School Curriculum: Writing
This page is designed to enable parents to understand what their child should be learning, when they should be learning it, and what degree of mastery the child should have attained (at a median level) by a certain grade level. For Homeschoolers, we hope that this page will serve as a valuable asset in establishing a baseline curriculum. For parents whose children attend public or private schools (or for the inquisitive student) this page should give some guidance as to whether or not the school curriculum and methods are providing students with an adequate standard of education.
What is meant by "Writing,"
why is it important, and how is it approached ? Below is a description of the
core discipline and its components, and the answers to why-how-when these
components are taught. Writing
components have
median level goals to be attained by the end of Kindergarten,
by the end of Grade 1 by the end of Grade 2,
by the end of Grade 3, by the end of Grade 4,
by the end of Grade 5, by the end of Grade 6,
by the end of Grade 7, by the end of Grade 8,
and by the end of Grade 12.
This page does not
contain articles for education in this discipline.
For educational articles, go to: Writing: A.
Writing as a Process, B.
Writing as a Product, C.
Mechanics, Spelling, and Handwriting, D.
Writing Forms, Audiences, and Purposes
|
STANDARD 3.2
(WRITING) |
Descriptive Statement: Writing is a complex process that begins with the recording of one’s thoughts. It is used for composition, communication, expression, learning, and engaging the reader. Proficient writers use a repertoire of strategies that enables them to vary form, style, and conventions in order to write for different purposes, audiences, and contexts. Students should have multiple opportunities to craft and practice writing, to generate ideas, and to refine, evaluate, and publish their writing. In a successful writing program, students develop and demonstrate fluency in all phases of the writing process, including prewriting, drafting, revising, editing of multiple drafts, and postwriting processes that include publishing, presenting, evaluating, and/or performing.
Students should be helped to understand the recursive nature and shifting perspectives of the writing process, in moving from the role of writer to the role of reader and back again. It is important for students to understand that writers write, then plan and revise, and then write again. They will learn to appreciate writing not only as a product, but also as a process and mode of thinking and communicating. "By the mysterious alchemy of the written word, we range over time and space, expanding our experiences, enriching our souls, and ultimately becoming more fully, more consciously human" (Keene, 1999). Students should recognize that what they hear, speak, read, and view contributes to the content and quality of their writing.
Strands and Cumulative Progress Indicators
By the end of Kindergarten, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
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.
B. Writing as a Product (resulting in work samples)
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.
C. Mechanics, Spelling, and Handwriting
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.
D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)
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.
Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
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.
B. Writing as a Product (resulting in a product or publication)
1. Produce finished writings to share with class and/or for publication.
2. Produce stories from personal experiences.
3. Show and talk about own writing for classroom audience.
4. Collect favorite works to place in personal writing folder.
C. Mechanics, Spelling, and Handwriting
1. Write all upper and lowercase letters of the alphabet from memory.
2. Begin to use basic punctuation and capitalization.
3. Apply sound/symbol relationships to writing words.
4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.
5. Develop awareness of conventional spelling.
6. Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.
D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)
1. Create written texts for others to read.
2. Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 2, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
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.
B. Writing as a Product (resulting in a formal product or publication)
1. Produce finished writings to share with classmates and/or for publication.
2. Produce stories from personal experiences.
3. Produce a narrative with a beginning, middle, and end.
4. Write nonfiction pieces, such as letters, procedures, biographies, or simple reports.
5. Organize favorite work samples in a writing folder or portfolio.
C. Mechanics, Spelling, and Handwriting
1. Use correct end point punctuation.
2. Apply basic rules of capitalization.
3. Use correct spelling of some high frequency words.
4. Apply sound/symbol relationships to writing words.
5. Recognize and apply basic spelling patterns.
6. Write legibly to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Create written texts for others to read.
2. Generate ideas and write on topics in forms appropriate to science, social studies, or other subject areas.
3. Use writing as a tool for learning self-discovery and reflection.
4. Use reading and technology to support writing.
5. Write in a variety of simple genres to satisfy personal, academic, and social needs, such as letters, plays, procedures, biographies, or simple reports.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 3 students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
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.
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.
13. Reflect on own writing, noting strengths and areas needing improvement.
B. Writing as a Product (resulting in a formal product or publication)
1. Write a descriptive piece, such as a description of a person, place, or object.
2. Write a narrative piece based on personal experiences.
3. Write a nonfiction piece and/or simple informational report across the curriculum.
4. Present and discuss writing with other students.
5. Apply elements of grade-appropriate rubrics to improve writing.
6. Develop a collection of writings (e.g., a literacy folder or portfolio).
C. Mechanics, Spelling, Handwriting
1. Use Standard English conventions that are developmentally appropriate to the grade level: sentences, punctuation, capitalization, and spelling.
