FOURTH GRADE WRITING PACING GUIDE Revised August 2016 Waynesboro Public Schools 301 Pine Avenue Waynesboro, Virginia 22980 www.waynesboro.k12.va.us Information in parenthesis throughout this document refers to the Houghton Mifflin version of the reading text used at William Perry. *These resources match Houghton Mifflin Theme 6 and may not match the new focus for this writing unit. Please keep notes regarding Houghton Mifflin and Step Up to Writing materials for this unit. This information will be used to improve the pacing guide over time. 1
Elementary Writing Instruction and Assessment Plan The Waynesboro Public Schools Writing Program is articulated in the Writing Pacing Guides, Writing Rubrics, Writing Assessment Plan and in this document. These documents are based on Virginia s Standards of Learning. Instruction Department Personnel and the Elementary Principals approved these documents for use at their February, 2009 meeting. Teachers must use the division s writing pacing guides (includes division s rubric insertion plan) and the division s writing rubrics in accordance with the Writing Assessment Schedule. Writing instruction will be at least 90 minutes a week. Writing instruction is defined in the boxes below. Writing instruction IS: -Writing workshop -Teacher modeling -Conferencing with students -Shared writing -Writing process -Related to the pacing guide(s) and rubric(s) Writing instruction IS NOT: -Free writing -Center Writing -Reading Response -Handwriting Practice -Daily Oral Language -Sentence Correction Each writing unit should include the following: TEACHER-DIRECTED INTRODUCTION (usually whole group) -Explicitly teach strategies and concepts -Use rubric & anchor papers as models -Analyze models -Use visuals -colors -graphic organizers WRITERS WORKSHOP & GUIDED WRITING (usually individual or small group) -Mini-lessons -Conferences -Peer review -Self assessment using rubric or checklist STUDENT SHARING AND GOAL-SETTING (whole or small group) Rubric or checklist used for: -Self assessment -Goal setting -Author s chair -Exhibit, publish, and share 2
Writing Assessment Plan Elementary Grades K 1 2 3 4 5 1 st Assessment of Writing 2 nd Assessment of Writing 3 rd Assessment of Writing Window: First four weeks of school Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric. Window: First two weeks of December Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Window: Month of April Prompt: DOE released prompts (building level decision if a picture will be added to the prompt) The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 38. Window: First four weeks of school Prompt: DOE released prompts 4 th Grade students will use a computer to compose their writing piece. Their writing will need to be printed for scoring purposes. Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric. Window: First two weeks of December Prompt: DOE released prompts Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Window: Month of April Prompt: DOE released prompts 4 th Grade students will use a computer to compose their writing piece. Their writing will need to be printed for scoring purposes. The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Window: First four weeks of school Prompt: DOE released prompts 5 th Grade students will use a computer to compose their writing piece. Their writing will need to be printed for scoring purposes. Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Within TWO weeks of writing administration: A second scorer will need to score each writing piece using the Waynesboro Writing Rubric. Window: First two weeks of December Prompt: DOE released prompts Within ONE week of writing administration: The writing assessment is to be scored by the classroom teacher using the Waynesboro Writing Rubric. Window: Month of April Prompt: DOE released prompts 5 th Grade students will use a computer to compose their writing piece. Their writing will need to be printed for scoring purposes. The writing assessment is to be scored by the classroom teacher and a second scorer using the Waynesboro Writing Rubric. Scored by: The end of week 38. Revised 7-2016 Scored by: The end of week 38. 3
Writing Assessment Standards for Waynesboro Public Schools At each of the formal writing assessments, the entire Waynesboro Public School s Writing Rubric will be used to score the prompted writing. Scores will be turned in to administration for review. Prior to having the students begin writing, teachers may engage students in oral class brainstorming and discussion. Teacher generated, written brainstorming, lists, webs, and outlines will not be allowed. Students may generate their own pre-planning (webs, outlines, brainstorming, lists) after the prompt is given. Students are encouraged to create and use their own graphic organizers. Teachers may not supply graphic organizers for prewriting or drafting. Teachers may not assist students with spelling, sentence formation, editing, etc. once they begin writing. This will allow for a clear picture of each student