Writing

WRITING PURPOSES
	3^rd Grade	4th Grade	5th Grade
To Communicate Through Writing	Use paragraph format with teacher instruction and modeling (topic sentence, details, closing sentence) Write brief summaries of fiction and non-fiction content with direct instruction Write responses to content area reading (math journals, science lab reports, graphs/charts, social studies documents) with direct instruction Begin to write descriptive three-paragraph narrative essays following the teacher’s model Write reviews of assigned literature with direct teacher instruction	Use proper paragraph format with teacher support Write summaries of fiction and non-fiction content with direct instruction Write responses to content area reading (math journals, science lab reports, graphs/charts, social studies reports) with teacher support Write three-paragraph persuasive, descriptive and narrative essays with direct instruction Write critiques of assigned literature with teacher instruction	Use proper paragraph format with teacher support Write summaries of fiction and non-fiction content with teacher support Write responses to content area reading (math journals, science lab reports, graphs/charts/labels, three-paragraph social studies essays) Write three-paragraph persuasive, descriptive and narrative essays with teacher support Write critiques and analyses of assigned literature with teacher support
To Transmit Information and Understanding	Write 1-2 page content area report based on information presented in class (two sources) with direct instruction Write multi-step directions to describe a procedure with modeling and direct instruction (science labs math journals) Support interpretations and explanations with evidence from text with direct teacher instruction	Write 1-3 page content area report based on information presented in class as well as other outside resources with direct instruction Write multi-step directions to describe a procedure with teacher instruction Support interpretations and explanations with evidence from text with direct teacher instruction	Write 2-5 page reports, individually and collaboratively, based on information presented in class as well as limited outside sources with teacher support Write multi-step directions to describe a procedure with teacher support Support interpretations and explanations with evidence from text with teacher support
For Literary Response and Expression	Create original imaginative texts such as: Stories Poems(using rhythm/rhyme)with direct teacher instruction Dialog from event or personal experience with teacher modeling and direct instruction Create characters, plot, setting within original imaginative text with teacher instruction Write personal response to literature in logs/journals with teacher instruction	Create original imaginative texts such as: Stories Poems(using rhythm/rhyme)with teacher support Dialog from content area experience (e.g. Ellis Island experience)with teacher modeling and direct instruction Create characters, plot, setting within original imaginative text with teacher support Write personal response to literature in logs/journals with limited teacher instruction	Create original imaginative texts such as: Stories Poems(using rhythm/rhyme)with limited teacher support Dialog to express reaction to event, personal experience, and/or literary passage with teacher modeling and support Interpretive/responsive essays Create characters, plot, setting within original imaginative text with limited teacher support Write personal response to literature in logs/journals independently
For Critical Analysis & Evaluation	Write the following to begin to express opinions and make judgements: Book and movie reviews Posters Advertisements Statements about likes/dislikes	Write expository essays, persuasive text, book reviews	Write expository essays, persuasive text, movie and book reviews, political cartoons, speeches
For Social Interaction	Write friendly letters to pen pals Write responses to a teacher-generated question/topic in personal journals Write individual journal entries Write e-mail to teachers	Write the following to establish, maintain and enhance personal relationships: Friendly letters Personal journals E-mails Develop an awareness of language sensitive to age, gender, and culture with teacher instruction	Write the following to establish, maintain and enhance personal relationships: Friendly letters Personal journals E-mails Develop an awareness of language sensitive to age, gender, and culture with limited teacher instruction

WRITING PROCESS
WRITING PROCESS STAGES
	3	4	5
Prewriting	Use graphic organizers (descriptive web, cause/effect, and Venn diagrams) with teacher support Use background knowledge, such as, personal experience, text, and observation during "brainstorming" Begin to use basic note taking skills with teacher modeling and direct instruction Demonstrate an awareness of audience and purpose with teacher instruction Incorporate background knowledge, class discussions, and information from text to organize ideas within the content area with teacher assistance	Choose appropriate graphic organizer with limited teacher support Use "Brainstorming" as whole group, small group and individually with limited teacher support Use of basic note taking skills with teacher support Determine audience and purpose with teacher support Incorporate background knowledge, class discussions, and information from text to organize ideas within the content area with teacher assistance	Use appropriate graphic organizers Brainstorming Use basic note taking skills Create basic outline with direct teacher instruction and modeling Determine purpose and audience with limited teacher assistance Incorporate background knowledge, class discussions, and information from text to organize ideas within the content area with limited teacher assistance
Drafting a rough copy	Draft a rough copy using information generated during pre-writing activities with teacher support.	Draft a rough copy using graphic organizer draft with limited teacher support	Draft a rough copy graphic organizer/outline limited teacher support.
Revising	Revise and clarify ideas during teacher conference. Revise and clarify ideas with class (collaboration: peers’ suggestions)	Revise and clarify ideas during teacher conference. Share writing with peers to revise and clarify ideas. Begin to independently review draft to clarify ideas.	Revise and clarify ideas during teacher conference. Share writing with peers to revise and clarify ideas. Review draft independently to clarify ideas.
Proofreading /Editing	Use an editing checklist which includes capitals, commas, and ending punctuation with limited teacher assistance	Begin to identify and correct mechanical errors independently. Use of proofreading/editing checklists with limited teacher input.	Identify and correct mechanical errors with teacher support, peer conferencing and checklists
Publishing	Produce final copy using word processing or cursive writing with teacher support Share story in a variety of ways with partners, small and/or large group.	Produce final copy using word processing or cursive writing with minimal teacher support Share story in a variety of ways with partners, small and/or large group.	Produce a final copy using word processing or cursive writing Share story in a variety of ways with partners, small and/or large group.

