Writing Curriculum Guide

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2 Greeley-Evans School District 6 Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?). K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. Assessment The assessments offered in the Being a Writer program are designed to help you: 1. Make informed instructional decisions as you teach the program 2. Assess the growth in individual students writing The Being a Writer program provides a comprehensive and flexible set of formative and summative assessments that enable you to track and evaluate your students progress and needs, unit by unit and across the year. Greeley-Evans School District 6 Page 2 of Writing Curriculum Guide

3 ***The individual writing assessment is guided by the assumption that each student is growing at his or her own pace into a strong capable writer; therefore this assessment is designed to compare a student s work to his or her earlier writing, rather than to the writing of other students. Obtaining Beginning-of year Writing Sample Conduct this assessment during the first month of the school year. Use the provided prompt: Think about something that makes you happy. Draw and write a story about something that makes you happy. Obtaining End-of-year Writing Sample Conduct this assessment at the end of Unit 7. Use the provided prompt: Think about something that makes you happy. Draw and write a story about something that makes you happy. Individual Writing Assessment This is designed to help you assess growth. The Individual Writing Assessment record sheet consists of two sections: A. Unit Writing Samples B. End-of-Unit Writing Sample Part A: Unit Writing Samples Provides questions you can ask yourself as you analyze each student s writing samples that have been collected throughout the unit. Purpose: to note ways in which the student is using writing and/or drawing to communicate his or her ideas, and to help you reflect on what can be learned about the student s writing development. Part B: End-of-Unit Writing Sample Helps determine the skills that the student is using consistently and to identify areas in which you can focus your instruction to support the student s writing growth. Purpose: to note the characteristics that appear in a student s writing as well as those characteristics that the student has moved beyond developmentally. Individual Assessment Folders Being a Writer recommends that you create a folder for each student to store collected writing samples. See page x of your Assessment Resource Book for an overview of the assessments in your grade. Student Friendly Checklists The Writing Resource Packet includes student friendly checklists where students can self-assess their writing using the same criteria as teachers will use from the standards based rubrics. Writing Curriculum Guide FAQs Greeley-Evans School District 6 Page 3 of Writing Curriculum Guide

4 1. What do I do on the open days? A. Suggested mini lessons topics are found on the Writing Knowledge Packet. 2. How do I assess my students writing? A. Refer to the assessment resource book, use conferencing notes and a collection of writing samples to build student body of evidence. There are also end of unit writing sample checklists for each unit. 3. Where do I find student exemplars? A. Student exemplars are found in the Assessment Resource Book. 4. Where do I find information about the stages of early writing development? A. Information about early writing development can be found in the Assessment Resource Book. Greeley-Evans School District 6 Writing Curriculum Guide Unit 1: The Writing Community Timeline: 18 days August 29-September 23 Alignment to Standards: Priority Standard: Text Type and Purposes K.1 Not addressed in this unit. K.2 Not addressed in this unit. K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 Not addressed in this unit. Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.5 Not addressed in this unit. Greeley-Evans School District 6 Page 4 of 21 **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Not addressed in this unit. About the Unit Find the Being a Writer Getting Ready to Write PowerPoint for the first 4 days of Being a Writer instruction on Schoology under, Writing Supporting Documents Writing Curriculum Guide

5 During this unit, the students are introduced to the idea that marks on a page communicate meaning. The main purpose of this unit is to give you time to observe and get to know where your students are as writers. They learn to act responsibly as they carry out various procedures for the writing community. Beginning-of-year Writing Sample, see p.2 in Assessment Resource Book Assessment Checklist/Rubrics Grammar Scope and Sequence Handwriting End-of-unit Writing Sample, see p.17 in Assessment Resource Book Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Unit 2: Getting Ideas Timeline: 46 days September 26-December 2 Alignment to Standards: Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?) K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers, and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.5 Not addressed in this unit. Greeley-Evans School District 6 Page 5 of 21 **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Not addressed in this unit Writing Curriculum Guide

6 About the Unit During this unit, students will generate writing ideas and make lists through discussions and observations of the world around them. They rehearse their stories orally and practice writing letters, words, and sentences. Students begin to think about letter-sound relationships in their writing and they learn to use a word wall. Assessment Individual Writing Assessment, see p.32 in Assessment Resource Book Checklist/Rubrics Grammar Scope and Sequence Handwriting End-of-unit Writing Sample, see p.39 in Assessment Resource Book Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Unit 3: Exploring Words Through Poetry Timeline: 15 days December 5-January 6 Alignment to Standards: Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?). K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 Not addressed in this unit. Priority Standard: Language K.1 Not addressed in this unit. K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. Greeley-Evans School District 6 Page 6 of 21 **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups Writing Curriculum Guide