s knowledge of the writing process and growth toward the grade level objectives. Students may use a checklist or student friendly rubrics at the teacher s discretion. (Students may be more successful with using checklists or rubrics if they have had experience with checklists and rubrics within the classroom setting.) Students scores, according to the writing rubric, will be shared with parents. It is at the school s discretion when and what will be sent home (the student s original writing, a photocopy of the student s writing, a letter with a copy of the rubric, etc.). All end-of-year writing prompts will be collected and redistributed at the beginning of the next school year to each student s teacher. FOCUS STRAND: WRITING GRADE LEVEL 4 At the fourth-grade level, students will develop and build their writing skills by writing effective narratives and explanations. They will use the writing skills of selecting and narrowing a topic, developing a plan for writing, and organizing information into several paragraphs with a central idea and supporting details. The instructional focus will include an emphasis on written expression. Revising and editing for correct sentence formation, grammar, capitalization, punctuation, and spelling will continue to be important skills at this grade level. Students will also use available technology to write their narratives and explanations. FOCUS STRAND: RESEARCH GRADE LEVEL 4 4
At the fourth-grade level, students will conduct short research projects based on focused questions. Students will gather relevant information from sources and integrate the information while avoiding plagiarism. General Resources The following websites may be used to support instruction for all students including English Language Learners (ELLs). Many of the resources shared at Waynesboro s English Language Learner trainings, in the fall of 2012 and spring of 2013, may be found on these websites. World-class Instructional Design and Assessment (WIDA): www.wida.us World-class Instructional Design and Assessment (WIDA) Download Library: http://www.wida.us/downloadlibrary.aspx Waynesboro ESL Resources Website: wpsesl.weebly.com 5
PROGRESSION OF FOURTH GRADE SOL SKILLS 6
WEEKS SOL 4.7 a-k SOL 4.8 a-h SOL 4.9 a-e a b c d e f g h i j k a b c d e f g h a b c d e 1-3 Describe x x x x x x 4-7 Personal Narrative 8-10 Informational Paragraphs 11-14 Personal Essay 15-21 Narrative Writing 22-26 Research - Inform 27-31 Research - Explain 32-36 Narrative x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x x 7
Writing Descriptions Weeks 1-4 SOLs: 4.7 b, c, d, f, k; 4.8 g 4.7 The student will write cohesively for a variety of purposes. b) Focus on one aspect of a topic c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. f) Write a clear topic sentence focusing on the main idea. k) Include supporting details that elaborate the main idea. ESSENTIAL KNOWLEDGE, SKILLS, ESSENTIAL UNDERSTANDINGS The intent of this standard is that students will apply their knowledge of a writing process and the domains of writing to write for a variety of purposes. Two important modes for writing are: Informative/explanatory students write informative/explanatory texts to examine a topic and convey ideas and information clearly. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Students should have practice writing on demand, for shorter time frames, and over extended periods of time. All students should demonstrate the capacity to generate, focus, and organize ideas for writing. revise the language, organization, and content of a piece of writing for a specific purpose. AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. create a plan and organize thoughts to convey a central idea before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers). recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs write a clear topic sentence focused on the main idea. use facts and details in sentences to elaborate the main idea. focus, organize, and elaborate to construct an effective cohesive message for the reader. select specific information to guide readers more purposefully through the piece. use specific vocabulary and vivid word choice. 8
4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. g) Use correct spelling for frequently used words, including common homophones. The intent of this standard is that students will understand and use the editing process. Students will demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling in writing (e.g., correct capitalization, commas in series, correct spelling of frequently used words). ESSENTIAL UNDERSTANDINGS All students should understand that grammatically correct language and mechanics contribute to the meaning of writing. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through). use a rubric to self-assess writing. Components of Rubric Composing Written Expression Usage/Mechanics Prewriting: -Create a plan and organize thoughts to convey a central idea before writing -Use a prewriting strategy Central Idea: - Focus on one aspect of a topic - Write a clear topic sentence focusing on the main idea Organization: -Clearly introduce a topic Elaboration: -Includes supporting details and elaborate the main idea Language: -Use specific vocabulary and vivid word choice Mechanics -Formatting: paragraph indentation/spacing between -Spelling: Use the correct spelling of frequently used words including homonyms/homophones - Capitalization; proper nouns and words at the beginning of sentences, and the word I -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences 9
