by Piece - Brevard Public Schools

Piece by
Piece
Brevard Writing Plan
Ideas
Organization
Word Choice
Voice
Sentence Fluency
Conventions
Revised Edition, 2008
Brevard County Schools Elementary Writing Plan Grades 3-6

p. 1
Overview
The Brevard County scope and sequence writing plan, Piece by Piece, offers professionals an overview of the writing tenets endorsed by the district.
Six Traits, Writing Application, and Writing Process combine essential components to assure student success. Each component must be
implemented in this instructional process, giving students a complete picture of proficient writing procedure. This grade-level pacing guide directs
instruction for maximum support, resulting in student writing mastery. The publication, Developing the Craft, 2 nd Edition, provides enrichment
lessons and serves as a companion guide. Developing Ideas and Extreme Makeover: Convention and Writing Skills Edition are also referenced in this
publication as elementary writing resources. All district created publications for writing instruction may be found in the “Teacher Portal” on the
Brevard County School web site under the “Handbooks and Documents” heading.
Acknowledgements
Many thanks to the teachers of the district writing cadres that dedicated countless hours to give their peers a developmentally-appropriate writing
guide that reflects the reading series, Macmillan/McGraw-Hill, and the new Sunshine State Standards.
Primary Writing Cadre Members: Norma Alberty, Terry Bozza, Deb Connaughton, Alison Fletcher, Jane Mosher, Christine Ward, and Julie Wilkinson
Intermediate Writing Cadre Members: JoAnn Edson, Julie Fletcher, Barbara Glinski, Deb Haer, Patti Henning, Barbara Lane, and Lainey Newell
Publication Designer: Christine Ward
Coordinator: Theresa Phelps, Brevard County Elementary Writing Resource Teacher

Six Traits of Writing Defined
FCAT Writing Defined
p. 2
IDEAS:
• the heart of the message
• original, the writers own
• strong ideas = clear message
• the content of the piece
• rich and developed
• unusual, extraordinary, and unpredictable
• interesting, informative details
• layered, extended
ORGANIZATION:
• internal structure
• events proceed logically
• connections are strong
• strong organization = reader’s anticipation
of purpose fulfillment
• the pattern fits the central idea
• information is given in right doses
• satisfying closure leaves reader thinking
VOICE:
• heart and soul of writing
• writer coming through the words
• writer is personally engaged with the
topic
• like the writer’s fingerprints-specific to
one person
• the magic, wit, feeling, life, and breath
WORD CHOICE:
• moves reader to envision
• uses every day words well
• clarifies and expands ideas
• rich, colorful precise language
• moves and enlightens the reader
• vocabulary not used just to impress
SENTENCE FLUENCY:
• sentence variety
• sound of word patterns
• writing plays to the ear
• sounds good when read aloud
• rhythm and flow of the language
• crafted for ease of reading experience
• free of awkward word patterns
• has cadence, power, rhythm, and
movement
CONVENTIONS:
• ready for publication
• mechanical correctness
• spelling, grammar, usage
• punctuation and capitalization
• proofread and edited with care
The FCAT Writing + assessment is scored by a holistic method. Trained scorers consider four
elements then arrive at a score by considering the whole work.
FOCUS refers to how clearly the paper presents and maintains a main idea, theme, or unifying
point.
• Papers receiving high scores demonstrate a consistent awareness of the topic and avoid
loosely related or extraneous information.
• Papers receiving low scores may contain information that is loosely related, extraneous, or
both.
ORGANIZATION refers to the structure or plan of development (beginning, middle, and end) and
the relationship of one point to another. Organization refers to the use of transitional devices to
signal both the relationship of the supporting ideas to the main idea, theme, or unifying point, and
the connections between and among them.
• Papers receiving high scores contain an effective organizational plan.
• Papers receiving low scores may lack or misuse an organizational plan or transitional devices.
SUPPORT refers to the quality of details used to explain, clarify, or define. The quality of support
depends on word choice, specificity, depth, relevance, and thoroughness.
• Papers receiving high scores generally provide elaborated examples and fully developed
illustrations. The relationship between the supporting ideas and the topic is clear.
• Papers receiving low scores may contain support that is a bare list of events or reasons,
support that is not extended by detail, or both.
CONVENTIONS refer to the punctuation, capitalization, spelling, usage, and sentence structure.
These conventions are basic writing skills included in Florida’s Sunshine State Standards.
• Papers receiving high scores generally follow the basic conventions of punctuation,
capitalization, and spelling, using a variety of sentence structures to present ideas.
• Papers receiving low scores often contain errors in punctuation, capitalization, spelling, and
sentence structure. They may have little variation in sentence structure.
How FCAT and Six Traits Overlap
FCAT
FOCUS ORGANIZATION SUPPORT CONVENTIONS
Six Traits
Stimulating IDEAS Logical ORGANIZATION Stimulating IDEAS
Personal VOICE
Original WORD CHOICE
Smooth-reading sentences
SENTENCE FLUENCY
Correct, accurate copy
CONVENTIONS
Revised Edition, 2008

August thru May
Third Grade
p. 3
WRITING PROCESS
Prewriting
Generate ideas and formulate a plan
• Multiple sources (e.g., text, brainstorming, graphic organizers, drawing, writer’s
notebook, group discussion, printed material)
• Determine purpose/audience
• Organizational strategies (e.g., graphic organizers, KWL chart, log) to make a plan that
includes a main idea
Drafting
Write a draft appropriate to the topic, audience, and purpose
• Pre-writing plan to develop the main idea with supporting details that describe or
provide facts and/or opinions
• Sequential, using time-order words and cause/effect transitions
Revising
Revise and refine draft for clarity and effectiveness
• Evaluate draft for use of ideas and content, logical organization, voice, point of view,
and word choice
• Combination of sentence structures (i.e., simple, compound)
• Add supporting details (e.g., dialogue, similes, etc.)
• Modify word choice (e.g., dictionary, thesaurus)
• Refine the draft (e.g., peer review, checklists, rubrics, conferencing)
Editing
Edit and correct the draft for standard language conventions
• Spelling using patterns and generalizations
• Capitalization for proper nouns
• Punctuation (end punctuation, apostrophes, commas, colons, quotation marks)
• Present and past verb tense, noun-pronoun agreement, noun-verb agreement,
subjective and objective pronouns, and plurals of irregular nouns
• Subject/verb and noun/pronoun agreement in simple and compound sentences
Publishing
• Prepare writing in an appropriate format
• Add graphics to finished product
• Share writing
- Discovering Quality Literature Day and Young Author’s Conference
SSS
LA 3.3.1.1
LA 3.3.1.2
LA 3.3.1.3
LA 3.3.2.1
LA 3.3.2.2
LA 3.3.3.1
LA 3.3.3.2
LA 3.3.3.3
LA 3.3.3.4
LA.3.3.3.4
LA 3.3.4.1
LA 3.3.4.2
LA 3.3.4.3
LA.3.3.4.4
LA 3.3.4.4
LA.3.3.5.1
LA.3.3.5.2
LA.3.3.5.
LA 3.3.5.3
FORMS OF WRITING
Creative
• Chapter books
• Short stories & Tall Tales
• Poetry
• Skits
• Song lyrics
• Journals
• Narrative essays
Informative
• Rules
• Summaries
• Directions & Procedures
• Recipes
• Notes
• Messages
• Labels
• Instructions
• Graphs/Tables
• Experiments
• Rubrics
• Observations
• Lists
• Charts
• Map labels
• Legends
• Friendly letters
• Thank you notes
• Formal letters
• Invitations
• Expository essays
Persuasive
• Advertisement
• Paragraph
Revised Edition, 2008

August thru September
Third Grade
Focus: Creative (Narrative), Informative (Expository) p. 4
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Brainstorm list of ideas
• Analyze picture book read-alouds for ideas/details
• Determine the purpose of writing and audience
• Narrow the topic
• Sensory Details
• Elaboration with supporting details
ORGANIZATION:
• Narrative and Expository graphic organizers
Narrative
• Beginning, middle, and end (B-M-E), setting, characters, plot, sequenced
events, problem/resolution
• Friendly letter (topic sentence)
• Personal narrative
LA.3.3.1.1
LA.3.1.7.1
LA.3.3.1.2
LA.3.3.1.3
LA.3.4.1.1
LA.3.3.2.1
LA.3.3.1.1
LA.3.4.1.1
LA.3.4.2.4
LA.3.3.1.2
Ideas M/MH Unit 1: 36-37; DC 46, 47, 50
Literary Devices/Writing Skills See PbP
Purpose DC 75
Narrowing topic DC 52
Sensory details DC 28, 29, 53, 80 87, 90; DI 15, 17, 35
Sensory chart DC 16
Elaboration DC 48, 49, 69; DI 8, 9, 13, 14, 19, 20, 24, 25,
36, 37
Graphic organizers: Narrative DC 17; Expository DC 5,
12-15
B-M-E DC 59; Characters DC 51, 64
Topic sentence DC 42-45; M/MH Unit 1: 72-73
Personal narrative DC 53
Expository
• Topic sentence w/supporting details
• Write to a prompt (Special Friend)
• Write About a Place (important details)
• Write About Waking Up (unimportant details)
LA.3.4.2.3
LA.3.4.2.3
LA.3.4.2.3
LA.3.4.2.3
A Good Paragraph M/MH Unit 1: 36-37A
Prompt M/MH Unit 1: 84-85 (Model)
Important details M/MH Unit 1: 114-115A (Model)
Unimportant details M/MH Unit 1: 146,-147A (Model)

p. 5
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
• Employ literary devices: all caps, imagery, metaphor, nifty names, onomatopoeia,
sensory words
• Modify word choice using resources
• Word Wall
• Vocabulary
CONVENTIONS:
• Correct spelling (words w/short vowels, CVCe pattern, words with /ā/, /ō/, /ī/)
• Capitalization of sentence beginnings
• Types of sentences: statements, questions, commands, exclamations, compound
• Ending punctuation
• Commas in compound sentences
• Subjects
• Predicates
• Checklist
LA.3.3.3.1
LA.3.3.3.3
LA.3.3.3.3
LA.3.3.3.1
LA.3.1.6.1
LA.3.3.4.1
LA.3.3.4.2
LA.3.3.4.6
LA.3.3.4.3
LA.3.3.4.3
LA.3.3.4.4
Verbs DI 16, 18
Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12
Adjectives/Adverbs DC 39, 81
Dazzling color words DC 27
Literary Devices See PbP
Imagery M/MH Unit 1: 104, 112, 113
Metaphor M/MH Unit 1: 98
Sensory words M/MH Unit 1: 98
Onomatopoeia DC 68, 78, 79
Resources DC 76
Word wall DC18-21
Extreme Makeover
M/MH Grammar Unit 1; Extreme Makeover
Spelling DC 113
Capitalization DC 112
Punctuation DC 107-111, 114
Checklist DC 115
September District Writing Assessment
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece Revised by Piece Edition, 2008

October thru November
Third Grade
Focus: Creative (Narrative), Informative (Expository), Persuasive p. 6
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Brainstorm list of ideas
• Analyze picture book read-alouds for ideas/details
• Determine the purpose of writing and audience
• Narrow the topic
• Sensory details
• Elaboration with supporting details
ORGANIZATION:
• Narrative & Expository graphic organizers
• Hooks, effective endings
LA.3.3.1.1
LA.3.1.7.1
LA.3.3.1.2
LA.3.3.1.3
LA.3.4.1.1
LA.3.3.2.1
LA.3.3.1.1
Ideas DC 46, 47, 50
Literary Devices/Writing Skills See PbP
Purpose DC 75
Narrowing topic DC 52
Sensory details DC 28, 29, 53, 80 87, 90; DI 15, 17, 35;
Sensory chart DC 16
Elaboration DC 48, 49 DI 8, 9, 13, 14, 19, 20, 24, 25, 36,
37, 69
Graphic organizers: Narrative DC 17;
Expository DC 5, 12-15
Hooks, Endings DC 41, 54, 60
Narrative
• Beginning, middle, and end (B-M-E), setting, characters, plot, sequenced
events, problem/resolution
• Write About a Performance (good topic)
• Write About a Talking Animal (B-M-E)
• Write to a prompt (Tried Something New)
• Journal entry (word choice)
• Narrative transitions
Expository
• Book report (strong conclusion)
• Expository transitions
Persuasive
• Radio ad (informal language)
• Persuasive paragraph (figurative language)
LA.3.4.1.1
LA.3.4.1.2
LA.3.4.1.2
LA.3.4.1.2
LA3.4.1.2
LA.3.3.2.2
LA.3.4.2.3
LA.3.3.2.2
LA.3.4.3.1
LA.3.4.3.1
B-M-E DC 59, Characters DC 51, 64
Good topic M/MH Unit 2: 176-177A
B-M-E M/MH Unit 2: 210-211
Prompt M/MH Unit 2: 222-223
Word choice M/MH Unit 3: 312-313
Transitions DC 24, 25, 26, 100-104; DI 21
Strong conclusion M/MH Unit 2: 276-277
Transitions DC 23, 25, 26
Informal language M/MH Unit 2: 254-255
Figurative language M/MH Unit 3: 338-339

p. 7
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
• Employ literary devices: all caps, alliteration, consonance, idiom, metaphor, nifty
names, onomatopoeia, repetition, specificity
• Introduce FCAT terminology: focus, organization, support, and conventions
• Word Wall
• Vocabulary
VOICE:
• Point of View
CONVENTIONS:
• Continue prior convention skills
• Correct spelling (words with /ē/, /ch/, th, wh, sh, consonant blends, /n/, gn, kn,
/r/, wr, /är/, /ôr/, /â/)
• Capitalization of proper nouns and titles
• Apostrophes
• Common, proper, singular, plural, irregular plural nouns, and singular possessive
nouns
• Subject/verb agreement
• Action verbs, present tense
• Combining sentences
• Commas: dates and places
• Convention checklist
LA.3.3.3.1
LA.3.3.3.3
LA.3.1.6.1
LA.3.3.3.1
LA.3.1.6.1
LA.3.3.3.1
LA.3.3.4.1
LA.3.3.4.2
LA.3.3.4.3
LA.3.3.4.4
LA.3.3.4.5
LA.3.3.4.4
LA.3.3.4.5
LA.3.3.4.3
Verbs DI 16, 18
Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12
Adjectives/Adverbs DC 39, 81
Dazzling color words DC 27
Literary devices See PbP
Alliteration M/MH Unit 2: 274-275
Consonance M/MH Unit 3: 336-337
Idiom M/MH Unit 3: 332 DI 22
Metaphor M/MH Unit 3: 336-337
Repetition M/MH Unit 2: 274-275
Terminology DI 5
Word wall DC 18-21
Extreme Makeover
Voice DC 77,85
Point of view DC 86; DI 17
M/MH Grammar Practice: Unit 2, lessons 1-2; Unit 3;
Extreme Makeover
Spelling DC 113
Capitalization DC 106, 112
Proper nouns DC 106
M/MH
DC
DI
PbP
Punctuation DC 107-111, 114
Checklist DC 115
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
November District Writing Assessment
Revised Edition, 2008