2. Use grade-appropriate knowledge of English grammar and usage to craft writing, such as singular and plural nouns, subject/verb agreement, and appropriate parts of speech.
3. Study examples of narrative and expository writing to develop understanding of paragraphs and indentation.
4. Develop knowledge of English spelling through the use of patterns, structural analysis, and high frequency words.
5. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Write for a variety of purposes (e.g., to inform, entertain, persuade) and audiences (e.g., self, peers, community).
2. Develop fluency by writing daily and for sustained amounts of time.
3. Generate ideas for writing in a variety of situations and across the curriculum.
4. Write to express thoughts and ideas, to share experiences, and to communicate socially.
5. Write the events of a story sequentially.
6. Produce writing that demonstrates the use of a variety of sentence types, such as declarative, interrogative, exclamatory, and imperative.
7. Respond to literature through writing to demonstrate an understanding of a text.
8. Write narrative text (e.g., realistic or humorous story).
9. Write non-fiction text (e.g., reports, procedures, letters).
Building upon knowledge and skills gained in preceding grades, by the end of Grade 4, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
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.
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.
B. Writing as a Product (resulting in a formal product or publication)
1. Create narrative pieces, such as memoir or personal narrative, which contain description and relate ideas, observations, or recollections of an event or experience.
2. Write informational reports across the curriculum that frame an issue or topic, include facts and details, and draw from more than one source of information.
3. Craft writing to elevate its quality by adding detail, changing the order of ideas, strengthening openings and closings, and using dialogue.
4. Build knowledge of the characteristics and structures of a variety of genres.
5. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
6. Write sentences of varying lengths and complexity, using specific nouns, verbs, and descriptive words.
7. Recognize the difference between complete sentences and sentence fragments and examine the uses of each in real-world writing.
8. Improve the clarity of writing by rearranging words, sentences, and paragraphs.
9. Examine real-world writing to expand knowledge of sentences, paragraphs, usage, and authors’ writing styles.
10. Provide logical sequence and support the purpose of writing by refining organizational structure and developing transitions between ideas.
11. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions that are appropriate to the grade level, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
2. Use increasingly complex sentence structure and syntax to express ideas.
3. Use grade appropriate knowledge of English grammar and usage to craft writing, such as subject/verb agreement, pronoun usage and agreement, and appropriate verb tenses.
4. Use punctuation correctly in sentences, such as ending punctuation, commas, and quotation marks in dialogue.
5. Use capital letters correctly in sentences, for proper nouns, and in titles.
6. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
7. Indent in own writing to show the beginning of a paragraph.
8. Spell grade-appropriate words correctly with particular attention to frequently used words, contractions, and homophones.
9. Use knowledge of base words, structural analysis, and spelling patterns to expand spelling competency in writing.
10. Use a variety of reference materials, such as a dictionary, grammar reference, and internet/software resources to edit written work.
11. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Write for different purposes (e.g., to express ideas, to inform, to entertain, to respond to literature, to question, to share) and a variety of audiences (e.g., self, peers, community).
2. Study the characteristics of a variety of genres, including expository, narrative, poetry, and reflection.
3. Develop independence by setting self-selected purposes and generating topics for writing.
4. Write independently to satisfy personal, academic, and social needs (e.g., stories, summaries, letters, or poetry).
5. Use writing to paraphrase, clarify, and reflect on new learning across the curriculum.
6. Respond to literature in writing to demonstrate an understanding of the text, to explore personal reactions, and to connect personal experiences with the text.
7. Write narratives that relate recollections of an event or experience and establish a setting, characters, point of view, and sequence of events.
8. Write informational reports that frame a topic, include facts and details, and draw information from several sources.
9. Write formal and informal letters for a variety of audiences and purposes.
10. Use a variety of strategies to organize writing, including sequence, chronology, and cause/effect.
11. Demonstrate higher-order thinking skills through responses to open-ended and essay questions in content areas or as responses to literature.