Piece, assignment, or genre: Description- to Describe HM Reading Writing Workshop Pg. 181S-183 (Pg. Not in WP Version) SUTW Section 2, 3, and 4 Prewriting HM Theme 2 Pg. 183A-183C ( WP same) Choosing a Topic Exploring and Planning Ordering Information Step Up To Writing: Manual Pg. 3-34 to 3-35, 3-38 to 3-39 Step Up To Writing: Classroom Reproducible Planning Pg. 17-27, 59-64, 65-66 Drafting HM Theme 2 Pg. 183D Using Sensory Language Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Topic Sentences Pg. 31-39 Reason, Detail, Fact Sentences with Transitions Pg.40-44 Examples and Explanations Pg.45-48 Conclusion Sentences Pg. 49-52 Primary Resources and Activities Revising HM Theme 2 Pg. 183E Sentence Combining Proofreading/Editing HM Theme 2 Pg. 183F Frequently Misspelled Words Publishing HM Theme 2 Pg. 183G-183H WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics 10
Writing a Personal Narrative Weeks 5-8 SOLs: 4.7 a, b, c, d, e, f, g; 4.8 a, d, e, g 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. ESSENTIAL KNOWLEDGE, SKILLS, ESSENTIAL UNDERSTANDINGS AND PROCESSES The intent of this standard is that students will apply their knowledge of a writing process and the domains of writing to write for a variety of purposes. Two important modes for writing are: Informative/explanatory students write informative/explanatory texts to examine a topic and convey ideas and information clearly. Narrative students write narrative to develop real or imagined experiences or events using descriptive details, and clear event sequences. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide All students should demonstrate the capacity to generate, focus, and organize ideas for writing. revise the language, organization, and content of a piece of writing for a specific purpose. To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. produce clear and coherent writing in which the development and organization are appropriate to purpose and audience. recognize different modes of writing have different patterns of organization narrative organize an event sequence that unfolds naturally use specific vocabulary, words, and phrases to convey experiences and events provide a conclusion create a plan and organize thoughts to convey a central idea before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers). focus, organize, and elaborate to construct an effective cohesive message for the reader. write a clear topic sentence focused on the main 11
organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby). Students should have practice writing on demand, for shorter time frames, and over extended periods of time. idea. use specific vocabulary and vivid word choice. write two or more related paragraphs on a topic. 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. g) Use correct spelling for frequently used words, including common homophones. The intent of this standard is that students will understand and use the editing process. Students will demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling in writing (e.g., correct capitalization, commas in series, correct spelling of frequently used words). ESSENTIAL UNDERSTANDINGS All students should understand that grammatically correct language and mechanics contribute to the meaning of writing. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural verbs). appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing. use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent). use reflexive pronouns (e.g., myself, ourselves). use commas in series, dates, and addresses. use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through). use a rubric to self-assess writing. 12
Components of Rubric Composing Written Expression Usage/Mechanics Prewriting: -Create a plan and organize thoughts to convey a central idea before writing -Use a prewriting strategy -Identify intended audience Central Idea: - Focus on one aspect of a topic -Organize writing to convey a central idea -Write a clear topic sentence focusing on the main idea Elaboration: - Includes supporting details and elaborate the main idea Organization: -Clearly introduce a topic -Group related information in paragraphs -Write two or more related paragraphs on a topic -Provide a concluding statement or section related to the topic -Organize an event sequence that unfolds naturally Language: -Use specific vocabulary and vivid word choice Usage: -Use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing -Use noun/pronoun