.  
8.      Begin to develop author’s voice in own writing.  
9.      Use reference materials to revise work, such as a dictionary or internet/software resource.  
10.   Edit work for basic spelling and mechanics.  
11.     Use computer word-processing applications during parts of the writing process.  
12.   Understand and use a checklist and/or rubric to improve writing. Instructional/Assessment Focus:
• Review writer’s checklist
• Review holistic scoring rubric
13.   Reflect on own writing, noting strengths and areas needing improvement.  
By the end of Grade 4:  
1.      Generate possible ideas for writing through talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.  
2.      Develop an awareness of form, structure, and author’s voice in various genres.  
3.      Use strategies such as reflecting on personal experiences, reading, doing interviews or research, and using graphic organizers to generate and organize ideas for writing.  
4.      Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing. Suggested Instructional/Assessment Strategies:
• Study of writers: what they write about and how
• Explicit writing process instruction

Sample Assessment Item:
One morning you wake up and go down to breakfast.
This is what you see on the table. You are surprised. Then... ...when you look out the window, this is what you see.

Write a story called "The Very Unusual Day" about what happens until you go to bed again

(*Source-NAEP Questions)
http://nces.ed.gov/nationsreportcard/ITMRLS/startsearch.asp
5.       Revise drafts by rereading for meaning, narrowing the focus, elaborating, reworking organization, openings, and closings, and improving word choice and consistency of voice.  
6.      Review own writing with others to understand the reader’s perspective and to consider ideas for revision.  
7.      Review and edit work for spelling, mechanics, clarity, and fluency.  
8.      Use a variety of reference materials to revise work, such as a dictionary, thesaurus, or internet/software resources.  
9.      Use computer writing applications during most of the writing process.  
10.  Understand and apply elements of grade-appropriate rubrics to improve and evaluate writing.  
11. Reflect on one’s writing, noting strengths and areas needing improvement.  
By the end of Grade 5:  

 1.        Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.

Instructional focus:
• Explicit instruction
• Study of writers (what they write about; how they express their points of view and/or feelings; how the setting is conveyed and how it influences the story )
• Writing instruction that includes all steps of the writing process
• Writing assignments that reflect literature read in the classroom and incorporate students’ personal experiences


Example:
Students write developed stories with multiple paragraphs.

2.       Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.

 Instructional focus:
• Explicit instruction about how background for an informational story is gathered; how the sequence of the piece affects the readers’ understanding; how to write an ending that synthesizes the information
• Study of informational writers (what they write about; how they convey information in a way that makes it accessible to readers; use of paraphrasing; use of informational elements (captions; illustrations; charts; graphs, etc.)
• Writing instruction that includes all steps of the writing process
• Writing assignments that reflect nonfiction read in the classroom and incorporate students’ understanding of the subject matter

Example:
Students write about the formation of volcanoes after studying the effects of nature on landforms.
3.         Generate possible ideas for writing through listening, talking, recalling experiences, hearing stories, reading, discussing models of writing, asking questions, and brainstorming.  
4.         Develop an awareness of form, structure, and author’s voice in various genres.  
5.         Use strategies such as graphic organizers and outlines to elaborate and organize ideas for writing.  
6.         Draft writing in a selected genre with supporting structure according to the intended message, audience, and purpose for writing Instructional focus:

- Understanding genre, author’s voice and intent, audience and purpose for writing
- Drafting
- Structures of writing in various genre

Example:
Students write a persuasive essay about the importance of voting.

7.         Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.

 Instructional focus:
• Explicit instruction during both teacher read alouds and small group instruction
• Interactive word walls
• Teacher paraphrasing during reading and speaking
• Anchoring of the new words to students’ backgrounds and experiences
• Writing assignments that require the use of mature words
• Attention to words that authors choose and how the words illuminate the story or the information being shared
8.         Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.  

 9.         Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.

 

  
10.     Review and edit work for spelling, usage, clarity, organization, and fluency.  
11.     Use a variety of reference materials to revise work.
12.     Use computer writing applications during the writing process.  
13.     Understand and apply the elements of a scoring rubric to improve and evaluate writing.  
14.     Reflect on own writing, noting strengths and setting goals for improvement.  
By the end of Grade 6:  
1.         Write informational compositions of several paragraphs that engage the interest of the reader, state a clear purpose, develop the topic, and conclude with a detailed summary.