December thru January
Third Grade
Focus: Creative (Narrative), Informative (Expository) p. 8
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Brainstorm list of ideas
• Analyze picture book read-alouds for ideas/details
• Determine the purpose of writing and audience
• Narrow the topic
• Sensory details
• Elaboration with supporting details
ORGANIZATION:
• Narrative and expository graphic organizers
Narrative
• Beginning, middle, and end (B-M-E), setting characters, plot, events,
problem/resolution
• Write a story w/dialogue
• Tall Tale (mood)
• Write About a Family Meal (vary sentences)
• Narrative transitions
Expository
• Hook, introductory paragraph, body paragraphs w/topic sentence and
supporting elaboration, concluding paragraph
• Write to a prompt (Special Day)
• Write directions (precise words)
• Expository transitions
LA.3.3.1.1
LA.3.1.7.1
LA.3.3.1.2
LA.3.3.1.3
LA.3.4.1.1
LA.3.3.2.1
LA.3.3.1.1
LA.3.4.1.1
LA.3.4.1.2
LA.3.4.1.2
LA.3.4.1.2
LA.3.3.2.2
LA.3.4.2.3
LA.3.4.2.3
LA.3.4.2.5
LA.3.3.2.2
Ideas DC 46, 47, 50
Literary Devices/Writing Skills See PbP
Purpose DC 75
Narrowing topic DC 52
Sensory details DC28, 29, 53, 80, 87, 90; DI 15, 17, 35
Sensory chart DC 16
Elaboration DC 48, 49; DI 8, 9, 13, 14, 19, 20, 24, 25, 36,
37
Graphic organizers: Narrative DC 17
Expository DC 5, 12-15
B-M-E DC 59 Characters DC 51, 64
Dialogue M/MH Unit 3: 382-383A
Mood M/MH Unit 3: 416-417A
Vary sentences M/MH Unit 4: 44-45A
Transitions DC 24, 25, 26, 100-104 DI 21
Essay DC 39
Prompt M/MH Unit 3: 350-351
Precise words M/MH Unit 4: 76-77
Transitions DC 23

p. 9
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
• Review FCAT terminology: focus, organization, support, and conventions
• Employ literary devices: all caps, alliteration, consonance, idiom, metaphor, nifty
names, onomatopoeia, personification, repetition, simile, specificity
• Word wall
• Vocabulary
LA.3.3.3.1
LA.3.1.6.1
LA.3.3.3.3
LA.3.3.3.1
LA.3.1.6.1
Verbs DI 16, 18
Adjectives DC 70, 71, 72, 73, 74, 80 DI 11, 12
Adjectives/Adverbs DC 39, 81
Dazzling color words DC 27
Terminology D15
Literary Devices/Writing Skills, see PbP
Personification M/MH Unit 4: 60-61
Simile M/MH Unit 3: 365, 417B Unit 4: 64, 72
Word wall DC 18-21
Extreme Makeover
FLUENCY:
• Vary sentence types/beginnings
VOICE:
• Dialogue
• Point of View
CONVENTIONS:
• Continue previous convention skills
LA.3.3.3.2
LA.3.3.3.3
LA.3.3.3.1
Sentence structure DC 95-99
Dialogue M/MH Unit 3: 382-383
Point of view DC 86 DI 17
M/MH Grammar Practice Unit 3, lessons 3-5; Unit 4,
lessons 1-2; Extreme Makeover
• Spelling (words with /ûr/, /ü/, /ū/, /ů/, /oi/, /ô/, /ou/)
• Linking verbs, verb tenses (past-tense, future-tense)
• Noun/verb agreement
• Subject/verb agreement
• Punctuation – commas in a series, colon, and quotation marks
• Convention checklist
LA.3.3.4.1
LA.3.3.4.4
LA.3.3.4.4
LA.3.3.4.5
LA.3.3.4.3
Spelling DC 113
M/MH
DC
DI
PbP
Punctuation DC 107-111, 114
Checklist DC115
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
Revised Edition, 2008

February thru March
Third Grade
Focus: Creative (Narrative), Informative (Expository) p. 10
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Brainstorm list of ideas
• Analyze picture book read-alouds for ideas/details
• Determine the purpose of writing and audience
• Narrow the topic
• Sensory details
• Elaboration with supporting details
ORGANIZATION:
• Narrative and expository graphic organizers
• Hooks, effective endings
Narrative
• B-M-E, setting, characters, plot, events, problem/resolution
• Write to a prompt – (Unusual Day)
• Write About a Family (transition words)
• Narrative transitions
LA.3.3.1.1
LA.3.1.7.1
LA.3.3.1.2
LA.3.3.1.3
LA.3.4.1.1
LA.3.3.2.1
LA.3.3.1.3
LA.3.4.1.1
LA.3.4.1.2
LA.3.4.1.2
LA.3.3.2.2
Ideas DC 46, 47, 50
Literary Devices/Writing Skills, see PbP
Purpose DC 75
Narrowing topic DC 52
Sensory details DC 28, 29, 53, 80, 87, 90;
DI 15, 17, 35 Sensory chart DC 16
Elaboration DC 48, 49; DI 8, 9, 13, 14, 19, 20, 24, 25, 36,
37
Graphic organizers: Narrative DC 17
Expository DC 5,12-15
Hooks, Endings DC 41, 54, 60
B-M-E DC 59 Characters DC 51, 64
Prompt M/MH Unit 4: 88-89
Transition words M/MH Unit 5: 216-217A
Transitions DC 24, 25, 26, 100-104 DI 21
Expository
• Hook, introductory paragraph, body paragraphs w/topic sentence and
supporting elaboration, concluding paragraph
• Write About Your Community (strong opening)
• Write directions (time-order words)
• Write About Alike and Different (multiple paragraphs)
• Expository transitions
LA.3.4.2.3
LA.3.4.2.3
LA.3.4.2.5
LA.3.4.2.3
LA3.3.2.2
Essay DC39
Strong opening M/MH Unit 4: 110-111A
Time-order words M/MH Unit 4: 144-145A
Multiple paragraphs M/MH Unit 5: 182-183
Transitions DC 23, 25, 26

p. 11
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
• Employ literary devices: all caps, alliteration, consonance, hyperbole, idiom,
metaphor, nifty names, onomatopoeia, personification, repetition, rhythm,
simile, specificity
• Review FCAT terminology: focus, organization, support, and conventions
• Word Wall
• Vocabulary
FLUENCY:
• Varying sentence types/beginnings
VOICE:
• Dialogue
• Point of View
• Emotion
CONVENTIONS:
• Continue previous convention skills
• Correct spelling (words with soft c and g, homophones, plurals, compound words,
and inflected endings)
• Noun/pronoun agreement
• Verbs – helping, irregular
• Contractions, apostrophes
• Pronouns – singular, plural
• Proper nouns
• Subjective/objective pronouns
• Convention checklist
February District Writing Assessment
LA.3.3.3.1
LA.3.3.3.3
LA.3.1.6.1
LA.3.3.3.1
LA.3.1.6.1
LA.3.3.3.2
LA.3.3.3.3
LA.3.3.3.1
LA.3.3.3.1
LA.3.3.4.1
LA.3.3.4.4
LA.3.3.4.4
LA.3.3.4.3
LA.3.3.4.4
LA.3.3.4.2
LA.3.3.4.4
Verbs DI 16, 18
Adjectives DC 70, 71, 72, 73, 74, 80;
DI 11, 12
Adjectives/Adverbs DC 39, 81
Dazzling color words DC 27
Literary Devices/Writing Skills, see PbP
Hyperbole M/MH Unit 5: 176
Idiom M/MH Unit 5: 170; DI 22
Repetition/Rhythm M/MH Unit 4:
108- 109
Simile M/MH Unit 4: 138, 162, 210
Terminology DC 15
Word wall DC 18-21
Extreme Makeover
Sentence structure DC 95-99
Dialogue M/MH Unit 3: 382-383
Point of view DC 86; DI 71
Emotion DC 87, 90
M/MH Grammar Practice: Unit 4, lessons 3-5; Unit 5,
lessons 1-2; Extreme Makeover
Spelling DC 113
Proper Nouns DC 106
Checklist DC 115
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
Revised Edition, 2008

April thru May
Third Grade
Focus: Creative (Narrative), Informative (Expository) p. 12
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Brainstorm list of ideas
• Analyze picture book read-alouds for ideas/details
• Narrow the topic
• Sensory details
• Elaboration with supporting details
ORGANIZATION:
• Narrative and expository graphic organizers
LA.3.3.1.1
LA.3.1.7.1
LA.3.3.1.3
LA.3.4.1.1
LA.3.3.2.1
LA.3.3.1.1
Ideas DC 46, 47, 50
See PbP Literary Devices/Writing Skills
Narrowing topic DC 52,
Sensory details DC 28, 29, 53, 80, 87, 90 DI 15, 17, 35
Sensory chart DC 16
Elaboration DC 48, 49 DI 8, 9, 13, 14, 19, 20, 24, 25, 36,
37
Graphic organizers: Narrative DC 17 Expository DC 5,
12-15
• Hooks, effective endings
Narrative
• Beginning, middle and end (B-M-E), setting, characters, plot, events,
problem/resolution
Prompt – A Time You Played in the Playground or Park
• Write About an Animal (Tone)
Expository
• Hook, introductory paragraph, body paragraphs w/topic sentence and
supporting elaboration, concluding paragraph
• Introductory speech (fact and opinion)
• Business letter (formal language)
• News story (transition words)
• Prompt – Good Citizen
• Interesting job (strong opening)
Poetry
• Free Verse
• Descriptive poem (figurative language)
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
LA.3.4.1.1
LA.3.4.1.2
LA.3.4.1.2
LA.3.4.2.3
LA.3.4.2.4
LA.3.4.2.4
LA.3.4.2.4
LA.3.4.2.3
LA.3.4.2.3
LA.3.4.1.2
LA.3.4.1.2
LA.3.3.3.1
Hooks, Endings DC 60
B-M-E DC 59 Characters DC 51, 64
Prompt MM/H Unit 5: 228-229
Tone MM/H Unit 6: 402-403A
Essay DC39
Fact/Opinion MM/H Unit 5: 258-259A
Formal Lang. MM/H Unit 6: 320-321A
Transition words MM/H Unit 6:344-345
Prompt MM/H Unit 6: 356-357
Strong opening MM/H Unit 6:382-383
Free Verse Poetry DC 89
Figurative lang MM/H Unit 5: 284-285
Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80 DI
11, 12 Adjectives/Adverbs DC 39, 81

p. 13
• Employ literary devices: all caps, alliteration, assonance, consonance, hyperbole,
idiom, metaphor, moral, nifty names, onomatopoeia, personification, repetition,
rhythm, sensory words, simile, specificity
• Word wall
• Vocabulary
FLUENCY:
• Varying sentence beginnings/types
VOICE:
• Point of view
• Emotion
CONVENTIONS:
• Continue prior convention skills
• Correct spelling (words with endings y to I, vc/cv, v/cv, vc/v patterns, final / ,
prefixes re-, un-, dis-, pre-, final / r/, suffixes –ful, -less, -ly, accented syllables)
• Possessive pronouns
• Articles
• Sentence combining w/adjectives and adverbs
• Pronoun-verb agreement
• Abbreviations
• Adjectives/Adverbs
• Commas after introductory words, greeting & closing of letters
• Convention Checklist
April District Writing Assessment
LA.3.3.3.3
LA.3.3.3.1
LA.3.1.6.1
LA.3.3.3.2
LA.3.3.3.1
LA.3.3.3.3
LA.3.3.4.1
LA.3.3.4.4
LA.3.3.4.5
LA.3.3.4.4
LA.3.3.4.3
LA.3.3.4.4
LA.3.3.4.4
LA.3.3.4.3
Literary Devices/Writing Skills, see PbP
Assonance M/MH Unit 6: 400-401
Idiom M/MH Unit 6: 310, 314 DI 22
Metaphor M/MH Unit 6: 378
Moral M/MH Unit 6: 380-381
Onomatopoeia M/MH Unit 5: 285F
DC 68, 78, 79
Personification M/MH Unit 6: 338, 380, 381, 400, 401
Rhythm M/MH Unit 5: 282, 283, 400, 401
Sensory words M/MH Unit 5: 252
Simile M/MH Unit 5: 282, 283, 304
Word wall DC 18-21
Extreme Makeover
Sentence structure DC 95-99
Point of view DC 86, DI 17
Emotion DC 28, 87 90 DI 3
MM/H Grammar Practice: Unit 5, lessons 3-5; Unit 6;
Extreme Makeover
Spelling DC 113
M/MH
DC
DI
PbP
Punctuation DC 107-111, 114
Checklist DC 115
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
Revised Edition, 2008