agreement -Use reflexive pronouns -Use subject verb agreement Mechanics -Formatting: paragraph indentation/spacing between -Spelling: Use the correct spelling of frequently used words including homonyms/homophones - Capitalization; proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: Use commas in series, dates, and addresses, apostrophes in singular possessives, and quotation marks to indicate someone is saying something -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences Piece, assignment, or genre: Personal Narrative HM Reading Writing Workshop Pg. 59 A-H SUTW Pg.7S-59 Prewriting HM Reading Writing Workshop Pg. 59A-59B Choosing a Topic Organizing and Planning Step Up To Writing: Manual Pg. 6-2 to 6-5 Step Up To Writing: Classroom Reproducible Planning Pg. 74-77 Primary Resources and Activities 13
Drafting HM Reading Writing Workshop Pg 59C-59D Writing a Good Beginning Keeping to the Topic Step Up To Writing: Manual Pg. 6-5 to 6-10 Step Up To Writing: Classroom Reproducible Starting A Story Pg. 78-84 Story Transitions Pg. 85, 86 Ending Pg. 89 Revising HM Reading Writing Workshop Pg. 59E Varying Sentences Step Up To Writing: Manual Pg. 6-10 to 6-13 Step Up To Writing: Classroom Reproducible Revising A Story Pg. 88 Proofreading/Editing HM Reading Writing Workshop Pg. 59F Publishing HM Reading Writing Workshop Pg. 59B-59H WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics 14
Writing Informational Paragraphs: Review Weeks 9-11 SOLs: 4.7 b, c, d, e, f, h, k; 4.8 a, b, e, g 4.7 The student will write cohesively for a variety of purposes. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. h) Use transition words for sentence variety. k) Include supporting details that elaborate the main idea. ESSENTIAL UNDERSTANDINGS The intent of this standard is that students will apply their knowledge of a writing process and the domains of writing to write for a variety of purposes. Two important modes for writing are: Informative/explanatory students write informative/explanatory texts to examine a topic and convey ideas and information clearly. Narrative students write narrative to develop real or imagined experiences or events using descriptive details, and clear event sequences. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, All students should demonstrate the capacity to generate, focus, and organize ideas for writing. revise the language, organization, and content of a piece of writing for a specific purpose. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. create a plan and organize thoughts to convey a central idea before writing. recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs provide a concluding statement or section related to the topic use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers). write a clear topic sentence focused on the main idea. focus, organize, and elaborate to construct an effective cohesive message for the reader. select specific information to guide readers more purposefully through the piece. use specific vocabulary and vivid word choice. 15
grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby). Students should have practice writing on demand, for shorter time frames, and over extended periods of time. link ideas within paragraphs using words and phrases (e.g., another, for example, since, also). use facts and details in sentences to elaborate the main idea. 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. e) Use commas in series, dates, and addresses. g) Use correct spelling for frequently used words, including common homophones. The intent of this standard is that students will understand and use the editing process. Students will demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling in writing (e.g., correct capitalization, commas in series, correct spelling of frequently used words). ESSENTIAL UNDERSTANDINGS All students should understand that grammatically correct language and mechanics contribute to the meaning of writing. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural verbs). appropriately identify and use the following parts of a sentence in writing: subject, predicate, and prepositional phrase. use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through). Use commas in series, dates, and addresses. use a rubric to self-assess writing. 16