Instructional focus:
• Includes explicit instruction on all steps of the writing process
• Study of informational writers (what they write about; how they convey information in a way that makes it accessible to readers); use of paraphrasing; use of informational elements (captions; illustrations; charts; graphs, etc.)

ASSESS using writing assignments that reflect nonfiction read in the classroom and incorporate students’ personal experiences in a way that reflects understanding of the subject matter.

Example:
Students write informational pieces about the:
• Effects of global warming
• Impact of women in politics
• Salaries and endorsements in professional sports
2.         Generate ideas for writing through reading and making connections across the curriculum and with current events.  
3.         Expand knowledge about form, structure, and voice in a variety of genres.  
4.         Use strategies such as using graphic organizers and outlines to elaborate and organize ideas for writing.  

5.         Draft writing in a selected genre with supporting structure and appropriate voice according to the intended message, audience, and purpose for writing.

Instructional focus:
• Understanding genre, author’s voice and intent, audience and purpose for writing
• Drafting (getting ideas on paper)
• Structures of writing in various genre


Example:
Students write a persuasive essay about the medical or social needs of children in a third world country.
6.         Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made. Instructional focus:
• Explicit instruction during teacher read alouds and small group instruction
• Interactive word walls
• Teacher paraphrasing during both reading and speaking
• Anchoring of the new words to students’ backgrounds and experiences
• Writing assignments that require the use of domain-specific vocabulary
• Attention to words that author’s choose and how they illuminate the story being told or the information being shared

ASSESS using writing assignments that require specific word choices.

Example:
Write a descriptive piece that employs sensory vocabulary to evoke a feeling or a mood, e.g., memories evoked by the smell of a particular food or by a specific sound.

7.        Revise drafts by rereading for meaning, narrowing focus, elaborating and deleting, as well as reworking organization, openings, closings, word choice, and consistency of voice.

  
8.         Review own writing with others to understand the reader’s perspective and to consider and incorporate ideas for revision.  
9.         Review and edit work for spelling, usage, clarity, organization, and fluency.  
10.     Use a variety of reference materials to revise work.
11.     Use computer writing applications during the writing process.

12.     Understand and apply the elements of a scoring rubric to improve and evaluate writing.

 		  
13.     Reflect on own writing, noting strengths and setting goals for improvement.  
By the end of Grade 7:  
1.         Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.

Instructional focus:
• Writing Process

Example:
Students write a play that depicts a school-based conflict.
2.         Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.

Instructional focus:
• Writing Process

Example:
Students write multi-paragraph compositions about how technology affects/influences their daily lives.
3.        Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming, or technology-assisted processes).  
4.         Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.  
5.         Demonstrate understanding of a scoring rubric to improve and evaluate writing.  
6.         Compose, revise, edit, and publish writing using appropriate word processing software.  
7.         Reflect on own writing, noting strengths and setting goals for improvement.  
By the end of Grade 8:  
1.         Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail. Instructional focus:
• Writing Process

Example:
Students write a play that examines a community issue, e.g., preservation of historic landmarks or parks.
2.         Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure. Instructional focus:
• Writing Process

Example:
Students write multi-paragraph compositions about graduation requirements for their district and their goals for meeting them.
3.         Generate and narrow topics by considering purpose, audience, and form with a variety of strategies (e.g., graphic organizers, brainstorming,  technology-assisted processes).  
4.         Revise and edit drafts by rereading for content and organization, usage, sentence construction, mechanics, and word choice.  
5.         Utilize the New Jersey Registered Holistic scoring rubric to improve and evaluate their writing and the writing of peers.  
6.         Compose, revise, edit, and publish writing using appropriate word processing software.  
7.         Reflect on own writing, noting strengths and setting goals for improvement.  
By the end of Grade 12:  
1.       Engage in the full writing process by writing daily and for sustained amounts of time.  
2.       Define and narrow a problem or research topic.  
3.       Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.  
4.       Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.  
5.       Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.  
6.       Review and edit work for spelling, usage, clarity, and fluency.  
7.       Use the computer and word-processing software to compose, revise, edit, and publish a piece.  
8.       Use a scoring rubric to evaluate and improve own writing and the writing of others.  
9.       Reflect on own writing and establish goals for growth and improvement.  

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