7 K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. About the Unit During this unit, students explore words through hearing, discussing and writing poems. They visualize and act out poems to make sense of them and to get ideas for their own poems. They share their poems in pairs and as a class and create individual books of poetry. Individual Writing Assessment, see p.76 in Assessment Resource Book Assessment Checklist/Rubrics Grammar Scope and Sequence Handwriting End-of-unit Writing Sample, see p.83 in Assessment Resource Book Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Unit 4: Telling More Timeline: 23 days January 9-February 10 Alignment to Standards: Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?). K.2 Not addressed in this unit. K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 Not addressed in this unit. Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.5 Not addressed in this unit. **See Writing Knowledge Packet Greeley-Evans School District 6 Page 7 of Writing Curriculum Guide

8 Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. About the Unit During this unit, students explore telling more in their stories by adding to their illustrations and writing. After they write, they revisit their drawings and writing and think about what they can add to them. The students write shared stories, choose topics for their own stories and share their writing from the Author s Chair. Assessment Individual Writing Assessment, see p.48 in Assessment Resource Book Checklist/Rubrics Grammar Scope and Sequence Handwriting End-of-unit Writing Sample, see p.55 in Assessment Resource Book Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Unit 5 : Just the Facts Timeline: 29 days February 13- March 31 Alignment to Standards: Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?). K.2 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic. K.3 Not addressed in this unit. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Greeley-Evans School District 6 Page 8 of Writing Curriculum Guide

9 K.5 Not addressed in this unit. **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. About the Unit During this unit, students hear and discuss non-fiction books and write non-fiction as a class and individually. They explore how non-fiction is different from fiction. They gather information for their own non-fiction writing through interviews and observation. Individual Writing Assessment, see p.62 in Assessment Resource Book Assessment Checklist/Rubrics Grammar Scope and Sequence Handwriting End-of-unit Writing Sample, see p.69 in Assessment Resource Book Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Unit 6: Opinion Writing Timeline: 29 days April 3- May 12 Going Public May 2-May 6 Alignment to Standards: Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?). K.2 Not addressed in this unit. K.3 Not addressed in this unit. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 Not addressed in this unit. Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Greeley-Evans School District 6 Page 9 of Writing Curriculum Guide

10 K.5 Not addressed in this unit. **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. About the Unit During this unit, students hear and discuss examples of opinion writing. They learn what an opinion is, generate opinions about topics, explore clearly stating an opinion, and provide reasons to support their thinking. Individual Writing Assessment, see p.90 in Assessment Resource Book Assessment Checklist/Rubrics Grammar Scope and Sequence Handwriting End-of-unit Writing Sample, see p.97 in Assessment Resource Book Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Unit 7: Revisiting the Writing Community Timeline: 7 days May 15-May 24 Alignment to Standards: Writing Curriculum Guide Priority Standard: Text Type and Purposes K.1 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is?). K. 2 Not addressed in this unit. K.3 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. Priority Standard: Production and Distribution of Writing K.5 With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. Priority Standard: Research to Build and Present Knowledge K.8 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. Greeley-Evans School District 6 Page 10 of Writing Curriculum Guide

11 Priority Standard: Language K.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. K.5 Not addressed in this unit. **See Writing Knowledge Packet Priority Standard: Speaking and Listening K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. K.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood. About the Unit During this unit, the students reflect on what they enjoyed about their writing this year, think about what writing they might do during the summer and write lists of ideas in their summer writing books. End-of-year Writing Assessment, see p.100 in Assessment Resource Book Assessment Checklist/Rubrics Grammar Scope and Sequence Handwriting N/A Skills and Conventions Tables in BAW Volume 2, Appendix C, page 429 See Writing Knowledge Packet Mentor Sentences: In the first ten minutes of the writing block, one way to teach grammar is to have students notice elements of a well written sentence. Wonders- Follow Zaner Bloser RMSE- Follow Handwriting Foundations (Found on Schoology) Greeley-Evans School District 6 Page 11 of Writing Curriculum Guide