Components of Rubric Composing Written Expression Usage/Mechanics Prewriting: -Create a plan and organize thoughts to convey a central idea before writing -Use a prewriting strategy -Identify intended audience Central Idea: - Focus on one aspect of a topic -Organize writing to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Clearly introduce a topic -Group related information in paragraphs -Write two or more related paragraphs on a topic -Link ideas within paragraphs using words and phrases -Provide a concluding statement or section related to the topic -Organize an event sequence that unfolds naturally Elaboration: -Includes supporting details and elaborate the main idea Language: - Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use specific vocabulary and vivid word choice Rhythmic Flow: -Use transition words and/or phrases for sentence variety to connect thoughts and manage the sequence of events Sentence Formation: - Appropriately use subject, predicate, and prepositional phrases to form sentences Usage: -Use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing -Use subject verb agreement -Use noun/pronoun agreement -Use reflexive pronouns Mechanics -Formatting: paragraph indentation/spacing between -Spelling: Use the correct spelling of frequently used words including homonyms/homophones - Capitalization; proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: Use commas in series, dates, and addresses, apostrophes in singular possessives, and quotation marks to indicate someone is saying something -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences 17
Piece, assignment, or genre: Review of Expository (informational) Paragraphs SUTW Section 2 and 4 Prewriting Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Planning Pg. 17-27, 59-64, 65-66 Drafting Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Topic Sentences Pg. 31-39 Reason, Detail, Fact Sentences with Transitions Pg.40-44 Examples and Explanations Pg.45-48 Conclusion Sentences Pg. 49-52 Primary Resources and Activities Revising Proofreading/Editing Publishing WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics 18
Writing to Explain: Personal Essay (thoughts, beliefs, or feelings) Weeks 12-15 SOLs: 4.7 a, c, d, e, f, g, h, i, j, k; 4.8 a, b, c, d, e, f, g, h 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea. ESSENTIAL KNOWLEDGE, SKILLS, ESSENTIAL UNDERSTANDINGS AND PROCESSES The intent of this standard is that students will apply their knowledge of a writing process and the domains of writing to write for a variety of purposes. Two important modes for writing are: Informative/explanatory students write informative/explanatory texts to examine a topic and convey ideas and information clearly. Narrative students write narrative to develop real or imagined experiences or events using descriptive details, and clear event sequences. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable and All students should demonstrate the capacity to generate, focus, and organize ideas for writing. revise the language, organization, and content of a piece of writing for a specific purpose. To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. produce clear and coherent writing in which the development and organization are appropriate to purpose and audience. recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic use specific vocabulary to inform and explain the topic; and provide a concluding statement or section related to the topic create a plan and organize thoughts to convey a central idea before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers). focus, organize, and elaborate to construct an 19
effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby). Students should have practice writing on demand, for shorter time frames, and over extended periods of time. effective cohesive message for the reader. write a clear topic sentence focused on the main idea. use specific vocabulary and vivid word choice. use facts and details in sentences to elaborate the main idea. purposefully shape and control language to affect readers. select specific information to guide readers more purposefully through the piece. write two or more related paragraphs on a topic. use precise language and vocabulary to explain a topic. link ideas within paragraphs using words and phrases (e.g., another, for example, since, also). 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives. The intent of this standard is that students will understand and use the editing process. Students will demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling in writing (e.g., correct capitalization, commas in series, correct spelling of frequently used words). All students should understand that grammatically correct language and mechanics contribute to the meaning of writing. To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural verbs). appropriately identify and use the following parts of a sentence in writing: subject, predicate, and prepositional phrase. avoid the use of double negatives. appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing. 20