Third Grade
FCAT Writing Rubric p. 14
Score 1 2 3 4 5 6
Focus
Focus refers to how
clearly the paper presents
the main idea.
Minimally addresses
the topic
Slightly related to the
topic
Offers little relevant
information
Generally focused on
the topic
May include
extraneous or loosely
related material
Generally focused on
the topic
May include
extraneous or loosely
related material
Focused on the topic
Focused on the topic
Organization
Organization refers to a
clear sequential pattern.
In a story, it would have a
beginning, middle, and
end with sequenced
events.
Does not exhibit
organizational pattern
Has few, if any
transitions
Shows little evidence
of organizational
pattern
May have transitions
May lack sense of
wholeness
Has an attempted
organizational
pattern
Has some transitions
Lapses may occur
Has an organizational
pattern
Demonstrates a
sense of
completeness
Has transitions
Lapses may occur
Has an organizational
pattern
Demonstrates a sense
of completeness
Has transitions
Lapses may occur
Has an organizational
pattern with a logical
progression of idea
Demonstrates a sense
of wholeness/
Completeness
Has transitions
Support
Support refers to word
choice used to create a
more descriptive piece. It
also refers to elaborating
with details to “paint a
picture” with words.
Inadequately
supported or illogical
Limited or immature
word choice
Inadequately
supported or illogical
Limited or immature
word choice
Details without
elaboration
Grade level
vocabulary
May contain specifics
and details, although
development is
uneven
Grade level
vocabulary
Has adequately and
evenly developed
supporting ideas
Mature word choice
Has ample development
of supporting ideas
Reveals a mature
command of language
Communicates a precise
choice of words
Conventions
Conventions refer to
punctuation,
capitalization, spelling,
spacing and sentence
structure.
Frequent errors in
sentence structure may
impede communication
Common words may be
misspelled
Simple sentence
structure
Little variation in
sentence structure
Frequent errors in
basic capitalization
and punctuation
Common words may
be misspelled
Shows an attempt to
use variety in sentence
structure
Shows knowledge of
conventions, and usage
is usually
demonstrated.
Has commonly used
words spelled correctly
Shows an attempt to
use variety in sentence
structure
Has proper
conventions, and
spelling is generally
correct
Various sentence
structures
Proper conventions and
spelling is generally
correct
Occasional errors do not
impede communication
Various sentence
structures
Complete sentences
Shows subject/verb
agreement and correct
verb/noun forms
Revised Edition, 2010

Third Grade
Sunshine State Standards p. 15
WRITING PROCESS
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a
plan.
The student will prewrite by:
LA.3.3.1.1 – generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer,
drawing, writer’s notebook, group discussion, printed material);
LA.3.3.1.2 – determining the purpose (e.g., to entertain, to inform, to communicate, to persuade)
and the intended audience of a writing piece; and
LA.3.3.1.3 – using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for
writing that includes a main idea.
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.
The student will draft writing by:
LA.3.3.2.1 – using a prewriting plan to develop the main idea with supporting details that describe or
provide facts and/or opinions; and
LA.3.3.2.2 – organizing information into a logical sequence through the use of time-order words and
cause/effect transitions.
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.
The student will revise by:
LA.3.3.3.1 – evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal
or informal), point of view, and word choice;
LA.3.3.3.2 – creating clarity by using a combination of sentence structures (e.g., simple, compound)
to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to
clarify meaning;
LA.3.3.3.3 – creating interest by adding supporting details (e.g., dialogue, similes) and
modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and
LA.3.3.3.4 – applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists,
rubrics).
Editing for Language Conventions Standard: The student will edit and correct the draft for
standard language conventions.
The student will edit for correct use of:
LA.3.3.4.1 – spelling, using spelling patterns and generalizations (e.g., word families, diphthong,
consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other
resources as necessary;
LA.3.3.4.2 – capitalization for proper nouns, including holidays, product names, titles used with
someone’s name, initials, and geographic locations;
LA.3.3.4.3 – punctuation, including end punctuation, apostrophes, commas, colons,
quotation marks in dialogue, and apostrophes in singular possessives;
LA.3.3.4.4 – present and past verb tense, noun-pronoun agreement, noun-verb agreement,
subjective and objective pronouns, and plurals of irregular nouns;
LA.3.3.4.5 – subject/verb and noun/pronoun agreement in simple and compound sentences;
LA.3.3.4.6 – end punctuation for compound, declarative, interrogative, and exclamatory sentences.
Publishing Standard: The student will write a final product for the intended audience.
The student will:
LA.3.3.5.1 – prepare writing in a format appropriate to audience and purpose (e.g., manuscript,
multimedia);
LA.3.3.5.2 – add graphics where appropriate; and
LA.3.3.5.3 – share the writing with the intended audience.
WRITING APPLICATION
Creative Standard: The student develops and demonstrates creative writing.
The student will:
LA.3.4.1.1 – write narratives based on real or imagined events or observations that
include characters, setting, plot, sensory details, and a logical sequence of events; and
LA.3.4.1.2 – write a variety of expressive forms (e.g., chapter books, short stories,
poetry, skits, song lyrics) that may employ, but not be limited to, figurative language
(e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate
format.
Informative Standard: The student develops and demonstrates technical writing that
provides information related to real-world tasks.
The student will:
LA.3.4.2.1 – write in a variety of informational/expository forms (e.g., rules, summaries,
procedures, recipes, notes/messages, labels, instructions, graphs/tables,
experiments, rubrics);
LA.3.4.2.2 – record information (e.g., observations, notes, lists, charts, map labels,
legends) related to a topic, including visual aids as appropriate;
LA.3.4.2.3 – write informational/expository essays that contain at least three
paragraphs and include a topic sentence, supporting details, and relevant information;
LA.3.4.2.4 – write a variety of communications (e.g., friendly letters, thank-you notes,
formal letters, messages, invitations); and
LA.3.4.2.5 – write simple directions to familiar locations using cardinal directions and
landmarks, and create an accompanying map.
Persuasive Standard: The student develops and demonstrates persuasive writing that
is used for the purpose of influencing the reader.
LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that
attempts to influence the reader.

Revised Edition, 2008

August thru May
Fourth Grade
p. 16
WRITING PROCESS
Prewriting
Generate ideas and formulate a plan
• Brainstorming
• Graphic organizers
• Determine purpose/audience
• Narrow the topic
• Writer’s notebook
Drafting
Main ideas with ample development of supporting details through descriptions, details, examples, anecdotes,
visualization, facts and statistics, expert testimony, literary devices, and/or emotional appeal-loaded words,
glittering generalities, bandwagon appeal, celebrity testimony
• Logical sequence with time order words (transitions) and cause/effect transitions
• Interesting hooks and effective endings
Revising
• Add details & modify word choice for mature vocabulary
• Revise for sentence variety
• Repetition of words for emphasis
• Create clarity by using a combination of sentence structures (e.g. simple, compound) and rearranging
words, sentences, and paragraphs
• Delete extraneous information
• Use of rubrics, resources (thesaurus, dictionary), & conferencing
Editing
• Correct spelling & indentations
• Capitalization of proper nouns and sentence beginnings
• Ending punctuation, apostrophes, commas, quotations, semi-colons, and colons
• Present and past verb tense; subject/verb agreement; pronoun/verb agreement
• Rubrics
Publishing
• Share writing
• Multi-media presentations
• Publish books
• Discovering Quality Literature Day and Young Author’s Conference
SSS
LA.4.3.1.1
LA.4.3.1.1
LA.4.3.1.3
LA.4.3.1.2
LA.4.3.2.1
LA.4.4.1.1
LA.4.4.2.3
LA.4.3.2.2
LA.4.3.3.1
LA.4.3.3.2
LA.4.3.3.1
LA.4.3.2.2
LA.4.3.3.2
LA.4.3.3.4
LA.4.3.4.1
LA.4.3.4.2
LA.4.3.4.3
LA.4.3.4.4
LA.4.3.3.4
LA.4.3.5.3
LA.4.3.5.1
LA.4.3.5.2
FORMS OF WRITING
Creative
• Short story
• Haiku & Cinquain
• Skit & Song lyrics
• Narrative essay
• Journal
Informative
• Summaries
• Recipes & Procedures
• Instructions
• Graphs/Tables
• Experiments
• Rubrics
• How-To manuals
• Friendly & Formal letters
• Observations
• Notes & Lists
• Charts
• Map labels & Legends
• Thank you notes
• Messages
• Invitations
• Directions
• Expository essay
• Short response
• Extended response
• Technical writing
• Journal
Persuasive
• Advertisement
• Essay
• Letter
Revised Edition, 2008

August thru September
Fourth Grade
Focus: Creative (Narrative) p. 17
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Analyze picture book read-alouds for ideas/details
• Generate list of ideas/Brainstorm (ABC list-whole class of possible topics)
• Determine the purpose of writing and audience
• Narrow the topic
• Sensory details
• Elaboration through description and example
ORGANIZATION:
• Graphic organizers
• Hooks, effective endings
• Transitional words and phrases
LA.4.1.7.5
LA.4.3.1.1
LA.4.3.1.2
LA.4.3.1.3
LA.4.4.1.1
LA.4.3.2.1
LA.4.3.1.1
LA.4.3.2.3
Ideas DC 37-54
Literary Devices/Writing Skills, see PbP
RAFT strategy DC 75
Narrow topic DC 52
Sensory words DC 28, 29, 80, 87, 90; DI 15, 17, 28, 31,
35
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29,
30, 32, 33, 34, 36, 37, 40
Organization DC 55-60; M/MH Unit 2: 247A, Unit
6:716B
Organizers Narrative DC 17, Expository DC 5, 12-15
Hooks/Endings DC 54, 60
Transitions DC 24, 25, 26, 100-104
Narrative
• B-M-E, setting, characters, plot, sequenced events, problem/resolution
• Additional writing genres to be worked on during 90 min. reading block in
response to text:
• Paragraph
• Cinquain
• E-mail
• Radio ad
• Essay
• Concrete poem
• Book review
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
• Word wall
LA.4.4.1.1
LA.4.4.1.2
LA.4.4.1.2
LA.4.4.1.2
LA.4.4.1.2
LA.4.4.1.2
LA.4.4.1.2
LA.4.4.1.2
LA.4.3.3.1
LA.4.1.6.1
B-M-E DC 59; Characters DC 51 M/MH Unit 1: Writer’s
Workshop Personal Narrative 147A
Paragraph M/MH Unit 1: 42
Cinquain M/MH Unit 1: 66
E-mail M/MH-Unit 1: 106
Radio ad M/MH Unit 2: 206
Essay M/MH Unit 2: 218
Concrete poem M/MH Unit 2: 244
Book review M/MH Unit 2: 246
Word choice DC 61-81
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words
DC 27; Adjectives DC 71, 72 DI 11, 12
Word wall DC 18-21

p. 18
• Review FCAT terminology: focus, organization, support, conventions
• Employ literary devices: alliteration, metaphors, similes, hyperbole,
onomatopoeia, sensory words
LA.4.1.6.1
LA.4.3.3.3
Terminology DI 5
Word choice DC 61-81; Alliteration M/MH Unit 5:645-
650, Unit 6: 754; Similes M/MH-Unit 3: 313, 319, 356,
Unit 4: 545B, Unit 5: 558; Metaphors M/MH Unit 1:
66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752,
755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH
Unit 5: 652-655
• Vocabulary (mature word choice)
LA.4.1.6.1
VOICE:
• Point of view
LA.4.3.1.2
Voice DC 82-91
Point of view DC 86
CONVENTIONS:
• Correct spelling (short vowels, long a, long e, long i, long o, ch, tch, th, sh, wh, ph,
complex consonants)
• Capitalization of proper nouns
• Singular/plural nouns
• Ending punctuation, apostrophes, commas in complex sentences, colons
• Present and past verb tense
• Subject/verb agreement
• Noun/pronoun agreement
• Sentence types: simple/compound
• Sentence combining
• Indenting paragraphs
LA.4.3.4.1
LA.4.3.4.2
LA.4.3.4.6
LA.4.3.4.3
LA.4.3.4.4
LA.3.3.4.5
LA.3.3.4.5
LA.3.3.4.5
Conventions DC 105-115
M/MH Grammar Practice Unit 1
Extreme Makeover
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
September District Writing Assessment
Revised Edition, 2008

October thru November
Fourth Grade
Focus: Informative (Expository) p. 19
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Analyze picture book read-alouds for ideas/details
• Determine purpose of writing and audience
• Sensory details
• Elaboration through descriptions, examples, details, visualization
LA.4.1.7.5
LA.4.3.1.2
LA.4.4.1.1
LA.4.3.2.1
Ideas DC 37-54
Literary Devices/Writing Skills, see PbP
RAFT strategy DC 75
Sensory words DI 15, 17, 28, 31, 35; DC 28-29, 53, 80,
87, 90
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30,
32, 33, 34, 36, 37, 40
ORGANIZATION:
• Narrative & expository graphic organizers
• Hooks, elaborated middles, effective endings
• Sequencing events
• Transitional words and phrases
LA.4.3.1.1
LA.4.3.2.3
LA.4.3.2.2
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:
716B
Organizers Narrative DC 17, Expository DC 5, 12-15
Transitions-DI 21, 100-104
Expository
• Hook, introductory paragraph, body paragraphs with topic sentence and
supporting elaboration, concluding paragraph
o Concrete poem
o Map Labels/Charts
o Book review
o Paragraphs
o Essays
o Articles
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
LA.4.4.2.3
LA.4.4.2.1
LA.4.4.2.2
LA.4.4.2.1
LA.4.4.2.1
LA.4.4.2.1
LA.4.4.2.1
LA.4.3.3.1
Expository transitions-DC 23, 25, 26, 100-104 M/MH
Unit 4: 469A Unit 1: 25
Concrete poem M/MH Unit 2: 244
Book review M/MH Unit 2: 246
Essays M/MH Unit 3: 328
Articles M/MH Unit 2: Writing Workshop 275A
Word choice DC 61-81
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words
DC 27

p. 20
• Word Wall
• Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,
onomatopoeia, sensory words, personification, general to specific, all caps,
aphorisms, assonance, idioms
FLUENCY:
• Sentence variation
VOICE:
• Point of view
• Dialogue
• Emotion & Reaction
LA.4.3.3.1
LA.4.3.3.3
LA.4.3.3.1
LA.4.3.3.1
LA.4.3.3.1
LA.4.4.1.2
LA.4.4.1.1
Word wall DC 18-21
Word choice DC 61-81; Alliteration M/MH Unit 5: 645-
650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356,
Unit 4: 545B, Unit 5: 558; Metaphors M/MH-Unit 1: 66,
67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755;
Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5:
652-655; Aphorisms M/MH Unit 6: 746, Assonance
M/MH Unit 1: 66-67, Unit 6: 680, Repetition M/MH
Unit2: 255, 264, 462, Unit 6: 754-755, Dialogue M/MH
Unit 3: 400, Unit 7: 27, 100; Idioms DI 22;
Personification M/MH Unit 4: 491; Literary devices,
see PbP
Fluency DC 92-104
Voice DC 82-91
Point of view DC 86
CONVENTIONS:
• Correct spelling (/är/, /ôr/, /âr/, /îr/, /ûr/, silent letters, soft c & g, plural endings)
• Continue prior convention skills
• Capitalization of titles, sentence beginnings, proper nouns
• Ending punctuation, quotations, ellipses, abbreviations, commas in a series
• Contractions
• Linking/helping/action verbs
• Common/proper/singular/plural/possessive nouns
LA.4.3.4.1
LA.4.3.4.2
LA.4.3.4.6
LA.4.3.4.4
Conventions DC 105-115
M/MH Grammar Practice Unit 2 & 3
Extreme Makeover
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
November District Writing Assessment
Revised Edition, 2008