12. Use relevant graphics in writing (e.g., maps, charts, illustrations).
13. Demonstrate the development of a personal style and voice in writing.
14. Review scoring criteria of a writing rubric.
15. Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
Building upon knowledge and skills gained in preceding grades, by the end of Grade 5, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
1. Write stories with multiple paragraphs that develop a situation or plot, describe the setting, and include an ending.
2. Write informational compositions with multiple paragraphs that present important ideas, provide details, and offer a concluding paragraph.
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
7. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
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.
B. Writing as a Product (resulting in a formal product or publication)
1. Expand knowledge of characteristics and structures of selected genres.
2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based)
3. Write grade appropriate, multi-paragraph, expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).
4. Write various types of prose, such as short stories, biography, autobiography, or memoir, that contain narrative elements.
5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
6. Sharpen focus and improve coherence by considering the relevancy of included details and adding, deleting, and rearranging appropriately.
7. Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
8. Prepare a works consulted page for reports or research papers.
9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, and handwriting.
2. Use increasingly complex sentence structure and syntax to express ideas.
3. Use knowledge of English grammar and usage to express ideas effectively.
4. Use correct capitalization and punctuation, including commas and colons, throughout writing.
5. Use quotation marks and related punctuation correctly in passages of dialogue.
6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
7. Study examples of narrative and expository writing to develop understanding of the reasons for and use of paragraphs and indentation.
8. Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
9. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
10. Write legibly in manuscript or cursive to meet district standards
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
2. Gather, select, and organize information appropriate to a topic, task, and audience.
3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.
4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
5. Use transitions between and within paragraphs.
6. Organize paragraphs using topic sentences.
7. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
8. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
9. Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations, and including a works consulted page.
10. Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
11. Demonstrate the ability to write friendly/business letters in correct format and coherent style.
12. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
13. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
14. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
15. Demonstrate the development of a personal style and voice in writing.
16. Review scoring criteria of relevant rubrics.
17. Develop a collection of writings (e.g., a literacy folder, a literacy portfolio).
Building upon knowledge and skills gained in preceding grades, by the end of Grade 6, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
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.
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 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.
6. Make decisions about the use of precise language, including adjectives, adverbs, verbs, and specific details, and justify the choices made.
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.
B. Writing as a Product (resulting in a formal product or publication)
1. Expand knowledge of characteristics, structures, and tone of selected genres.
2. Write a range of grade appropriate essays across curricula (e.g., persuasive, personal, descriptive, issue- based)
3. Write grade appropriate, multi-paragraph expository pieces across curricula (e.g., problem/solution, cause/effect, hypothesis/results, feature articles, critique, research reports).
4. Write various types of prose, such as short stories, biography, autobiography, or memoir that contain narrative elements.
5. Support main idea, topic, or theme with facts, examples, or explanations, including information from multiple sources.
6. Sharpen focus and improve coherence by considering the relevancy of included details, and adding, deleting, and rearranging appropriately.
7. Write sentences of varying length and complexity, using specific nouns, verbs, and descriptive words.
8. Prepare a works consulted page for reports or research papers.
9. Provide logical sequence throughout multi-paragraph works by refining organizational structure and developing transitions between ideas.
10. Engage the reader from beginning to end with an interesting opening, logical sequence, and satisfying conclusion.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling, handwriting.
2. Use a variety of sentence types and syntax, including independent and dependent clauses and prepositional and adverbial phrases, to connect ideas and craft writing in an interesting and grammatically correct way.
3. Use knowledge of English grammar and usage to express ideas effectively.
4. Use correct capitalization and punctuation, including commas and colons, throughout writing.
5. Use quotation marks and related punctuation correctly in passages of dialogue.
6. Use knowledge of roots, prefixes, suffixes, and English spelling patterns to spell words correctly in writing.
7. Demonstrate understanding of reasons for paragraphs in narrative and expository writing and indent appropriately in own writing.
8. Edit writing for correct grammar usage, capitalization, punctuation, and spelling.
9. Use a variety of materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
10. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Write for different purposes (e.g., to express ideas, inform, entertain, respond to literature, persuade, question, reflect, clarify, share) and a variety of audiences (e.g., self, peers, community).
2. Gather, select, and organize information appropriate to a topic, task, and audience.
3. Develop and use knowledge of a variety of genres, including expository, narrative, persuasive, poetry, critiques, and everyday/ workplace writing.
4. Organize a response that develops insight into literature by exploring personal reactions, connecting to personal experiences, and referring to the text through sustained use of examples.
5. Write narratives, establishing a plot or conflict, setting, characters, point of view, and resolution.
6. Use narrative techniques (e.g., dialogue, specific actions of characters, sensory description, and expression of thoughts and feelings of characters).