use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent). use reflexive pronouns (e.g., myself, ourselves). use commas in series, dates, and addresses. use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., He played really well. instead of He played real well. ). use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through). use singular possessives. use a rubric to self-assess writing. use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others. Components of Rubric Composing Written Expression Usage/Mechanics Prewriting: -Create a plan and organize thoughts to convey a central idea before writing -Use a prewriting strategy -Identify intended audience Central Idea: - Focus on one aspect of a topic -Organize writing to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Clearly introduce a topic -Group related information in paragraphs -Write two or more related paragraphs on a topic -Link ideas within paragraphs using words and phrases -Provide a concluding statement or section related to the topic Language: Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use specific vocabulary and vivid word choice -Revise writing for clarity of content using specific vocabulary and information Voice: -Use precise, descriptive vocabulary to show writer s personality Tone: -Purposefully shape and control language to affect readers Rhythmic Flow: -Use transition words and/or phrases for sentence Sentence Formation: - Appropriately use subject, predicate, and prepositional phrases to form sentences Usage: -Use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing -Use noun/pronoun agreement -Use reflexive pronouns -Use subject verb agreement -Incorporate adjectives and adverbs -Use singular possessives -Avoid the use of double negatives Mechanics -Formatting: paragraph indentation/spacing between -Spelling: Use the correct spelling of frequently used 21
-Organize an event sequence that unfolds naturally Elaboration: -Includes supporting details and elaborate the main idea -Use facts, definitions, opinions, quotations, details, or other examples or information to develop the topic variety to connect thoughts and manage the sequence of events words including homonyms/homophones - Capitalization; proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: Use commas in series, dates, and addresses, apostrophes in singular possessives, and quotation marks to indicate someone is saying something -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences Piece, assignment, or genre: Personal Essay -to explain (writing about thoughts, beliefs, or feelings) HM Reading Writing Workshop Pg. 555S-557 SUTW Section 2, 3, and 4 Primary Resources and Activities Prewriting HM Reading Writing Workshop Pg. 557A-557B (WP same) Choosing a Topic Exploring and Planning Step Up To Writing: Manual Pg. 3-34 to 3-35, 3-38 to 3-39, 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Planning Pg. 17-27, 59-64, 65-66 Drafting HM Reading Writing Workshop Pg. 557C-557D Main Idea and Details Introductions and Conclusions Step Up To Writing: Manual Pg. 2-7 to 2-54,4-4 to 4-12, 4-17 to 4-24, 4-44 to4-58 Step Up To Writing: Classroom Reproducible Topic Sentences Pg. 31-39 Reason, Detail, Fact Sentences with Transitions Pg.40-44 Examples and Explanations Pg.45-48 Conclusion Sentences Pg. 49-52 Revising HM Reading Writing Workshop Pg. 557E 1. (Pronouns) 22
Proofreading/Editing HM Reading Writing Workshop Pg.557E-557F (557F) Pronoun Reference (Frequently Misspelled Words) Publishing HM Reading Writing Workshop Pg. 557G-557H (557G) WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics Writing to Entertain: Narrative Writing Weeks 16-22 SOLs: 4.7 a, b, c, d, e, f, g, h, i, j; 4.8 a, b, c, d, e, f, g, h; 4.9 c 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. ESSENTIAL KNOWLEDGE, SKILLS, ESSENTIAL UNDERSTANDINGS AND PROCESSES The intent of this standard is that students will apply their knowledge of a writing process and the domains of writing to write for a variety of purposes. Two important modes for writing are: Informative/explanatory students write informative/explanatory texts to examine a topic and convey ideas and information clearly. Narrative students write narrative to develop real or imagined experiences or events using descriptive details, and clear event sequences. All students should demonstrate the capacity to generate, focus, and organize ideas for writing. revise the language, organization, and content of a piece of writing for a specific purpose. To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. produce clear and coherent writing in which the development and organization are appropriate to purpose and audience. recognize different modes of writing have different patterns of organization narrative organize an event sequence that unfolds naturally use transition words and phrases for 23
The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., specific vocabulary, descriptive words, tone/voice); and usage/mechanics the features that cause written language to be acceptable and effective for standard discourse (e.g., spelling, punctuation, capitalization, grammar). Transition words and phrases provide organization to student writing by improving the connections between thoughts. Categories of transitions include, but are not limited to: example (e.g., that is, for example, in fact) sequence (e.g., then, next, finally) time or location (e.g., before, meanwhile, nearby). Students should have practice writing on demand, for shorter time frames, and over extended periods of time. sentence variety and to manage the sequence of events use specific vocabulary, words, and phrases to convey experiences and events provide