December thru January
Fourth Grade
Focus: Informative (Expository), Creative (Narrative) p. 21
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Analyze picture book read alouds for ideas/details
• Sensory details & reactions
• Elaboration through descriptions, examples, details, visualization,
anecdotes
• Determine the purpose and audience
LA.4.1.7.5
LA.4.4.1.1
LA.4.3.2.1
LA.4.3.1.2
Literary Devices/Writing Skills, see PbP
Ideas DC 37-54
Sensory words DI 15, 17, 28, 31, 35; DC 28-29, 53, 80,
87, 90
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29,
30, 32, 33, 34, 36, 37, 40
RAFT strategy DC 75
ORGANIZATION:
• Narrative & expository graphic organizers
• Hooks, elaborated middles, effective endings
• Sequencing events
• Transitional words and phrases
LA.4.3.1.1
LA.4.3.2.3
LA.4.3.2.2
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:
716B
Organizers Narrative DC 17, Expository DC 5, 12-15
Transitions DI 21, 100-104
Expository transitions DC 23, 25, 26, 100-104 M/MH
Unit 4: 469A Unit 1: 25
Expository
• Hook, introductory paragraph, body paragraphs with topic sentence and
supporting elaboration, concluding paragraph
o Essays
Narrative
• Beginning, middle and end (B-M-E), setting, characters, plot, sequenced events,
problem/solution
o Essays
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
LA.4.4.2.3
LA.4.4.2.3
LA.4.4.1.1
LA.4.3.3.1
Expository essays M/MH Unit 3: 404; Unit 4: 442
Narrative essays M/MH Unit 3: Writer’s Workshop
409A
Word choice DC 61-81
Strong verbs DI 16, 18, 33; DC 18-21, 30
Color words DC 27

p. 22
• Word wall
• Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,
onomatopoeia, sensory words, personification, general to specific, all caps,
assonance, aphorisms, idioms
FLUENCY:
• Sentence variation
• Foreshadowing, flashback, anadiplosis
LA.4.3.3.1
LA.4.3.3.3
LA.4.3.3.2
Word wall DC 18-21
Word choice DC 61-81; Alliteration M/MH Unit 5: 645-
650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356,
Unit 4: 545B, Unit 5: 558; Metaphors M/MH-Unit 1: 66,
67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755;
Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5:
652-655; Aphorisms M/MH Unit 6: 746, Assonance
M/MH Unit 1: 66-67, Unit 6: 680, Repetition M/MH
Unit 2: 255, 264, 462, Unit 6: 754-755, Dialogue M/MH
Unit 3: 400, Unit 7: 27, 100; Idioms DI 22;
Personification M/MH Unit 4: 491; Literary
Devices/Writing Skills, see PbP
Fluency DC 92-104
VOICE:
• Point of View
• Dialogue
• Emotion
• Engaging phrases
• All caps
CONVENTIONS:
• Correct spelling (compound words, inflected endings, change y to I, /ü/, /ū/, /u/)
• Continue prior convention skills
• Antecedents
• Pronoun types
• Pronoun/verb agreement
• Homophones
LA.4.3.3.1
LA.4.3.3.1
LA.4.4.1.2
LA.4.4.1.1
LA.4.3.4.1
LA.4.3.4.4
LA.4.3.4.5
Voice DC 82-91
Point of view DC 86
Emotion DC 87, 90
Conventions DC 105-115
M/MH Grammar Practice Units 3 & 4
Extreme Makeover
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
Revised Edition, 2008

February thru March
Fourth Grade
Focus: Informative (Expository), Creative (Narrative) p. 23
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Analyze picture book read-alouds for ideas/details
• Sensory details & reactions
• Elaboration through descriptions, examples, details, visualization, anecdotes
• Determine the purpose and audience
LA.4.1.7.5
LA.4.4.1.1
LA.4.3.2.1
LA.4.3.1.2
Literary Devices/Writing Skills, see PbP
Ideas DC 37-54
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29,
30, 32, 33, 34, 36, 37, 40
RAFT strategy DC 75
ORGANIZATION:
• Narrative & expository graphic organizers
• Hooks, elaborated middles, effective endings
• Sequencing events
• Transitional words and phrases
Expository
• Hook, introductory paragraph, body paragraphs with topic sentence and
supporting elaboration, concluding paragraph
• Essays
• Cinquain
• Poster
• Multiple paragraphs
• Friendly letter
• Directions
Narrative
• B-M-E, setting, characters, plot, sequenced events, problem/solution
• Limerick
• Free verse poetry
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
LA.4.3.1.1
LA.4.3.2.3
LA.4.3.2.2
LA.4.4.2.3
LA.4.4.2.1
LA.4.4.2.1
LA.4.4.2.1
LA.4.4.2.1
LA.4.4.2.4
LA.4.4.2.5
LA.4.4.1.1
LA.4.4.1.1
LA.4.4.1.1
LA.4.3.3.1
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:
716B
Organizers Narrative DC 17, Expository DC 5, 12-15
Transitions DI 21, 100-104, DC 24
Essay M/MH Unit 4: 468, 506
Cinquain M/MH Unit 4: 534
Poster M/MH Unit 5: 590
Multiple paragraphs M/MH Unit 5: 560
Limerick M/MH Unit 4: 504
Free verse poetry M/MH Unit 5: 558
Word choice DC 61-81
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words
DC 27

p. 24
• Word wall
• Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,
onomatopoeia, sensory words, personification, general to specific, all caps,
assonance, aphorisms, idioms
FLUENCY:
• Sentence variation
• Anadiplosis
LA.4.3.3.1
LA.4.3.3.3
LA.4.3.3.2
Word wall DC 18-21
Word choice DC 61-81; Alliteration M/MH Unit 5: 645-
650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356,
Unit 4: 545B, Unit 5: 558; Metaphors M/MH-Unit 1:
66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752,
755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH
Unit 5: 652-655; Aphorisms M/MH Unit 6: 746,
Assonance M/MH Unit 1: 66-67, Unit 6: 680,
Repetition M/MH Unit 2: 255, 264, 462, Unit 6: 754-
755, Dialogue M/MH Unit 3: 400, Unit 7: 27, 100;
Idioms DI 22; Personification M/MH Unit 4: 491;
Literary Devices/Writing Skills, see PbP
VOICE:
• Point of view
• Dialogue
• Emotion
• Engaging phrases
LA.4.3.3.1
LA.4.3.3.1
LA.4.4.1.2
LA.4.4.1.1
Voice DC 82-91
Point of view DC 86
Emotion DC 87, 90
CONVENTIONS:
• Correct spelling ( /oi/, /ou/, /ô/, vccv, v/cv, vc/v)
• Continue prior convention skills
• Pronoun/verb agreement
• Comparative/superlative forms
• Comparing adjectives
LA.4.3.4.1
LA.4.3.4.5
LA.4.3.4.4
Conventions DC 105-115
M/MH Grammar Practice Units 5 & 6
Extreme Makeover
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
February District Writing Assessment
Revised Edition, 2008

April thru May
Fourth Grade
Focus: Persuasive p. 25
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Analyze picture book read-alouds for ideas/details
• Sensory details & reactions
• Elaboration through facts and statistics, expert testimony, and emotional appeal:
loaded words, glittering generalities, bandwagon appeal, celebrity testimony
• Determine the purpose and audience
LA.4.1.7.5
LA.4.4.1.1
LA.4.3.2.1
LA.4.3.1.2
Literary Devices/Writing Skills, see PbP
Ideas DC 37-54
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30,
32, 33, 34, 36, 37, 40
RAFT strategy DC 75
ORGANIZATION:
Persuasive
• Persuasive graphic organizer-OREO
• Hooks, elaborated middles, effective endings
• Transitional words and phrases
• Hook, opinion statement, elaborated support, conclusion
• Essay
• Article
• Interview
WORD CHOICE:
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),
and adverbs (ly words)
LA.4.3.1.3
LA.4.4.3.1
LA.4.4.3.2
LA.4.3.3.1
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:
716B
Transitions DI 21, 100-104, DC 24
Essay M/MH Unit 4: Writer’s Workshop 539A
Article M/MH Unit 6: 716
Interview M/MH Unit 6: 756
Word Choice DC 61-81
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words
DC 27

p. 26
FLUENCY:
• Sentence variation
LA.4.3.3.2
Fluency DC 92-104
VOICE:
• Point of view
• Emotion
• Engaging phrases
LA.4.3.3.1
LA.4.3.3.1
LA.4.4.1.2
LA.4.4.1.1
Voice DC 82-91
Point of view DC 86
Emotion DC 87, 90
CONVENTIONS:
• Correct spelling (accented syllables, /ər/, /əl/, /ən/, homophones, prefixes,
suffixes, /ûr/, /ər/)
• Continue prior convention skills
• Capitalization of initials
• Ending punctuation, quotations, apostrophes, commas, colons, ellipses,
abbreviations
• Sentence combining with prepositions
• Comparing adjectives/adverbs
• Negatives/Double negatives
LA.4.3.4.1
LA.4.3.4.2
LA.4.3.4.6
LA.4.3.2.2
Conventions DC 105-115
M/MH Grammar Practice Units 5 & 6
Extreme Makeover
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
April District Writing Assessment
Revised Edition, 2008

Fourth Grade
FCAT Writing Rubric p.27
Score 1 2 3 4 5 6
Focus
Refers to how clearly the
paper presents the main
idea.
Minimally addresses
the topic
Slightly related to the
topic
Offers little relevant
information
Generally focused on
the topic
Includes extraneous
or loosely related
material
Generally focused on
the topic
May include
extraneous or loosely
related material
Focused on the topic
Focused strongly on
topic
Organization
Organization refers to a
clear sequential pattern.
In a story it would have a
beginning, middle, and
end with sequenced
events.
Does not exhibit
organizational pattern
Has few, if any
transitional devices
Shows little evidence
of organizational
pattern
May lack sense of
wholeness
Has an attempted
organizational
pattern
Has some transitional
devices
Lapses occur
Shows an
organizational
pattern
May have some
lapses occurring
Demonstrates a
sense of
completeness
Has an organizational
pattern
May have a few lapses
Has an organizational
pattern with a logical
progression of ideas
Expresses a senses of
wholeness/
completeness
Support
Support refers to word
choice used to create a
more descriptive piece. It
also refers to elaborating
with details to “paint a
picture” with words.
Contains few, if any
supporting ideas
Limited or immature
word choice
Inadequately
supported or illogical
Limited or immature
word choice
Details without
elaboration
Grade level
vocabulary
May contain specifics
and details, although
development is
uneven
Shows inadequate
word choice
Has adequately
developed supporting
ideas
Has word choice that
is adequate, but lacks
precision
Has ample development
of supporting ideas
Reveals a mature
command of language
Communicates a precise
choice of words
Conventions
Conventions refer to
punctuation,
capitalization, spelling,
spacing and sentence
structure.
Frequent errors in
sentence structure may
impede communication
Common words may be
misspelled
Simple sentence
structure
Little variation in
sentence structure
Frequent errors in
basic capitalization
and punctuation
Common words may
be misspelled
Shows an attempt to
use variety in sentence
structure
Shows knowledge of
conventions, and usage
is usually demonstrated
Has commonly used
words spelled correctly
Shows an attempt to
use variety in sentence
structure
Has proper conventions
and spelling is generally
correct
Various sentence
structures
Proper convections and
spelling is generally
correct
Occasional errors, but do
not impede
communication
Various sentence
structure
Complete sentences
Shows subject/verb
agreement and correct
verb/noun forms
Revised Edition, 2008

Fourth Grade
p. 28
WRITING PROCESS
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.
The student will prewrite by:
LA.4.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing,
writer’s notebook, group discussion) based upon teacher directed topics and personal interests;
LA.4.3.1.2 determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the
intended audience of a writing piece; and
LA.4.3.1.3 organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to
make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.
The student will draft writing by:
LA.4.3.2.1 - using a prewriting plan to focus on the main idea with ample development of supporting details
that shows an understanding of facts and/or opinions;
LA.4.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance
clarity; and
LA.4.3.2.3 - creating interesting leads through the use of quotations, questions, or descriptions.
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.
The student will revise by:
LA.4.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice (e.g.,
formal or informal), point of view, word choice, and sentence variation;
LA.4.3.3.2 - creating clarity by deleting extraneous or repetitious information and organizing
and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition
of words for emphasis);
LA.4.3.3.3 - creating precision and interest by expressing ideas vividly through varied language techniques
(e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and
reference materials (e.g., dictionary, thesaurus); and
LA.4.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,
checklists, rubrics).
Editing for Language Conventions Standard: The student will edit and correct the draft for standard
language conventions.
The student will edit for correct use of:
LA.4.3.4.1 - spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-
controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in –y, doubling
final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a
dictionary, thesaurus, or other resources as necessary;
LA.4.3.4.2 - capitalization for proper nouns, including titles used with someone’s name, initials, and words
used as names (e.g., Uncle Jim, Mom, Dad, Jr.);
LA.4.3.4.3 - punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in
dialogue, and apostrophes in singular possessives;
LA.4.3.4.4 - present and past verb tense, noun-pronoun agreement, noun-verb agreement,
subjective and objective pronouns, demonstrative pronouns and conjunctions;
LA.4.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences, and
LA.4.3.4.6 - end punctuation for declarative, interrogative, imperative, and exclamatory sentences.
Publishing Standard: The student will write a final product for the intended audience.
The student will:
LA.4.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g.,
manuscript, multimedia);
LA.4.3.5.2 - use elements of spacing and design to enhance the appearance of the document
and add graphics where appropriate; and
LA.4.3.5.3 - share the writing with the intended audience.
WRITING APPLICATION
Creative Standard: The student develops and demonstrates creative writing.
The student will:
LA.4.4.1.1 - write narratives based on real or imagined ideas, events, or observations
that Include characters, setting, plot, sensory details, a logical sequence of events, and
a context to enable the reader to imagine the world of the event or experience; and
LA.4.4.1.2 - write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics)
that employ figurative language (e.g., simile, metaphor, onomatopoeia,
personification), rhythm, dialogue, characterization, plot, and/or appropriate
format.
Informative Standard: The student develops and demonstrates technical writing that
provides information related to real-world tasks.
The student will:
LA.4.4.2.1 - write in a variety of informational/expository forms (e.g., summaries,
procedures, recipes, instructions, graphs/tables, experiments, rubrics, how-to
manuals);
LA.4.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels,
legends) related to a topic, including visual aids as appropriate;
LA.4.4.2.3 - write informational/expository essays that contain introductory, body, and
concluding paragraphs;
LA.4.4.2.4 - write a variety of communications (e.g., friendly letters, thank-you notes,
formal letters, messages, invitations) that have a clearly stated purpose and that
include the date, proper salutation, body, closing and signature; and
LA.4.4.2.5 - write simple directions to familiar locations using cardinal directions,
landmarks, and distances, and create an accompanying map.
Persuasive Standard: The student develops and demonstrates persuasive writing that is
used for the purpose of influencing the reader.
The student will:
LA.4.4.3.1 - write persuasive text (e.g., essay, written communication) that establish
and develop a controlling idea, supporting arguments for the validity of the proposed
idea with detailed evidence; and
LA.4.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional
appeal).