7. Write reports based on research with a scope narrow enough to be thoroughly covered, supporting the main ideas or topic with facts, examples, and explanations from authoritative sources, and including a works consulted page.
8. Write persuasive essays with clearly stated positions or opinions supported by organized and relevant evidence to validate arguments and conclusions, and sources cited when needed.
9. Demonstrate the ability to write business letters in correct format and coherent style.
10. Use a variety of strategies to organize writing, including sequence, chronology, cause/effect, problem/solution, and order of importance.
11. Demonstrate higher-order thinking skills and writing clarity when answering open-ended and essay questions in content areas or as responses to literature.
12. Use relevant graphics in writing (e.g., maps, charts, illustrations, graphs, photographs).
13. Demonstrate the development of a personal style and voice in writing.
14. Review scoring criteria of relevant rubrics.
15. Develop a collection of writings (e.g., a literacy folder or a literacy portfolio).
Building upon knowledge and skills gained in preceding grades, by the end of Grade 7, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
1. Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.
2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.
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.
B. Writing as a Product (resulting in a formal product or publication)
1. Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
2. Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.
3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works consulted page.
4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
2. Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3. Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.
4. Experiment in using subordination, coordination, apposition, and other devices to indicate relationships between ideas.
5. Use transition words to reinforce a logical progression of ideas.
6. Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.
8. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Gather, select, and organize information appropriate to a topic, task, and audience.
2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).
3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.
4. Write personal narratives, short stories, memoirs, poetry and persuasive and expository text that relate clear, coherent events or situations through the use of specific details.
5. Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices, sensory words and phrases, background information, thoughts and feelings of characters, and comparison and contrast of characters).
6. Use primary and secondary sources to understand the value of each when writing a research report.
7. Write reports based on research and include citations, quotations, and works consulted page.
8. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.
9. Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.
10. State a position clearly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.
11. Present evidence when writing persuasive essays, examples, and justification to support arguments.
12. Choose an appropriate organizing strategy, such as cause/effect, pro and con, or parody to effectively present a topic, point of view, or argument.
13. Develop the use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
14. Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
15. Review scoring criteria of relevant rubrics.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 8, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
1. Write stories or scripts with well-developed characters, setting, dialogue, clear conflict and resolution, and sufficient descriptive detail.
2. Write multi-paragraph compositions that have clear topic development, logical organization, effective use of detail, and variety in sentence structure.
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.
B. Writing as a Product (resulting in a formal product or publication)
1. Extend knowledge of specific characteristics, structures, and appropriate voice and tone of selected genres and use this knowledge in creating written work, considering the purpose, audience, and context of the writing.
2. Write various types of prose, such as short stories, biographies, autobiographies, or memoirs that contain narrative elements.
3. Write reports and subject-appropriate nonfiction pieces across the curriculum based on research and including citations, quotations, and a works cited page.
4. Write a range of essays, including persuasive, speculative (picture prompt), descriptive, personal, or issue-based.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, spelling.
2. Use a variety of sentence types correctly, including combinations of independent and dependent clauses, prepositional and adverbial phrases, and varied sentence openings to develop a lively and effective personal style.
3. Understand and use parallelism, including similar grammatical forms, to present items in a series or to organize ideas for emphasis.
4. Refine the use of subordination, coordination, apposition, and other devices to indicate relationships between ideas.
5. Use transition words to reinforce a logical progression of ideas.
6. Edit writing for correct grammar, usage, capitalization, punctuation, and spelling.
7. Use a variety of reference materials, such as a dictionary, thesaurus, grammar reference, and/or internet/software resources to edit written work.
8. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Gather, select, and organize the most effective information appropriate to a topic, task, and audience.
2. Apply knowledge and strategies for composing pieces in a variety of genres (e.g., narrative, expository, persuasive, poetic, and everyday/ workplace or technical writing).
3. Write responses to literature and develop insights into interpretations by connecting to personal experiences and referring to textual information.
4. Write personal narratives, short stories, memoirs, poetry, and persuasive and expository text that relate clear, coherent events, or situations through the use of specific details.
5. Use narrative and descriptive writing techniques that show compositional risks (e.g., dialogue, literary devices sensory words and phrases, background information, thoughts and feelings of characters, comparison and contrast of characters.)
6. Use a variety of primary and secondary sources to understand the value of each when writing a research report.
7. Write reports based on research and include citations, quotations, and works cited page.
8. Explore the central idea or theme of an informational reading and support analysis with details from the article and personal experiences.