12 Quick Reference Pacing Guide Being a Writer Full/Half Day Unit Title Instructional Dates Days 1 The Writing Community 18 August 29-September 23 2 Getting Ideas 46 September 26-December 2 5 Exploring Words through 15 December 5-January 6 Poetry 3 Telling More 23 January 9-February 10 4 Just the Facts 29 February 13-March 31 6 Opinion Writing 29 April 3-May 12 7 Revisiting the Writing Community 7 May 15-May 24 Greeley-Evans School District 6 Page 12 of Writing Curriculum Guide

13 Being A Writer: Writing Best Practices The purpose of this document is to share best instructional practices so all elementary students have access to high quality, consistent teaching. Best Practice 1: Daily Writing Lesson - Getting Ready to Write Best Practice 2: Writing Time Best Practice 3: Sharing and Reflecting Best Practice 4: Grammar Instruction Best Practice 5: Performance Task Preparation Guide Daily lessons should be about 15 minutes. If more time is needed, continue the lesson the next day. Gather students closely together at a meeting area. Best practice shows that this is superior for attention and building a community of writers. Do Suggested Vocabulary and ELL Vocabulary in the mentor text lesson. Use questions within the discussion portion of the lesson as written. Post anchor charts as directed in the teacher s manual. Any grammar/skills lessons embedded in Getting Ready to Write are critical to include. The expectation is that every child will produce writing. Teacher writes for 2-5 minutes. To model that all people are writers, to produce samples to share with students, and initiate the no-walk/no-talk expectation. Randomly pair students for entirety of unit.working with the same partner over time helps students build a working relationship. There needs to be a quiet environment for writing. Children do get to share their writing at the end, but quiet allows students thinking time and helps to build stamina. CONFERRING- conferencing should be happening every day. Consider making a conferencing calendar to conference with each student at least twice per unit. Initial/Roaming (use the class assessment notes from your assessment book or app) Formal- one-on-one (use the conferencing notes from your assessment book or app) Use Pair Conferring when suggested in the program Provides lesson closure and supports the writing community. Sharing should occur for 3-5 minutes each day. Students can share out to whole class, in small groups, or with a partner. Skill Practice Note: grammar lessons in the purple sidebars should be taught during that week using one of the following methods: Mentor sentences: In the first 10 minutes of the writing block, one way to teach grammar is by having students notice elements of a well written sentence. Skills Practice Teaching Guide Grades 3-5 This takes place of your writing block 3 times a year (1-2 weeks of instruction each) Guided practice Assessments Conference Notes Part A - Non-Published Writing (use to inform effort grade) Part B - Published Writing Rubric- (to be used with completed work, 1 per unit) Class Assessment Notes (mandatory for observation but not to be recorded) Social Skills Assessment (optional) Beginning of Year/End of Year Writing Sample Record (highly encouraged) Greeley-Evans School District 6 Page 13 of Writing Curriculum Guide

14 District 6 Handwriting Guidelines Why do we teach handwriting? Handwriting is a necessary skill in the writing process. In order to develop automaticity in print and cursive, students need adequate time practicing accurate and neat letter formation. Students should also have adequate practice reading in print and cursive in the classroom. Grade Level Guidelines Resources First Grade Second Grade Third Grade Fourth Grade Fifth Grade Required print instruction-accurate and neat to create automaticity 10 minutes of instruction daily during the writing block or other time period Practice correct letter formation Required print instruction 10 minutes of instruction daily during writing block or other time period Required review during 1 st semester Review on open days during writing block or other time period minutes Required Cursive Instruction-accurate and neat to create automaticity August December Instruction 10 minutes of instruction per day during the writing block or other time period January-May Application of cursive by teacher and students Review Cursive during 1 st quarter Application as applicable Review Cursive during 1 st quarter Application as applicable -Handwriting Foundations-found on schoology -Zaner Bloser- Wonders Schools Zaner Bloser Zaner Bloser Zaner Bloser Wonders Handwriting online resource Wonders Handwriting online resource Greeley-Evans School District 6 Page 14 of Writing Curriculum Guide