Revised Edition, 2008

August thru May
Fifth Grade
p. 29
WRITING PROCESS SSS FORMS OF WRITING
Prewriting
Generate ideas and formulate a plan
• Brainstorming
• Graphic organizers
• Determine purpose/audience
• Narrow the topic
• Writer’s notebook
Drafting
Main ideas with ample development of supporting details through descriptions, details, examples, anecdotes,
visualization, facts and statistics, expert testimony, literary devices, and/or emotional appeal-loaded words,
glittering generalities, bandwagon appeal, celebrity testimony
• Logical sequence with time order words (transitions) and cause/effect transitions
• Interesting hooks and effective endings
Revising
• Add details & modify word choice for mature vocabulary
• Revise for sentence variety
• Repetition of words for emphasis
• Create clarity by using a combination of sentence structures (e.g. simple, compound) and rearranging
words, sentences, and paragraphs
• Delete extraneous information
• Use of rubrics, resources (thesaurus, dictionary), & conferencing
Editing
• Correct spelling & indentations
• Capitalization of proper nouns and sentence beginnings
• Ending punctuation, apostrophes, commas, quotations, semi-colons, and colons
• Present and past verb tense; subject/verb agreement; pronoun/verb agreement
• Rubrics
Publishing
• Share writing
• Multi-media presentations
• Publish books
• Discovering Quality Literature Day and Young Author’s Conference
LA.5.3.1.1
LA.5.3.1.1
LA.5.3.1.3
LA.5.3.1.2
LA.5.3.2.1
LA.5.4.1.1
LA.5.4.2.3
LA.5.3.2.2
LA.5.3.3.1
LA.5.3.3.2
LA.5.3.3.1
LA.5.3.2.2
LA.5.3.3.2
LA.5.3.3.4
LA.5.3.4.1
LA.5.3.4.2
LA.5.3.4.3
LA.5.3.4.4
LA.5.3.3.4
LA.5.3.5.3
LA.5.3.5.1
LA.5.3.5.2
Creative
• Short story
• Haiku & Cinquain
• Skit & Song lyrics
• Narrative essay
• Journal
Informative
• Summaries
• Recipes & Procedures
• Instructions
• Graphs/Tables
• Experiments
• Rubrics
• How-To manuals
• Friendly & Formal letters
• Observations
• Notes & Lists
• Charts
• Map labels & Legends
• Thank you notes
• Messages
• Invitations
• Directions
• Expository essay
• Short response
• Extended response
• Technical writing
• Journal
Persuasive
• Advertisement
• Essay
• Letter
Revised Edition, 2008

August thru October
Fifth Grade
Focus: Creative (Narrative), Informative (Expository) p. 30
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources (e.g., brainstorming, drawing,
writers notebook, group discussion, printed material) based upon
teacher-directed topics and personal interests
• Determining the purpose (e.g., to entertain, to inform, to communicate,
to persuade) and intended audience of a writing piece
• Using a prewriting plan to focus on the main idea with ample
development of supporting details
LA.5.3.1.1
LA.5.3.1.2
LA.5.3.2.1
Narrative definition of DC 31 Prompts DC 34
Expository definition of DC 31 Prompts DC 35
Expository essay DC 39
Review topics/Prompts to determine purpose for writing
ORGANIZATION:
• Organizing ideas using strategies and tools (e.g., technology, graphic
organizers, KWL chart, log)
• Organizing information into a logical sequence
• Creating interesting leads, elaborated middles, and effective endings
• Use appropriate transitional words and phrases
Creative:
• Write a variety of narrative expressive forms(e.g., fiction, short story,
autobiography, science fiction, haiku)
• Beginning, middle, and end (B-M-E), setting, characters, characterization,
plot, rising action, conflict/resolution
Informative:
• Write in a variety of informational/expository forms(e.g., summaries,
procedures, experiments, rubrics, how-to manuals, assembly
instructions)
• Write a variety of communications(e.g., friendly letters, thank you notes,
formal letters, messages, invitations)
• A thesis with a narrow focus, introductory paragraph, body paragraphs
including supporting details (e.g, topic sentence, extensions, personal
anecdote/examples)
• Write directions using cardinal directions with landmarks and distances,
and create a map to go with it
LA.5.3.1.3
LA.5.3.2.2
LA.5.3.2.3
LA.5.3.3.2
LA.5.4.1.1
LA.5.4.1.2
LA.5.4.2.1
LA.5.4.2.4
LA.5.4.2.3
LA.5.4.2.5
Narrative DC 17 Expository DC 5-15 Thinking Maps
Topic sentences M/MH Unit 1: 77A-77B
Interesting leads DC 60 Leads M/MH Unit 2: 255B
Transitions DC 22-26
Literary Devices/Writing Skills, see PbP
Narrative journal entry M/MH Unit 1: 138-139; Plot Unit 1:
51A-51B, 52-71; Unit 2: 190-191; Narrative letter Unit 1: 110-
111; Short Story Unit 2: 202-203; Characterization Unit 3:
288-289; Haiku Unit 6: 732-733
Expository essay M/MH Unit 1: 76-77 Write to a prompt Unit
1: 88-89 Expository essay/Main idea and details M/MH Unit
1: 92-107 Unit 2: 226-227

p. 31
WORD CHOICE:
• Elaborate on organized information using descriptive language and
supporting details.
• Varied language techniques(e.g, simile, metaphor, sensory language,
connotation, denotation
• Modify word choices using resources and reference materials (e.g.,
dictionary, thesaurus)
• Employ figurative language and other literary devices(e.g.
onomatopoeia, simile, metaphor, alliteration, personification, hyperbole,
idioms)
• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),
adjectives, adverbs, dazzling color words
VOICE:
• Word choices appropriate to the selected tone and mood
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion
words, engaging phrases)
FLUENCY:
• Sentence variation
• Vary rhythm and sentence structure
• Literary devices(e.g., anadiplosis, flashback)
CONVENTIONS:
• Spelling using spelling rules, root words, prefixes, suffixes
• Capitalization including literary titles, nationalities, ethnicities,
languages, religions, geographic names and places
• Punctuation including commas in clauses, hyphens, cited sources,
quotations for exact words from sources
• Four basic parts of speech plus subjective, objective, and
demonstrative pronouns, singular and plural possessives of nouns
• Subject/verb and noun/pronoun agreement
LA.5.3.2.1
LA.5.3.3.3
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.2.1
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.3.1
LA.5.3.3.2
LA.5.3.4.1
LA.5.3.4.2
LA.5.3.4.3
LA.5.3.4.4
LA.5.3.4.5
Levels of support DC 33 Adding Relevant Details DI 9
Sensory language DC 29; Literary Devices/Writing Skills, see
PbP; Denotation/Connotation M/MH Unit 1: 111B Similes
Unit 2: 152-155, 250
Thesaurus M/MH Unit 2: 169B
Onomatopoeia DC 68 Metaphors M/MH Unit 1: 118,121
Unit 2: 198 Personification Unit 2: 188, 191Q, 238
Idioms Unit 2: 14 PBP Literary Devices/Writing Skills
Color words DC 27; Vivid verbs DC 30; Verbs M/MH Unit 2:
213
Literary Devices/Writing Skills, see PbP
Tone M/MH Unit 1: 64, 101
Foreshadowing M/MH Unit 1: 25; Dialect Unit 2: 162
Emotion words DC 28 Try Tags DI 34
PbP Literary Devices/Writing Skills
Sentence triangles DC 95-97
Tempo and Expression Unit 1: 65,108-109 Repetition
Unit 2: 252-253 Sentence fluency Unit 2: 255B
Root words M/MH Unit 1: 96
(Use Units 1 and 2 Spelling and Grammar lessons to teach all
the convention standards)
Punctuation bingo DC 107-108
Parts of speech
review/activity DI 11
September District Writing Assessment
Revised Edition, 2008

November thru December
Fifth Grade
Focus: Creative (Narrative), Informative (Expository) p. 32
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources (e.g., brainstorming, drawing,
writers notebook, group discussion, printed material) based upon
teacher-directed topics and personal interests
• Determining the purpose (e.g., to entertain, to inform, to communicate,
to persuade) and intended audience of a writing piece
• Using a prewriting plan to focus on the main idea with ample
development of supporting details
LA.5.3.1.1
LA.5.3.1.2
LA.5.3.2.1
Expository, definition of DC 31 DC prompt DC 35
Narrative, definition of DC 31 DC prompt 34
Review topics/prompts to determine purpose for writing
Brainstorming DC 46
ORGANIZATION:
• Organizing ideas using strategies and tools (e.g., technology, graphic
organizers, KWL chart, log)
• Organizing information into a logical sequence
• Creating interesting leads, elaborated middles, and effective endings
• Use appropriate transitional words and phrases
Creative:
• Write a variety of narrative expressive forms(e.g., fiction, short story,
autobiography, science fiction, haiku)
• Beginning, middle, and end (B-M-E), setting, characters, characterization,
plot, rising action, conflict/resolution
Informative:
• Write in a variety of informational/expository forms(e.g., summaries,
procedures, experiments, rubrics, how-to manuals, assembly
instructions)
• Write a variety of communications(e.g., friendly letters, thank you notes,
formal letters, messages, invitations)
• A thesis with a narrow focus, introductory paragraph, body paragraphs
including supporting details (e.g, topic sentence, extensions, personal
anecdote/examples)
• Write directions using cardinal directions with landmarks and distances,
and create a map to go with it
LA.5.3.1.3
LA.5.3.2.2
LA.5.3.2.3
LA.5.3.3.2
LA.5.4.1.2
LA.5.4.1.1
LA.5.4.1.2
LA.5.4.2.1
LA.5.4.2.4
LA.5.4.2.3
LA.5.4.2.5
Narrative DC 17, Expository DC 5-15, Thinking Maps
Webs M/MH Unit 3: 325A-325B
Hooks DC 60 PbP Literary Devices/Writing Skills
Expository essay/Transitions M/MH Unit 3: 386-387A PbP
Literary Devices/Writing Skills
Personal narrative M/MH Unit 4: 458-459 Descriptive poem M/MH
Unit 5: 632-633 Fictional narrative writing M/MH Unit 3: 391A-391E
Characterization, dialogue M/MH Unit3: 354-355B
Characterization DC 51
Friendly letters DC 42

p. 33
WORD CHOICE:
• Elaborate on organized information using descriptive language and
supporting details.
• Varied language techniques(e.g, simile, metaphor, sensory language,
connotation, denotation)
• Modify word choices using resources and reference materials (e.g.,
dictionary, thesaurus)
• Employ figurative language and other literary devices(e.g.
onomatopoeia, simile, metaphor, alliteration, personification, hyperbole,
idioms)
• Vocabulary/mature word choice (e.g., nouns(specificity), verbs(vivid),
adjectives, adverbs, dazzling color words
VOICE:
• Word choices appropriate to the selected tone and mood
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion
words, engaging phrases)
FLUENCY:
• Sentence variation
• Vary rhythm , length, sentence beginnings, and sentence structure
• Literary devices(e.g., anadiplosis, flashback)
CONVENTIONS:
• Spelling using spelling rules, root words, prefixes, suffixes
• Capitalization including literary titles, nationalities, ethnicities,
languages, religions, geographic names and places
• Punctuation including commas in clauses, hyphens, cited sources,
quotations for exact words from sources
• Four basic parts of speech plus subjective, objective, and
demonstrative pronouns, singular and plural possessives of nouns
• Subject/verb and noun/pronoun agreement
LA.5.3.2.1
LA.5.3.3.3
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.2.1
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.3.1
LA.5.3.3.2
LA.5.3.4.1
LA.5.3.4.2
LA.5.3.4.3
LA.5.3.4.4
LA.5.3.4.5
Show Don’t Tell DC 69 Elaboration DI 14
Sensory details DI 15 & 41; Literary Devices/Writing Skills,
see PbP; Denotation/Connotation M/MH Unit 3: 328-329
Figurative Language M/MH Unit 5: 633A Alliteration Unit 3:
284-287 Personification Unit 3: 338-340 Simile Unit 3: 367
PBP Literary Devices/Writing Skills
Adjectives DC 71 Collecting Powerful Words DI 12
Verbs DI 16 Verbs M/MH Unit 3: 289B
PBP Literary Devices/Writing Skills
Emotion words DC 67 DI 35 Point of view DC 88
Dialogue M/MH Unit 3: 382; Literary Devices/Writing Skills,
see PbP
Sentence Structure Practice DC 98
Anadiplosis/Repetition M/MH Unit 3: 279
Literary Devices/Writing Skills, see PbP
(Use Unit 3 Spelling and Grammar lessons to teach all the
convention standards)
Punctuation DC 109-110
Sentence Stretching DI 39
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
November District Writing Assessment
Revised Edition, 2008

