contains discussions of the student s personal growth as a writer and reflection on the pieces in the portfolio may include the following idea
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1 KINDERGARTEN WRITING SEQUENCE OF LEARNING WRITING TO LEARN (1) 1.e Observe teacher modeling journal writing using pictures, letters, words, and groups of words 1.e.a Write in a journal according to each student s own developmental level 1.e.b Respond to reading, listening, observing, field trips, and personal experiences and interests by producing entries in a journal * 1.e Observe teacher modeling the use of research strategies/tools 1.e.a Use research strategies/tools (e.g., observation, hands-on activities, simples reference/non-fiction books) with teacher guidance to gather information 1.e Use information in their journals to tell a story or share information with the class orally 1.e.d Demonstrate writing skills in the context of journal writing* WRITING TO DEMONSTRATE LEARNING (2) 2.e Observe teacher modeling use of 3 column method for answering open- response questions Contribute to the class discussion as teacher models using the 3 column method to create an answer to an openresponse question 2.e.b Identify and use research strategies/tools (e.g., observation, hands-on activities, simple reference books and other nonfiction books) with teacher guidance to gather information Demonstrate knowledge of subjects researched through writing (drawing, letter-like marks, words) and speaking Contribute to class discussion during teacher modeling of writing to demonstrate learning (open-response answers, paragraphs) 2.e Observe teacher modeling of letter writing with references to criteria of effective writing (reader awareness, purpose, idea development, supporting details, organization/letter format, sentences, word usage, capitalization, punctuation, and spelling) Participate in class discussion during a group write of a letter AUTHENTIC WRITING (3) AUTHENTIC PERSONAL WRITING 3.e.b Personal Narrative: chooses topics from personal experiences (event) begins to use first person begins a sentences (copied or dictated) with punctuation 3.e.b Memoir: chooses topics from personal experiences writes a few sight words, especially those with particular meanings to the writer begins sentences (copied or dictated) with a capital letter ends sentences (copied or dictated) with punctuation AUTHENTIC LITERARY WRITING 3.e.b Short Story: chooses topics from personal experiences and interest uses letters, strings of random letters, and/or a few words to resemble a sentence
2 3.e.b begins sentences (copied or dictated) with a capital letter ends sentences (copied or dictated) with punctuation Poem: chooses topics from experiences and interests uses letters, strings of random letters, and/or a few words to resemble a sentence begins sentences (copied or dictated) with a capital letter ends a sentence (copied or dictated) with punctuation AUTHENTIC INFORMATIONAL WRITING 3.e.b Article, Brochure: chooses topics from experiences and interests attempts to write lists and messages to others begins to have a beginning (lead), middle (body), and end (conclusion) begins to use first person writes a few sight words, especially those with particular meanings to the writer begins copied sentences with punctuation 3.e.b Persuasive Writing (letter, editorial): chooses topics from personal experiences and interests engages in the act of writing without specific attention to meaning experiments with marks on a page uses drawings, symbols, letter-like marks to represent words shows some evidence of directionality (top to bottom, left to right) begins a sentence (copied or dictated) with a capital letter ends a sentence (copied or dictated) with punctuation AUTHENTIC REFLECTIVE WRITING 3.e.b Reflective Writing: become familiar with models of various genres make entries in journals/writer s notebooks brainstorm, list engage in hands-on activities and observation observe teacher modeling creation of writing tasks observe teacher plan draft observe teacher modeling graphic organizers made during prewriting begin to focus on topic request feedback from teacher present (e.g., mail, deliver, read, post) the finished piece to/for the intended audience
3 PROCESS AUTHENTIC WRITING DRAFT observe teacher modeling graphic organizers made during prewriting begin to focus on topic REVISE request feedback from teacher EDIT request feedback from teacher PUBLISH present (e.g., mail, deliver, read, post) the finished piece to/for the intended audience CRITERIA FOR EFFECTIVE AUTHENTIC WRITING PERSONAL NARRATIVES: focus on one event communicate a clear purpose (the significance of the event is clear to the reader) are written in the first person ( I ) include many relevant, sensory details include the writer s feelings and thoughts include dialogue (optional) MEMOIRS: focus on a person, place, animal, or object that has had a particular significance in the writer s life focus on a particular aspect of the writer s relationship with that person, place, animal, or object recreate for the reader incidents shared with the particular person, place, animal, or object reveal the writer s knowledge of and feelings about the person, place, animal, or object share new insights gained in recalling the significance ot the person, place, animal, or object make the person, place, animal, or object come alive for the reader SHORT STORIES: weave setting details into the text develop at least one character through the character s words, thoughts, actions, and through the words of other characters and/.or the writer create an effect (e.g., comedy, suspense, horror) develop a problem/conflict as the story (plot) progresses with a series of incidents use effective ordering of events, impressions, and descriptions resolve the problem/conflict (climax) include a conclusion (result of climax) often include dialogue (optional) POEMS: have a focused purpose (e.g., paint a picture, recreate a feeling, tell a story, capture a moment) use effective ordering of events, impressions, and descriptions do not sacrifice meaning for rhyme include many sensory details use strong verbs and precise nouns use poetic devices (e.g., simile, metaphor, repetition, alliteration, personification, onomatopoeia, hyperbole, end rhyme) use line breaks and punctuation effectively SCRIPTS: include narration and stage directions develop characters through their words, thoughts (monologues), and actions and through the words of other characters develop a problem/conflict as the plot progresses with a series of incidents use effective ordering of events, impressions, and descriptions resolve the problem/conflict (climax) include a conclusion ( result of the climax) TRANSACTIVE WRITING (letter, feature article, article in an academic journal, editorial/letter to the editor, brochure, proposal, review, speeches, other kinds of practical/workplace writing): have a focused purpose (e.g., persuade, instruct, respond to a current event or issue, inform) target a specific readership (audience) engage the reader with an interesting beginning, one that gives some context or reason for the information which follows develop ideas with specific, relevant details (e.g., reasons, facts, comparisons, anecdotes, descriptive detail, photos/pictures, statistics, examples, charts, definitions, graphs, diagrams, personal experience, documented information from a variety of research activities [reference books, Internet, interviews, observations, hands-on activities, periodicals]) use a range of appropriate idea development strategies (e.g., comparing and contrasting, establishing cause and effect, relationships, narrating a relevant anecdote) use organizational strategies appropriate to the authentic form selected (e.g., brochure, editorial, feature article, letter) move the reader through the piece with logical, appropriate transition strategies (e.g., paragraphing, deliberate use of white space, bulleted or numbered lists, subheadings) provide a sense of closure at the end by leaving the reader with something to think about REFLECTIVE WRITING (Letter to the Reviewer): based on continuous reflection and self-analysis of writing over time (e.g., process journals, writer s notebooks, reflection on individual pieces at the time of publication)
4 contains discussions of the student s personal growth as a writer and reflection on the pieces in the portfolio may include the following idea development strategies: discussion of goals as a writer, growth as a writer through the years, influences (who and/or what) on the writer s progress and growth, strategies used during the development of pieces, selection of portfolio pieces, application of writing process (prewriting, drafting, revising, editing, publishing)
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