WRITING COMPETENCIES
	3	4	5
These writing behavioral competencies are expected as the student writes for Standards 1, 2, 3, & 4	Maintain a writing portfolio with teacher direction. Use process following teacher modeling Use classroom resources to support the writing process with teacher support and modeling (dictionaries, spelling books, word processing software, teacher, peers, vocabulary lists) Use prescribed style with instruction	Maintain a writing portfolio with teacher support. Use process with teacher support Use classroom resources to support the writing process with limited teacher support (word walls, dictionaries, thesauruses, word processing software) Use prescribed style with instruction	Maintain a writing portfolio Work following teacher directions and guidelines Work collaboratively with peers Use prescribed style with instruction Use computer software such as word processing and multimedia programs to support the writing process and to create, manipulate, edit text and to import graphics with teacher direction Use classroom resources independently to support the writing process (dictionaries, thesauruses, word processing software, teacher, peers)
To Transmit Information and Understanding	Teacher modeling use of primary sources Select topics for informational writing	Use of primary sources with teacher support Select topics for informational writing	Use primary sources with teacher support Select and limit topics for informational writing
For Literary Response and Expression	Teacher modeling responses to poetry, novels, and short stories Respond to elements of the text including character, setting, and plot Conduct an author study Write a book report summarizing main points and reflecting opinion	Respond to poetry, novels, and short stories Respond to elements of the text including character, setting, and plot Write a book report summarizing main points and reflecting opinion	Respond to elements of text such as character, setting, and plot, through direct reference from the text Express judgments and support them through references from the text
For Critical Analysis and Evaluation	Compare and contrast texts Develop character study Predict/confirm to demonstrate understanding	Compare and contrast texts Develop character study Predict/confirm to demonstrate understanding	State an opinion or present a judgment with providing support
For Social Interaction	Share personal reactions to experiences, events, and literature	Share personal reactions to experiences, events, and literature	Develop a personal voice Share personal reactions to experiences, events, and literature

WRITING CONVENTIONS
Spelling	Spell content area words correctly Spell core grade level words correctly Use dictionary and computer software to check spelling with direct instruction	Spell content area words correctly Spell core grade level words correctly Use dictionary and computer software to check spelling with limited instruction	Spell content/grade level words independently using Application of grade level spelling rules Use dictionary and computer software to check spelling with teacher support
Grammar	Use correct grammatical construction of simple and compound sentences with teacher modeling and direct instruction Use correct verb tense with modeling and direct instruction Begin to use the following with direct teacher instruction and modeling: Plural forms Contraction forms Possessive forms Identify/use nouns, verbs, adjectives and adverbs	Use correct grammatical construction of simple, compound and complex sentences with teacher modeling and direct instruction Use correct verb tense with modeling and direct instruction More consistent use of the following correctly with direct teacher instruction: Plural forms Contraction forms Possessive forms Identify/use basic parts of speech with teacher support	Use correct grammatical construction of simple, compound and complex sentences with teacher direction Use correct verb tense with direct instruction Consistent use of the following correctly with teacher direction: Plural forms Contraction forms Possessive forms Identify/use basic parts of speech with limited teacher support
General composing skills	Express ideas through written language: in paragraphs with main idea and supporting details following direct teacher instruction using an organizational format that reflects a beginning, middle and end use words that express organizational pattern such as compare/contrast, cause/effect, classification (description), and time order with direct teacher instruction Use descriptive language with direct teacher instruction and modeling such as adjectives and adverbs	Express ideas through written language: in paragraphs with main idea and supporting details with teacher support in three- paragraph basic essay format with direct instruction use words that express organizational pattern such as compare/contrast, cause/effect, classification (description), and time order with teacher instruction Use descriptive language with direct teacher instruction Develop a voice that gets reader to know writer	Express ideas through written language: in paragraphs with limited teacher support in three- paragraph basic essay format with direct instruction Create a lead that attracts the readers interest with direct teacher instruction Use stylistic techniques in writing such as rhyme/rhythm, similes, and personification with teacher instruction Establish a consistent point of view (1^st or 3^rd person) with teacher modeling and support Use vocabulary to create a desired effect with teacher support Develop a voice that gets reader to know writer