January thru February
Fifth Grade
Focus: Informative (Expository), Persuasive p. 34
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources (e.g., brainstorming, drawing,
writers notebook, group discussion, printed material) based upon teacherdirected
topics and personal interests
• Determining the purpose (e.g., to entertain, to inform, to communicate, to
persuade) and intended audience of a writing piece
• Using a prewriting plan to focus on the main idea with ample development
of supporting details
ORGANIZATION:
• Organizing ideas using strategies and tools (e.g., technology, graphic
organizers, KWL chart, log)
• Organizing information into a logical sequence
• Creating interesting leads, elaborated middles, and effective endings
• Use appropriate transitional words and phrases
Persuasive:
• Write persuasive text that develops an idea and supporting arguments with
detailed evidence to make the writing valid (e.g., essay, written
communication)
• Include persuasive techniques(e.g.,word choice, repetition, emotional
appeal, hyperbole)
• Format( hook, opinion, statement, elaborated support, call to action,
conclusion) Elaborated through facts and statistics, expert testimony, and
emotional appeal: loaded words, glittering generalities, band wagon appeal,
celebrity testimony
Informative:
• Write in a variety of informational/expository forms(e.g., summaries,
procedures, experiments, rubrics, how-to manuals, assembly instructions)
• Write a variety of communications(e.g., friendly letters, thank you notes,
formal letters, messages, invitations)
• A thesis with a narrow focus, introductory paragraph, body paragraphs
including supporting details (e.g, topic sentence, extensions, personal
anecdote/examples)
LA.5.3.1.1
LA.5.3.1.2
LA.5.3.2.1
LA.5.3.1.3
LA.5.3.2.2
LA.5.3.2.3
LA.5.3.3.2
LA.5.4.3.1
LA.5.4.3.2
LA.5.4.2.1
LA.5.4.2.4
LA.5.4.2.3
Expository definition of DC 31 prompts DC 35
Persuasive definition of DC 31 prompts DC 36
Review topics/prompts to determine purpose for writing
Expository DC 5-15, Thinking Maps
RAFT DC 75
Using transitions DC 100 Transitions DC 22-26
Literary Devices/Writing Skills, see PbP
Review features of a persuasive essay (yellow box)Unit 6:
734 Writing a review M/MH Unit 2: 254-255
Writing workshop M/MH Unit 2: 259A-259F
Scientific observations M/MH Unit 4: 446-447B Write About
Weather Unit 4: 480-481 Writing workshop/Research report
Unit4: 513A-513F

• Write directions using cardinal directions with landmarks and distances,
and create a map to go with it
WORD CHOICE:
• Elaborate on organized information using descriptive language and
supporting details.
• Varied language techniques(e.g, simile, metaphor, sensory language,
connotation, denotation
• Modify word choices using resources and reference materials (e.g.,
dictionary, thesaurus)
• Employ figurative language and other literary devices(e.g. onomatopoeia,
simile, metaphor, alliteration, personification, hyperbole, idioms)
• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),
adjectives, adverbs, dazzling color words
VOICE:
• Word choices appropriate to the selected tone and mood
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion
words, engaging phrases)
FLUENCY:
• Sentence variation
• Vary rhythm , length, sentence beginnings, and sentence structure
• Literary devices(e.g., anadiplosis, flashback)
CONVENTIONS:
• Spelling using spelling rules, root words, prefixes, suffixes
• Capitalization including literary titles, nationalities, ethnicities, languages,
religions, geographic names and places
• Punctuation including commas in clauses, hyphens, cited sources,
quotations for exact words from sources
• Four basic parts of speech plus subjective, objective, and demonstrative
pronouns, singular and plural possessives of nouns
• Subject/verb and noun/pronoun agreement
LA.5.4.2.5
LA.5.3.2.1
LA.5.3.3.3
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.2.1
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.3.1
LA.5.3.3.2
LA.5.3.4.1
LA.5.3.4.2
LA.5.3.4.3
LA.5.3.4.4
LA.5.3.4.5
Similes/Metaphors M/MH Unit 4: 404,410
Literary Devices/Writing Skills, see PbP
Improving word choice DC 77
Onomatopoeia DC 79 Figurative language M/MH Unit 4: 478-
479; Literary Devices/Writing Skills, see PbP
Adjectives DC 72 Power words DC 73
Verbs M/MH Unit 4: 440
Word Choice Through Music DC 77
Point of view DI 17
Super sentences DC 99 Rhythm/Fluency M/MH Unit 4: 481B
Capitalization Concentration DC 112
Punctuation Game DC 111
p. 35
(Use Unit 4 Spelling and Grammar lessons to teach all the
convention standards)
February District Writing Assessment
Revised Edition, 2008

March thru May
Fifth Grade
Focus: Informative (Expository), Persuasive p. 36
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources (e.g., brainstorming, drawing,
writers notebook, group discussion, printed material) based upon
teacher-directed topics and personal interests
• Determining the purpose (e.g., to entertain, to inform, to communicate,
to persuade) and intended audience of a writing piece
• Using a prewriting plan to focus on the main idea with ample
development of supporting details
ORGANIZATION:
• Organizing ideas using strategies and tools (e.g., technology, graphic
organizers, KWL chart, log)
• Organizing information into a logical sequence
• Creating interesting leads, elaborated middles, and effective endings
• Use appropriate transitional words and phrases
Persuasive:
• Write persuasive text that develops an idea and supporting arguments
with detailed evidence to make the writing valid (e.g., essay, written
communication)
• Include persuasive techniques(e.g.,word choice, repetition, emotional
appeal, hyperbole)
Informative:
• Write in a variety of informational/expository forms(e.g., summaries,
procedures, experiments, rubrics, how-to manuals, assembly
instructions)
• Write a variety of communications(e.g., friendly letters, thank you notes,
formal letters, messages, invitations)
• A thesis with a narrow focus, introductory paragraph, body paragraphs
including supporting details (e.g, topic sentence, extensions, personal
anecdote/examples, mini-stories)
• Write directions using cardinal directions with landmarks and distances,
and create a map to go with it
LA.5.3.1.1
LA.5.3.1.2
LA.5.3.2.1
LA.5.3.1.3
LA.5.3.2.2
LA.5.3.2.3
LA.5.3.3.2
LA.5.4.3.1
LA.5.4.3.2
LA.5.4.2.1
LA.5.4.2.4
LA.5.4.2.3
LA.5.4.2.5
Expository definition of DC 31 prompts DC 35
Persuasive definition of DC 31 prompts DC 36
Review topics/prompts to determine purpose for writing
Expository DC 5-15, Thinking Maps
Transitions DC 22-26 Transitions DI 21
Literary Devices/Writing Skills, see PbP
Review features of a persuasive essay (yellow box) M/MH
Unit 6: 734; Write to a prompt Unit 3: 324-325; Write to a
prompt Unit 6: 697F
Steps to solving a problem M/MH Unit 5: 758-759 Writing a
speech/BME Unit 5: 540-541B Writing a summary for an
observation Unit 5: 576-577
Writing a how-to M/MH Unit 6: 676-697A Writing workshop,
writing a how-to M/MH Unit 6: 763A-763F

p. 37
WORD CHOICE:
• Elaborate on organized information using descriptive language and
supporting details.
• Varied language techniques(e.g, simile, metaphor, sensory language,
connotation, denotation
• Modify word choices using resources and reference materials (e.g.,
dictionary, thesaurus)
• Employ figurative language and other literary devices(e.g.
onomatopoeia, simile, metaphor, alliteration, personification, hyperbole,
idioms)
• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),
adjectives, adverbs, dazzling color words
VOICE:
• Word choices appropriate to the selected tone and mood
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion
words, engaging phrases)
FLUENCY:
• Sentence variation
• Vary rhythm , length, sentence beginnings, and sentence structure
• Literary devices(e.g., anadiplosis, flashback)
CONVENTIONS:
• Spelling using spelling rules, root words, prefixes, suffixes
• Capitalization including literary titles, nationalities, ethnicities,
languages, religions, geographic names and places
• Punctuation including commas in clauses, hyphens, cited sources,
quotations for exact words from sources
• Four basic parts of speech plus subjective, objective, and
demonstrative pronouns, singular and plural possessives of nouns
• Subject/verb and noun/pronoun agreement
LA.5.3.2.1
LA.5.3.3.3
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.2.1
LA.5.3.3.3
LA.5.4.1.2
LA.5.3.3.1
LA.5.3.3.2
LA.5.3.4.1
LA.5.3.4.2
LA.5.3.4.3
LA.5.3.4.4
LA.5.3.4.5
Post It Revision DI 20 Elaboration DI 24
Sensory details DI 28 DI 31 M/MH Unit 5: 526, 560
Unit 6: 730; Literary Devices/Writing Skills, see PbP
Thesaurus M/MH Unit 5: 569
Idioms DI 22; Personification M/MH Unit 5: 520; Similes Unit
5: 521,598,615; Metaphors Unit 5: 527, 611;
Literary Devices/Writing Skills, see PbP
Adjectives and adverbs in sport DC 81; Adverbs M/MH Unit
6: 667B
Mood M/MH Unit 5: 534, Unit 6: 678
Emotions DI 23 Imagery M/MH Unit 5: 614
Literary Devices/Writing Skills, see PbP
Improving simple sentences DC 114
Spelling strategies DC 113
M/MH Macmillan/McGraw-Hill
DC Developing the Craft
DI Developing Ideas
(Use Units 5 and 6 Spelling and Grammar PbP Piece lessons by Piece to teach all
the convention standards)
April District Writing Assessment
Revised Edition, 2008

Fifth Grade
FCAT Writing Rubric p. 38
Score 1 2 3 4 5 6
Focus
Refers to how clearly the
paper presents the main
idea.
Minimally addresses
the topic
Slightly related to the
topic
Offers little relevant
information
Generally focused on
the topic
Includes extraneous
or loosely related
material
Generally focused on
the topic
May include
extraneous or loosely
related material
Focused on the topic
Focused strongly on
topic
Organization
Organization refers to a
clear sequential pattern.
In a story it would have a
beginning, middle, and
end with sequenced
events.
Does not exhibit
organizational pattern
Has few, if any
transitional devices
Shows little evidence
of organizational
pattern
May lack sense of
wholeness
Has an attempted
organizational
pattern
Has some transitional
devices
Lapses occur
Shows an
organizational
pattern
May have some
lapses occurring
Demonstrates a
sense of
completeness
Has an organizational
pattern
May have a few lapses
Has an organizational
pattern with a logical
progression of ideas
Expresses a senses of
wholeness/
completeness
Support
Support refers to word
choice used to create a
more descriptive piece. It
also refers to elaborating
with details to “paint a
picture” with words.
Contains few, if any
supports ideas
Limited or immature
word choice
Inadequately
supported or illogical
Limited or immature
word choice
Details without
elaboration
Grade level
vocabulary
May contain specifics
and details, although
development is
uneven
Shows inadequate
word choice
Has adequately
developed supporting
ideas
Has word choice that
is adequate, but lacks
precision
Has ample development
of supporting ideas
Reveals a mature
command of language
Communicates a precise
choice of words
Conventions
Conventions refer to
punctuation,
capitalization, spelling,
spacing, and sentence
structure.
Frequent errors in
sentence structure
impede communication
Common words
misspelled
Simple sentence
structure
Little variation in
sentence structure
Frequent errors in
basic capitalization
and punctuation
Common words may
be misspelled
Shows an attempt to
use variety in sentence
structure
Shows knowledge of
conventions, and usage
is usually demonstrated
Has commonly used
words spelled correctly
Shows an attempt to
use variety in sentence
structure
Has proper conventions
and spelling is generally
correct
Various sentence
structures
Proper convections and
spelling is generally
correct
Occasional errors do not
impede communication
Various sentence
structures
Complete sentences
Shows subject/verb
agreement and correct
verb/noun forms
Revised Edition, 2008

Fifth Grade
Sunshine State Standards p. 39
WRITING PROCESS
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.
The student will prewrite by:
LA.5.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s
notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;
LA.5.3.1.2 - determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended
audience of a writing piece; and
LA.5.3.1.3 - organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.
The student will draft writing by:
LA.5.3.2.1 - using a prewriting plan to focus on the main idea with ample development of supporting details,
elaborating on organized information using descriptive language, supporting details, and word choices appropriate
to the selected tone and mood;
LA.5.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance clarity;
and
LA.5.3.2.3 - creating interesting leads by studying the leads of professional authors and experimenting with various
types of leads (e.g., an astonishing fact, a dramatic
scene).
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.
The student will revise by:
LA.5.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of view,
word choice, and sentence variation;
LA.5.3.3.2 - creating clarity and logic by deleting extraneous or repetitious information and tightening plot or
central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases
and clauses that vary rhythm and sentence structure;
LA.5.3.3.3 - creating precision and interest by expressing ideas vividly through varied language techniques (e.g.,
foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word
choices using resources and reference materials (e.g., dictionary, thesaurus); and
LA.5.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists,
rubrics).
Editing for Language Conventions Standard: The student will edit and correct the draft for standard language
conventions.
The student will edit for correct use of:
LA.5.3.4.1 - spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words,
prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other
resources as necessary;
LA.5.3.4.2 - capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names
and places;
LA.5.3.4.3 - punctuation, including commas in clauses, hyphens, and in cited sources, Including quotations for
exact words from sources;
LA.5.3.4.4 - the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and
demonstrative pronouns and singular and plural possessives of nouns; and
LA.5.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences.
Publishing Standard: The student will write a final product for the intended audience.
The student will:
LA.5.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript,
multimedia);
LA.5.3.5.2 - use elements of spacing and design to enhance the appearance of the document and add graphics
where appropriate; and
LA.5.3.5.3 - share the writing with the intended audience.
WRITING APPLICATION
Creative Standard: The student develops and demonstrates creative writing.
The student will:
LA.5.4.1.1 - write narratives that establish a situation and plot with rising action,
conflict, and resolution.
LA.5.4.1.2 - write a variety of expressive forms (e.g., fiction, short story, autobiography,
science fiction, haiku) that employ figurative language (e.g., simile, metaphor,
onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot,
and/or appropriate format.
Informative Standard: The student develops and demonstrates technical writing that
provides information related to real-world tasks.
The student will:
LA.5.4.2.1 - write in a variety of informational/expository forms (e.g., summaries,
procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);
LA.5.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels,
legends) related to a topic, including visual aids to organize and record information on
charts, data tables, maps and graphs, as appropriate;
LA.5.4.2.3 - write informational/expository essays that state a thesis with a narrow
focus, contain introductory, body, and concluding paragraphs;
LA.5.4.2.4 - write a variety of communications (e.g., friendly letters, thank-you notes,
formal letters, messages, invitations) that have a clearly stated purpose and that
include the date, proper salutation, body, closing and signature; and
LA.5.4.2.5 - write directions to unfamiliar locations using cardinal and ordinal directions,
landmarks, and distances, and create an accompanying map.
Persuasive Standard: The student develops and demonstrates persuasive writing that is
used for the purpose of influencing the reader.
The student will:
LA.5.4.3.1 - write persuasive text (e.g., essay, written communication) that establish
and develop a controlling idea and supporting arguments for the validity of the
proposed idea with detailed evidence; and
LA.5.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional
appeal, hyperbole).