a conclusion create a plan and organize thoughts to convey a central idea before writing. use a variety of prewriting strategies (e.g., brainstorming, listing, free-writing, and using graphic organizers). focus, organize, and elaborate to construct an effective cohesive message for the reader. write a clear topic sentence focused on the main idea. purposefully shape and control language to affect readers. use specific vocabulary and vivid word choice. write two or more related paragraphs on a topic. use precise language and vocabulary to explain a topic. link ideas within paragraphs using words and phrases (e.g., another, for example, since, also). include sentences of various lengths and beginnings to create a pleasant, informal rhythm. use available technology to gather information and to aid in writing. 4.8 The student will edit writing for correct grammar, capitalization, spelling, punctuation, sentence structure, and paragraphing. a) Use subject-verb agreement. b) Include prepositional phrases. c) Eliminate double negatives. d) Use noun-pronoun agreement. e) Use commas in series, dates, and addresses. f) Incorporate adjectives and adverbs. g) Use correct spelling for frequently used words, including common homophones. h) Use singular possessives. The intent of this standard is that students will All students should ESSENTIAL UNDERSTANDINGS ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to 24
understand and use the editing process. Students will demonstrate command of the conventions of standard English grammar, capitalization, punctuation, and spelling in writing (e.g., correct capitalization, commas in series, correct spelling of frequently used words). understand that grammatically correct language and mechanics contribute to the meaning of writing. 4.9 The student will demonstrate comprehension of information resources to research a topic. c) Use technology as a tool to organize, evaluate, and communicate information. The intent of this standard is that students will use information resources to locate information on a topic. With assistance and support, students will collect information from multiple resources including online, print, and media. After collecting needed information, students will learn to evaluate and synthesize the information to use in their oral reports or writings. ESSENTIAL UNDERSTANDINGS All students should understand how information is to be collected, analyzed, and organized as a part of the process of writing a short report. apply knowledge of the writing domains of composing, written expression, and usage/mechanics. use subject-verb agreement (singular nouns with singular verbs; plural nouns with plural verbs). appropriately identify and use the following parts of a sentence in writing: subject, predicate, and prepositional phrase. avoid the use of double negatives. appropriately identify and use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing. use noun/pronoun agreement (pronoun agrees in number and gender with its antecedent). use reflexive pronouns (e.g., myself, ourselves). use commas in series, dates, and addresses. use adjectives and adverbs (use adverbs instead of adjectives where appropriate, ( e.g., He played really well. instead of He played real well. ). use the correct spelling of frequently used words, including common homonyms/homophones (e.g., threw/through). use singular possessives. use a rubric to self-assess writing. use technology, including the Internet, to produce, edit and publish writing as well as to interact and collaborate with others. ESSENTIAL KNOWLEDGE, SKILLS, AND PROCESSES To be successful with this standard, students are expected to use available technology to gather, organize, evaluate, and communicate information. recognize, organize, and record information pertinent to the topic and blend ideas accurately. 25
Plagiarism is using someone else s ideas or words without giving credit. Components of Rubric Composing Written Expression Usage/Mechanics Prewriting: -Create a plan and organize thoughts to convey a central idea before writing -Use a prewriting strategy -Identify intended audience Central Idea: - Focus on one aspect of a topic -Organize writing to convey a central idea -Write a clear topic sentence focusing on the main idea Organization: -Clearly introduce a topic -Group related information in paragraphs -Write two or more related paragraphs on a topic -Link ideas within paragraphs using words and phrases -Provide a concluding statement or section related to the topic -Organize an event sequence that unfolds naturally Elaboration: -Includes supporting details and elaborate the main idea -Use facts, definitions, opinions, quotations, details, or other examples or information to develop the topic Technology: -Use technology, including the Internet, to produce, edit and publish writing as well as to interact Language: - Use specific vocabulary, words and phrases to inform and explain the topic/convey experiences and events -Use specific vocabulary and vivid word choice -Revise writing for clarity of content using specific vocabulary and information -Select specific information to guide readers more purposefully through the piece Voice: -Writer s personality often heard through precise, descriptive vocabulary Tone: -Purposefully shape and control language to affect readers Rhythmic Flow: -Use transition words and phrases for sentence variety and to manage the sequence of events -Include sentences of various lengths and beginnings to create a pleasant, informal rhythm Sentence Formation: - Appropriately use subject, predicate, and prepositional phrases to form sentences Usage: -Use the following parts of speech: nouns, pronouns, verbs, adjectives, adverbs, and prepositions in their writing -Use noun/pronoun agreement -Use reflexive pronouns -Use subject verb agreement -Incorporate adjectives and adverbs -Use singular possessives -Avoid the use of double negatives Mechanics -Formatting: paragraph indentation/spacing between -Spelling: Use the correct spelling of frequently used words including homonyms/homophones - Capitalization; proper nouns and words at the beginning of sentences, and the word I -Internal punctuation: Use commas in series, dates, and addresses, apostrophes in singular possessives, and quotation marks to indicate someone is saying something -End punctuation: Punctuate declarative (.), interrogative (?), and exclamatory (!) sentences 26
and collaborate with others. Piece, assignment, or genre: Narrative HM Reading Writing Workshop Pg. 323S-325 SUTW Section 6 Prewriting HM Reading Writing Workshop Pg. 325A-325C o Choosing a Topic Organizing and Planning Developing Plot, Character and Setting Step Up To Writing: Manual Pg. 6-2 to 6-5 Step Up To Writing: Classroom Reproducible Planning Pg. 74-77 Primary Resources and Activities Drafting HM Reading Writing Workshop Pg. 325D Writing Dialogue Step Up To Writing: Manual Pg. 6-5 to 6-10 Step Up To Writing: Classroom Reproducible Starting A Story Pg. 78-84 Story Transitions Pg. 85, 86 Ending Pg. 89 Revising HM Reading Writing Workshop Pg. 325E Using Possessives Step Up To Writing: Manual Pg. 6-10 to 6-13 Step Up To Writing: Classroom Reproducible Revising A Story Pg. 88 Proofreading/Editing HM Reading Writing Workshop Pg. 325F Frequently Misspelled Words Publishing HM Reading Writing Workshop Pg. 325G, 325H WPS Rubric used by Teacher and Student for Evaluation Composing Written Expression Usage/Mechanics 27
Writing to Inform: Research Report Weeks 23-27 SOLs: 4.7 a, b, c, d, e, f, g, h, i, j, k; 4.8 a, c, e, f, g, h; 4.9 a, b, c, d, e 4.7 The student will write cohesively for a variety of purposes. a) Identify intended audience. b) Focus on one aspect of a topic. c) Use a variety of pre-writing strategies. d) Organize writing to convey a central idea. e) Recognize different modes of writing have different patterns of organization. f) Write a clear topic sentence focusing on the main idea. g) Write two or more related paragraphs on the same topic. h) Use transition words for sentence variety. i) Utilize elements of style, including word choice and sentence variation. j) Revise writing for clarity of content using specific vocabulary and information. k) Include supporting details that elaborate the main idea. ESSENTIAL KNOWLEDGE, SKILLS, ESSENTIAL UNDERSTANDINGS AND PROCESSES The intent of this standard is that students will apply their knowledge of a writing process and the domains of writing to write for a variety of purposes. Two important modes for writing are: Informative/explanatory students write informative/explanatory texts to examine a topic and convey ideas and information clearly. Narrative students write narrative to develop real or imagined experiences or events using descriptive details, and clear event sequences. The three domains of writing are composing the structuring and elaborating a writer does to construct an effective message for readers (e.g., staying on topic; beginning, middle, and end); written expression those features that show the writer purposefully shaping and controlling language to affect readers (e.g., All students should demonstrate the capacity to generate, focus, and organize ideas for writing. revise the language, organization, and content of a piece of writing for a specific purpose. To be successful with this standard, students are expected to apply knowledge of the writing domains of composing, written expression, and usage/mechanics. produce clear and coherent writing in which the development and organization are appropriate to purpose and audience. recognize different modes of writing have different patterns of organization informative/explanatory clearly introduce a topic and group related information in paragraphs use facts, definitions, opinions, quotations, details, or other examples and information to develop the topic use specific vocabulary to inform and explain the topic; and provide a concluding statement or section related to the topic create a plan and organize thoughts to convey a central idea before writing. 28