15 WONDERS SCHOOLS ONLY Greeley/Evans School District 6 Zaner Bloser/Wonders Handwriting Pacing Guide Week Starts Unit (s) Practice Pages 1 August 24 Pretest (T6) Writing Positions (T10-11) Use own form 8-9 Practice Name Writing 2 August 29 Vertical Lines (T14-T17) Practice Name Writing 3 September 6 Horizontal Lines (T18-T21) Practice Name Writing 4 September 12 Backward Circle Lines (T22-T25) Practice Name Writing 5 September 20 Slant Lines (T26-T29) Practice Name Writing 6 September 26 Forward Circle Lines (T30-T33) Practice Name Writing 7 October 3 Write: Ll, Ii, Tt (T36-T41) October 10 Write: Oo, Aa, Dd (T44-T49) October 17 Practice and Application 10 October 24 Write: Cc, Ee, Ff (T52-T57) October 31 Write: Gg, Jj, Qq (T60-T65) November 7 Practice and Application 13 November 14 Write: Uu, Ss (T68-T71) November 21 Write: Bb, Pp (T72-T75) November 28 Practice and Application 16 December 5 Write: Rr, Nn (T78-T81) December 12 Write: Mm, Hh (T82-T85) January 4 Practice and Application 19 January 9 Write: Vv, Yy, Ww (T88-T93) January 16 Practice and Application 21 January 23 Write Xx, Kk, Zz (T96-T101) January 30 Practice and Application 23 February 7 Write Numerals: 1-4 (T104-T105) February 13 Write Numerals: 5-8 (T106-T107) February 21 Write Numerals: 9-10 (T108-T109) February May Practice and Application Greeley-Evans School District 6 Page 15 of Writing Curriculum Guide

16 RMSE SCHOOLS ONLY-SEE SCHOOLOGY FOR HANDWRITING CURRICULUM & WORKBOOK PAGES Greeley/Evans School District 6 RMSE Handwriting Pacing Guides Week Starts Sounds 1 August 24 Name writing (continue throughout the year), Writing positions, Pencil grip, Vertical lines, Horizontal lines 2 August 29 Slant lines, Backwards circles, Forward circles 3 September 6 a a 4 September 12 a m 5 September 20 m s 6 September 26 s e 7 October 3 e r 8 October 10 r d 9 October 17 d f 10 October 24 f i 11 October 31 Review and Reteach END OF TRIMESTER 1 12 November 7 t n 13 November 14 c o 14 November 21 h u 15 November 28 g l 16 December 5 w k 17 December 12 v p 18 January 4 b y 19 January 9 x j 20 January 16 q z 21 January 23 Review and Reteach 22 January 30 Review and Reteach 23 February 7 Review and Reteach END OF TRIMESTER 2 24 February 13 A M 25 February 21 S E 26 February 27 R D 27 March 6 F I 28 March 13 T N 29 March 27 C O 30 April 3 H U 31 April 10 G L 32 April 17 W K 33 April 24 V P 34 May 1 B Y 35 May 8 X J 36 May 15 Q Z Greeley-Evans School District 6 Page 16 of Writing Curriculum Guide

17 Kid Friendly Revision Checklist Personal Narrative Writing Use for Units 1 and 3 Name Date Concept/Skill Yes No Did I write/draw about an event? Did my pictures match my words? Do my pictures include details? Did I add labels to my pictures? Greeley-Evans School District 6 Page 17 of Writing Curriculum Guide

18 Kid Friendly Revising Checklist Expository Nonfiction Writing Use for Unit 4 Name Date Concept/Skill Yes No Did I draw a detailed picture? Does my picture match my words? My dog is big. Do I have 1 topic? Did I write 1-3 facts about my topic? Greeley-Evans School District 6 Page 18 of Writing Curriculum Guide

19 Kid Friendly Revising Checklist Poetry Writing Use for Unit 5 Name Date Concept/Skill Yes No Did I draw a detailed picture of my topic? Do I have one clear topic? Did I use 3 or more words to describe my topic? Greeley-Evans School District 6 Page 19 of Writing Curriculum Guide

20 Kid Friendly Revising Checklist Opinion Writing Use for Unit 6 Name Date Concept/Skill Yes No Did I draw a detailed picture to show my opinion? Did I state my opinion about a topic? Did I give at least one reason for my opinion? Greeley-Evans School District 6 Page 20 of Writing Curriculum Guide

21 Kid Friendly Editing Checklist Name Date Concept/Skill Yes No Did I write my name? Name Did I write left to right and top to bottom? Did I put spaces between words? Did I use beginning and ending sounds? Did I form my letters correctly? Did I draw a picture about the topic? Do my sentences go with the topic? My dog is big. Did I use a capital letter at the beginning of my sentences and the word I? I ABC Greeley-Evans School District 6 Page 21 of Writing Curriculum Guide