Revised Edition, 2008

August thru May
Sixth Grade
p. 40
WRITING PROCESS SSS FORMS OF WRITING
Prewriting:
• Generate ideas from multiple sources
• Determine the purpose and audience
• Organize ideas
• Record information
Drafting:
• Develop main ideas using primary and secondary sources
• Organize information into logical sequence to enhance clarity
• Analyze language techniques of professional authors to enhance
descriptive language and word choice
Revising:
• Evaluate the draft
• Create clarity
• Express ideas through varied language
• Refine the draft using peer review, checklists, rubrics
Editing:
• Spelling (spelling rules; pattern rules, prefix, suffix, root words)
• Capitalization (titles, plays, movies, television programs
• Punctuation (simple, complex, and compound sentences including
appositives, appositive phrases, cited sources, quotations)
• 8 parts of speech (noun, pronoun, verb, adverb, adjective,
conjunction, preposition, interjection)
• Consistency in verb tense in simple, compound, and complex
sentences
Publishing:
• Prepare writing using technology appropriate to audience
• Enhance document with graphics, etc.
• Share the writing
• Discovering Quality Literature Day and Young Author’s Conference
LA.6.3.1.1
LA.6.3.1.2
LA.6.3.1.3
LA.6.4.2.2
LA.6.3.2.1
LA.6.3.2.2
LA.6.3.2.3
LA.6.3.1.1
LA.6.3.3.2
LA.6.3.3.3
LA.6.3.3.4
LA.6.3.4.1
LA.6.3.4.2
LA.6.3.4.3
LA.6.3.4.4
LA.6.3.4.5
LA.6.3.5.1
LA.6.3.5.2
LA.6.3.5.3
Students will participate in composing a variety of writing,
including but not limited to the following:
Creative
• Personal/fictional
narrative
• Short play
• Song lyrics
• Historical fiction
• Limericks
Informative
• Journals
• Log
• Summaries
• Procedures
• Instructions
• Experiments
• Rubrics
• How-to manuals
• Assembly instructions
• Scientific observations
• Notes
• Lists
• Charts
• Legends
• Expository essays
• Friendly letter
• Thank you notes
• Messages
• Business letters
• Invitations
• Directions to
locations
• Recipes
• Labels/graphs
Persuasive
• Advertisements
• Speech
• Public service
announcements
Revised Edition, 2008

August thru October
Sixth Grade
Focus: Creative (Narrative), Informative (Expository) p. 41
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,
writer’s notebook, research materials, reliable sources) based upon teacher
directed topics and personal interests
• Develop main ideas using primary and secondary sources appropriate to
purpose and audience and elaborate on ideas
LA.6.3.1.1
LA.6.3.2.1
Definition of narrative DC 31
Definition of expository DC 31
Personal narrative M/MH Unit 1: 127A, 127F; prompt 127B;
Unit 2: Narrative prompt 189
Fictional narrative prompt M/MH Unit 4: 425
ORGANIZATION:
• Make a plan for writing that prioritizes ideas, addresses purpose, audience,
min idea, and logical sequence
• Use organizational strategies and tools(e.g., technology, outline, chart,
table, graph, web, story map)
• Create interesting leads, elaborated middles, and effective endings
• Add transitional words and phrases
• Connect conclusion to ending(e.g., use of the circular ending
• Write in a variety of expressive forms(e.g., short plays, song lyrics, historical
fiction, limericks, )
Creative:
• Beginning, middle, and end (B-M-E), setting, characters, characterization,
plot, rising action, conflict, climax, falling action, and resolution
Informative:
• Write in a variety of informational/Expository forms(e.g., summaries,
procedures, instructions, experiments, rubrics, how-to-manuals, assembly
instructions)
• Write informational/Expository essays(e.g., process, description,
explanation, comparison/contrast, problem/solution) that has a thesis
statement, supporting details, and introductory, body, and concluding
paragraphs
• Write informal and formal communications that follow a formal
• Write directions to unfamiliar locations using cardinal and ordinal directions,
landmarks, and distances, and create an accompanying map
LA.6.3.2.1
LA.6.3.1.3
LA.6.3.3.2
LA.6.4.1.2
LA.6.4.1.1
LA.6.4.2.1
LA.6.4.2.1
LA.6.4.2.3
LA.6.4.2.4
LA.6.4.2.5
Narrative DC 17, Expository DC 5-15
Thinking Maps
Writers workshop M/MH Unit 3: 363A-363F, Narrative
prompt 363B
Interesting lead DC 60
Transition DC 22-26
Literary Devices/Writing Skills, see PbP
Transitions M/MH Unit 1:122A Cause/Effect 123A
Write a scene from a play M/MH Unit 3: 358-359B
Narrative prompts DC 34
Topic sentence/Details M/MH Unit1: 65A
Adding emotions DI 35
Write with a clear beginning, middle, and end M/MH Unit 3:
334-335B
Write a Character Sketch M/MH Unit 3: 272-273B
Time Order Word M/MH Unit 6: 620-621
Write About A Process M/MH Unit 6: 682-683
Diary entry M/MH Unit1:123A
Friendly letter M/MH Unit 1: 65A
See Social Studies (Holt)

p. 42
WORD CHOICE:
• Elaborate on organized information using descriptive language and
supporting details
• Multiple language techniques(e.g., foreshadowing, imagery, simile,
metaphor, sensory language, connotation, denotation)
• Modify word choices using resources and reference materials (e.g.,
dictionary, thesaurus)
• Employ figurative language and other literary devices(e.g., onomatopoeia,
simile, metaphor, alliteration, personification, hyperbole)
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,
adverbs, dazzling color words)
VOICE:
• Word choice appropriate to the selected tone and mood
• Analyze language techniques of professional authors(e.g., point of view,
establishing mood) to enhance the use of descriptive language and word
choice
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Dialogue
• Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional
appeal
FLUENCY:
• Sentence variation
• Vary rhythm, length, and sentence structure
• Literary devices (e.g., anadiplosis, flashback)
CONVENTIONS:
• Correct spelling using spelling rules, patterns, generalizations, knowledge of
root words, prefixes, suffixes, and knowledge of Greek and Latin root words
• Capitalization of proper nouns
• Punctuation in simple, compound, complex sentences, including appositives
and appositive phrases, and cited sources, including quotations
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun,
verb, adverb, adjective, conjunction, preposition, interjection
• Consistency in simple, compound, and complex sentences and
LA.6.3.2.1
LA.6.3.3.3
LA6.3.3.3
LA.6.4.1.2
LA.6.3.2.1
LA.6.3.2.3
LA.6.3.3.3
LA.6.4.1.2
LA.6.3.3.1
LA.6.4.3.2
LA.6.3.4.1
LA.6.3.4.2
LA.6.3.4.3
LA.6.3.4.4
LA.6.3.4.5
Levels of support DC 33
Adding Relevant Details DI 9
Sharing Personal Experiences DI 15
Elaborating Events DI 24
Sensory Words DC 29
Poem, precise word choice M/MH Unit 1: 100 – 101A
Onomatopoeia DC 68
Color words DC 27
Vivid verbs DC 30
Tone M/MH Unit 2: 201-202
Foreshadowing M/MH Unit 1: 46, 50,
Imagery M/MH Unit 1:118, 120-121
Write Using Dialogue M/MH Unit 3: 300-301B; DC 28
Try Tags DI 34
Adding Emotion DI 35
Sentence triangles DC 95-97
(Use Unit 1 and 2 Spelling and Grammar lessons to teach all
the Convention Standards)
Punctuation Bingo DC 107-108
Parts of speech/ Activity DI 11
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
September District Writing Assessment
Revised Edition, 2008

November thru December
Sixth Grade
Focus: Creative (Narrative), Informative (Expository) p. 43
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,
writer’s notebook, research materials, reliable sources) based upon teacher
directed topics and personal interests
• Develop main idea using primary and secondary sources appropriate to
purpose and audience and elaborate on ideas
ORGANIZATION:
• Make a plan for writing that prioritizes ideas, addresses purpose, audience,
min idea, and logical sequence
• Use organizational strategies and tools(e.g., technology, outline, chart,
table, graph, web, story map)
• Create interesting leads, elaborated middles, and effective endings
• Add transitional words and phrases
• Connect conclusion to ending(e.g., use of the circular ending
• Write in a variety of expressive forms(e.g., short plays, song lyrics, historical
fiction, limericks, )
Creative:
• Beginning, middle, and end (B-M-E), setting, characters, characterization,
plot, rising action, conflict, climax, falling action, and resolution
Informative:
• Write in a variety of informational/Expository forms(e.g., summaries,
procedures, instructions, experiments, rubrics, how-to-manuals, assembly
instructions)
• Write informational/Expository essays(e.g., process, description,
explanation, comparison/contrast, problem/solution) that has a thesis
statement, supporting details, and introductory, body, and concluding
paragraphs
• Write informal and formal communications that follow a formal
• Write directions to unfamiliar locations using cardinal and ordinal directions,
landmarks, and distances, and create an accompanying map
LA.6.3.1.1
LA.6.3.2.1
LA.6.3.1.2
LA.6.3.1.3
LA.6.3.3.2
LA.6.3.3.2
LA.6.4.1.2
LA.6.4.1.1
LA.6.4.2.1
LA.6.4.2.1
LA.6.4.2.3
LA.6.4.2.4
LA.6.4.2.5
Expository definition DC 31
Expository writing: magazine articles using research M/MH
Unit 2: 189A
Unit 3: 313A
Unit 4: 425A
Brainstorming DC 46
Expository DC 5-15
Thinking Maps
Hooks DC 60
Transitions M/MH Unit 6: 634, 644-645A
Lyric poetry M/MH Unit 3: 332-333
Narrative prompts DC 34
Write fictional narrative dialogue M/MH Unit 3: 300-301B
Expository prompts DC 35
Scientific observation M/MH Unit 4: 412-413A;
Thesis statement M/MH Unit 2: 177A
Multiple paragraphs M/MH Unit 4:475A & 475
Transitions between paragraphs M/MH Unit 6: 645
Concluding paragraph M/MH Unit 4: 387A
Expository prompts M/MH Unit 4: 387
Writing a letter DC 42-45
See Social Studies (HOLT)

p. 44
WORD CHOICE:
• Elaborate on organized information using descriptive language and
supporting details
• Multiple language techniques(e.g., foreshadowing, imagery, simile,
metaphor, sensory language, connotation, denotation)
• Modify word choices using resources and reference materials (e.g.,
dictionary, thesaurus)
• Employ figurative language and other literary devices(e.g., onomatopoeia,
simile, metaphor, alliteration, personification, hyperbole)
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,
adverbs, dazzling color words)
VOICE:
• Word choice appropriate to the selected tone and mood
• Analyze language techniques of professional authors(e.g., point of view,
establishing mood) to enhance the use of descriptive language and word
choice
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Dialogue
• Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional
appeal
FLUENCY:
• Sentence variation
• Vary rhythm, length, and sentence structure
• Literary devices (e.g., anadiplosis, flashback)
CONVENTIONS:
• Correct spelling using spelling rules, patterns, generalizations, knowledge of
root words, prefixes, suffixes, and knowledge of Greek and Latin root words
• Capitalization of proper nouns
• Punctuation in simple, compound, and complex sentences, including
appositives and appositive phrases, and cited sources, including quotations
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun,
verb, adverb, adjective, conjunction, preposition, interjection
• Consistency in simple, compound, and complex sentences
November District Writing Assessment
LA.6.3.2.1
LA.6.3.3.3
LA6.3.3.3
LA.6.4.1.2
LA.6.3.2.1
LA.6.3.2.3
LA.6.3.3.3
LA.6.4.1.2
LA.6.3.3.1
LA.6.4.3.2
LA.6.3.4.1
LA.6.3.4.2
LA.6.3.4.3
LA.6.3.4.4
LA.6.3.4.5
Show Don’t Tell DC 69
Elaboration DC 14
Sensory details DC 15, 41
Alliteration M/MH Unit 1: 120-121; Personification M/MH
Unit 5: 526-527, 529Q, 529S ; Metaphor M/MH Unit 2: 238-
239; Simile M/MH Unit 5: 588-589; Hyperbole M/MH Unit 2:
212-215; Adjectives DC 71; Collecting powerful words DC12;
Verbs DC16
Voice M/MH Unit 1:127D
Emotion words DC 67
Adding emotions DC 35
Point of view DI 8
Flashback M/MH Unit 1: 25-27
Sentence Structure Practice DC 98
(Use Unit 2 and 3 Spelling and Grammar Lessons to teach all
the convention standards)
Punctuation DC 109-110
Sentence Stretching DI 39
M/MH
DC
DI
PbP
Macmillan/McGraw-Hill
Developing the Craft
Developing Ideas
Piece by Piece
Revised Edition, 2008