9. Demonstrate writing clarity and supportive evidence when answering open-ended and essay questions across the curriculum.
10. State a position clearly and convincingly in a persuasive essay by stating the issue, giving facts, examples, and details to support the position, and citing sources when appropriate.
11. Present evidence when writing persuasive essays, examples, and justification to support arguments.
12. Choose an appropriate organizing strategy such as cause/effect, pro and con, parody, to effectively present a topic, point of view, or argument.
13. Use of a personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
14. Maintain a collection of writing (e.g., a literacy folder, or a literacy portfolio).
15. Review scoring criteria of relevant rubrics.
Building upon knowledge and skills gained in preceding grades, by the end of Grade 12, students will:
A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)
1. Engage in the full writing process by writing daily and for sustained amounts of time.
2. Use strategies such as graphic organizers and outlines to plan and write drafts according to the intended message, audience, and purpose for writing.
3. Analyze and revise writing to improve style, focus and organization, coherence, clarity of thought, sophisticated word choice and sentence variety, and subtlety of meaning.
4. Review and edit work for spelling, usage, clarity, and fluency.
5. Use the computer and word-processing software to compose, revise, edit, and publish a piece.
6. Use a scoring rubric to evaluate and improve own writing and the writing of others.
7. Reflect on own writing and establish goals for growth and improvement.
B. Writing as a Product (resulting in a formal product or publication)
1. Analyzing characteristics, structures, tone, and features of language of selected genres and apply this knowledge to own writing.
2. Critique published works for authenticity and credibility.
3. Draft a thesis statement and support/defend it through highly developed ideas and content, organization, and paragraph development.
4. Write multi-paragraph, complex pieces across the curriculum using a variety of strategies to develop a central idea (e.g., cause-effect, problem/solution, hypothesis/results, rhetorical questions, parallelism).
5. Write a range of essays and expository pieces across the curriculum, such as persuasive, analytic, critique, or position paper.
6. Write a literary research paper that synthesizes and cites data using researched information and technology to support writing.
7. Use primary and secondary sources to provide evidence, justification, or to extend a position, and cite sources, such as periodicals, interviews, discourse, and electronic media.
8. Foresee readers’ needs and develop interest through strategies such as using precise language, specific details, definitions, descriptions, examples, anecdotes, analogies, and humor as well as anticipating and countering concerns and arguments and advancing a position.
9. Provide compelling openings and strong closure to written pieces.
10. Employ relevant graphics to support a central idea (e.g., charts, graphic organizers, pictures, computer-generated presentation).
11. Use the responses of others to review content, organization, and usage for publication.
12. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres.
C. Mechanics, Spelling, and Handwriting
1. Use Standard English conventions in all writing, such as sentence structure, grammar and usage, punctuation, capitalization, and spelling.
2. Demonstrate a well-developed knowledge of English syntax to express ideas in a lively and effective personal style.
3. Use subordination, coordination, apposition, and other devices effectively to indicate relationships between ideas.
4. Use transition words to reinforce a logical progression of ideas.
5. Exclude extraneous details, repetitious ideas, and inconsistencies to improve writing.
6. Use knowledge of Standard English conventions to edit own writing and the writing of others for correctness.
7. Use a variety of reference materials, such as a dictionary, grammar reference, and/or internet/software resources to edit written work.
8. Write legibly in manuscript or cursive to meet district standards.
D. Writing Forms, Audiences, and Purposes (exploring a variety of forms)
1. Employ the most effective writing formats and strategies for the purpose and audience.
2. Demonstrate command of a variety of writing genres, such as:
Persuasive essay
Personal narrative
Research report
Literary research paper
Descriptive essay
Critique
Response to literature
Parody of a particular narrative style (fable, myth, short story)
Poetry
3. Evaluate the impact of an author’s decisions regarding tone, word choice, style, content, point of view, literary elements, and literary merit, and produce an interpretation of overall effectiveness.
4. Apply all copyright laws to information used in written work.
5. When writing, employ structures to support the reader, such as transition words, chronology, hierarchy or sequence, and forms, such as headings and subtitles.
6. Compile and synthesize information for everyday and workplace purposes, such as job applications, resumes, business letters, and college applications.
7. Demonstrate personal style and voice effectively to support the purpose and engage the audience of a piece of writing.
8. Select pieces of writing from a literacy folder for a presentation portfolio that reflects performance in a variety of genres
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