January thru February
Sixth Grade
Informative (Expository), Persuasive p. 45
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,
writer’s notebook, research materials, reliable sources) based upon teacher
directed topics and personal interests
• Develop main ideas using primary and secondary sources appropriate to
purpose and audience and elaborate on ideas
ORGANIZATION:
• Make a plan for writing that prioritizes ideas, addresses purpose, audience, min
idea, and logical sequence
• Use organizational strategies and tools(e.g., technology, outline, chart, table,
graph, web, story map)
• Create interesting leads, elaborated middles, and effective endings
• Add transitional words and phrases
• Connect conclusion to ending(e.g., use of the circular ending)
• Write in a variety of expressive forms (e.g short plays, song lyrics, limericks)
Persuasive:
• Write persuasive text that establishes and develops a controlling idea and
supporting arguments for the validity of the proposed idea with detailed
evidence
• Use persuasive techniques(e.g., word choice, repetition, emotional appeal,
hyperbole, appeal to authority, celebrity
• Format( hook, opinion, statement, elaborated support, call to action conclusion)
Elaborated through facts and statistics, expert testimony, and emotional
appeal: loaded words, glittering generalities, bandwagon appeal, celebrity
testimony
Informative:
• Write in a variety of informational/Expository forms(e.g., summaries,
procedures, instructions, experiments, rubrics, how-to-manuals, assembly
instructions)
• Write informational/Expository essays(e.g., process, description, explanation,
comparison/contrast, problem/solution) that has a thesis statement, supporting
details, and introductory, body, and concluding paragraphs
• Write informal and formal communications that follow a formal
LA.6.3.1.1
LA.6.3.2.1
LA.6.3.1.2
LA.6.3.1.3
LA.6.3.3.2
LA.6.4.1.2
LA.6.4.3.1
LA.6.4.3.2
LA.6.4.2.1
LA.6.4.2.3
LA.6.4.2.4
Definition of persuasive DC 34
Definition of expository DC 31
Write an editorial M/MH Unit 2: 176-177
Persuasive essay prompt M/MH Unit 2: 240-241B
Persuasive writing workshop M/MH Unit 2: 245A-245F,
Persuasive prompt M/MH Unit 5: 540
Expository DC 5-15
RAFT DC 75
Thinking Maps
OREO strategies (see writing contact)
Write a point of view essay using a good opening M/MH
Unit 2: 216-217A
Using transitions DC 100
Transitions DC 22-26
Literary Devices/ Writing Skills, see PbP
Persuasive prompts DC 36
Persuasive prompt M/MH Unit 3: 312-313
Persuasion M/MH Unit 6: 709F
Repetition M/MH Unit 5: 578, 589
Write a point of view essay using a good opening M/MH
Unit 2: 216-217A
Literary Devices/ Writing Skills, see PbP
Expository prompt M/MH Unit 1: 77; DC 35
Expository writing workshop M/MH Unit 4: 479 A – 479F;
Prompt 479B

p. 46
• Write directions to unfamiliar locations using cardinal and ordinal directions,
landmarks, and distances, and create an accompanying map
WORD CHOICE:
• Elaborate on organized information using descriptive language and supporting
details
• Multiple language techniques(e.g., foreshadowing, imagery, simile, metaphor,
sensory language, connotation, denotation)
• Modify word choices using resources and reference materials (e.g., dictionary,
thesaurus)
• Employ figurative language and other literary devices(e.g., onomatopoeia,
simile, metaphor, alliteration, personification, hyperbole)
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,
adverbs, dazzling color words)
VOICE:
• Word choice appropriate to the selected tone and mood
• Analyze language techniques of professional authors(e.g., point of view,
establishing mood) to enhance the use of descriptive language and word choice
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Dialogue
• Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional
appeal
FLUENCY:
• Sentence variation
• Vary rhythm, length, and sentence structure
• Literary devices (e.g., anadiplosis, flashback)
CONVENTIONS:
• Correct spelling using spelling rules, patterns, generalizations, knowledge of
root words, prefixes, suffixes, and knowledge of Greek and Latin root words
• Capitalization of proper nouns
• Punctuation in simple, compound, and complex sentences, including appositives
and appositive phrases, and cited sources, including quotations
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun, verb,
adverb, adjective, conjunction, preposition, interjection
• Consistency in simple, compound, and complex sentences
February District Writing Assessment
LA.6.4.2.5
LA.6.3.2.1
LA.6.3.3.3
LA6.3.3.3
LA.6.4.1.2
LA.6.3.2.1
LA.6.3.2.1
LA.6.3.2.3
LA.6.3.3.3
LA.6.4.1.2
LA.6.3.3.1
LA.6.4.3.2
LA.6.3.4.1
LA.6.3.4.2
LA.6.3.4.3
LA.6.3.4.4
LA.6.3.4.5
See Social Studies (Holt)
Descriptive details M/MH Unit 2: 170
Connotation/Denotation M/MH Unit 2: 134, 142; Persuasive
letter writing, Denotation/ Connotation M/MH Unit 2: 151
Alliteration M/MH Unit 2:146; Onomatopoeia DC 79
Idioms M/MH Unit 2: 199
Improving word choice DC 77; Adjectives DC 72;
Power words DC 73
Tone M/MH Unit 2: 201
Dialogue M/MH Unit 4: 408-410
Word Choice Through Music DC 77
Point of view DI 17
Sentence fluency M/MH Unit 3: 273D
Sentence fluency M/MH Unit 4: 449B
Super Sentences DC 99
(Use Unit 3 and 4 Spelling and Grammar lessons to teach all
the convention standards)
Capitalization Concentration DC 112
Punctuation Game DC 111
Revised Edition, 2008

March thru May
Sixth Grade
Focus: Creative (Narrative), Informative (Expository) p. 47
WRITING APPLICATION/SIX TRAITS SSS RESOURCES
IDEAS:
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,
writer’s notebook, research materials, reliable sources) based upon teacher
directed topics and personal interests
• Develop main ideas using primary and secondary sources appropriate to
purpose and audience and elaborate on ideas
ORGANIZATION:
• Make a plan for writing that prioritizes ideas, addresses purpose, audience,
main idea, and logical sequence
• Use organizational strategies and tools(e.g., technology, outline, chart, table,
graph, web, story map)
• Create interesting leads, elaborated middles, and effective endings
• Add transitional words and phrases
• Connect conclusion to ending(e.g., use of the circular ending
• Write in a variety of expressive forms(e.g., short plays, song lyrics, historical
fiction, limericks, )
Persuasive:
• Write persuasive text that establishes and develops a controlling idea and
supporting arguments for the validity of the proposed idea with detailed
evidence
• Use persuasive techniques(e.g., word choice, repetition, emotional appeal,
hyperbole, appeal to authority, celebrity endorsement
• Format( hook, opinion, statement, elaborated support, call to action conclusion)
Elaborated through facts and statistics, expert testimony, and emotional
appeal: loaded words, glittering generalities, bandwagon appeal, celebrity
testimony
Informative:
• Write in a variety of informational/Expository forms(e.g., summaries,
procedures, instructions, experiments, rubrics, how-to-manuals, assembly
instructions)
• Write informational/Expository essays(e.g., process, description, explanation,
comparison/contrast, problem/solution) that has a thesis statement, supporting
details, and introductory, body, and concluding paragraphs
LA.6.3.1.1
LA.6.3.2.1
LA.6.3.1.2
LA.6.3.1.3
LA.6.3.3.2
LA.6.4.1.2
LA.6.4.3.1
LA.6.4.3.2
LA.6.4.2.1
Expository definition DC 31
Persuasive definition DC 31
Persuasive editorial prompt M/MH Unit 6: 656-657
Primary and secondary sources M/MH Unit 6: 613,618
Expository DC 5-15
Thinking Maps
Review OREO strategies( see writing contact)
Transitions DC 22-26
Transitions DI 21
Literary Devices/ Writing Skills, see PbP
Persuasive prompts DC 35
Persuasive techniques M/MH Unit 5: 536-537
Literary Devices/Writing Skills, see PbP
Expository prompts DC 35
Writing directions M/MH Unit 6: 610-611

p. 48
• Write informal and formal communications that follow a format
• Write directions to unfamiliar locations using cardinal and ordinal directions,
landmarks, and distances, and create an accompanying map
WORD CHOICE:
• Elaborate on organized information using descriptive language and supporting
details
• Multiple language techniques(e.g., foreshadowing, imagery, simile, metaphor,
sensory language, connotation, denotation)
• Modify word choices using resources and reference materials (e.g., dictionary,
thesaurus)
• Employ figurative language and other literary devices(e.g., onomatopoeia,
simile, metaphor, alliteration, personification, hyperbole)
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,
adverbs, dazzling color words)
VOICE:
• Word choice appropriate to the selected tone and mood
• Analyze language techniques of professional authors(e.g., point of view,
establishing mood) to enhance the use of descriptive language and word choice
• Creating precision and interest by expressing ideas vividly through varied
language techniques(e.g., foreshadowing, imagery)
• Dialogue
• Literary Devices (e.g., specific emotions, ALL CAPS, point of view, emotional
appeal, appeal to authority, celebrity endorsements)
FLUENCY:
• Sentence variation
• Vary rhythm, length, and sentence structure
• Literary devices (e.g., anadiplosis, flashback)
CONVENTIONS:
• Correct spelling using spelling rules, patterns, generalizations, knowledge of
root words, prefixes, suffixes, and knowledge of Greek and Latin root words
• Capitalization of proper nouns
• Punctuation in simple, compound, and complex sentences, including appositives
and appositive phrases, and cited sources, including quotations
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun, verb,
adverb, adjective, conjunction, preposition, interjection
• Consistency in simple, compound, and complex sentences
April District Writing Assessment
LA.6.4.2.3
LA.6.4.2.4
LA.6.4.1.1
LA.6.3.3.3
LA.6.3.3.3
LA.6.3.2.3
LA.6.3.3.3
LA.6.3.2.3
LA.6.3.3.3
LA.6.3.4.1
LA.6.3.4.2
LA.6.3.4.3
LA.6.3.4.4
LA.6.3.4.5
Write a compare and contrast essay M/MH Unit 5: 528-529
Write an eyewitness account M/MH Unit 5: 590-591A
Friendly letter M/MH Unit 1: 64-65
See Social Studies (Holt)
Post It Revision DI 20
Elaboration DI 24
Sensory details DI 28, 31
Using figurative language to write a poem M/MH Unit 5:
566-567A
Simile, onomatopoeia M/MH Unit 6: 604
Thesaurus M/MH Unit 5: 567B
Idioms DI 22 M/MH
Personification M/MH Unit 5: 526-527
Hyperbole M/MH Unit 5: 560
Simile M/MH Unit 6: 638
Adjectives and adverbs in sport DC 81
Write a speech, formal and informal language M/MH Unit 5:
502-503
Literary Elements/Writing Skills, see PbP
Voice M/MH Unit: 5 591B
Descriptive details M/MH Unit 4: 397
Imagery M/MH Unit: 5 567B
Emotions DI 23
Dialogue M/MH Unit 5: 524
Repetition M/MH Unit 5: 578
Improving Simple Sentences DC114
Sentence fluency M/MH Unit 4: 371; Unit 5: 519
Spelling strategies Dc 113
( Use Unit 5 and 6 Spelling and Grammar lessons to teach all
the convention standards)
Revised Edition, 2008

Sixth Grade
FCAT Writing Rubric p. 49
Score 1 2 3 4 5 6
Focus
Refers to how clearly the
paper presents the main
idea.
Minimally addresses
the topic
Slightly related to the
topic
Offers little relevant
information
Generally focused on
the topic
Includes extraneous
or loosely related
material
Generally focused on
the topic
May include
extraneous or loosely
related material
Focused on the topic
Focused strongly on
topic
Organization
Organization refers to a
clear sequential pattern.
In a story it would have a
beginning, middle, and
end with sequenced
events.
Does not exhibit an
organizational pattern
Has few, if any
transitional devices
Shows little evidence
of an organizational
pattern
May lack sense of
wholeness
Has an attempted
organizational
pattern
Has some transitional
devices
Lapses occur
Shows an
organizational
pattern
May have some
lapses occurring
Demonstrates a
sense of
completeness
Has an organizational
pattern
May have a few lapses
Has an organizational
pattern with a logical
progression of ideas
Expresses a sense of
wholeness/
completeness
Support
Support refers to word
choice used to create a
more descriptive piece. It
also refers to elaborating
with details to “paint a
picture” with words.
Contains few, if any
supports ideas
Limited or immature
word choice
Inadequately
supported or illogical
Limited or immature
word choice
Details without
elaboration
Grade level
vocabulary
May contain specifics
and details, although
development is
uneven
Shows inadequate
word choice
Has adequately
developed supporting
ideas
Has word choice that
is adequate, but lacks
precision
Has ample development
of supporting ideas
Reveals a mature
command of language
Communicates a precise
choice of words
Conventions
Conventions refer to
punctuation,
capitalization, spelling,
spacing and sentence
structure.
Frequent errors in
sentence structure
impede communication
Common words
misspelled
Simple sentence
structure
Little variation in
sentence structure
Frequent errors in
basic capitalization
and punctuation
Common words may
be misspelled
Shows an attempt to
use variety in sentence
structures
Shows knowledge of
conventions, and usage
is usually demonstrated
Has commonly used
words spelled correctly
Shows an attempt to
use variety in sentence
structure
Has proper conventions
and spelling is generally
correct
Various sentence
structures
Proper conventions and
spelling is generally
correct
Occasional errors do not
impede communication
Various sentence
structures
Complete sentences
Shows subject/verb
agreement and correct
verb/noun forms
Revised Edition, 2008

Sixth Grade
Sunshine State Standards p. 50
WRITING PROCESS
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.
The student will prewrite by:
LA.6.3.1.1 - generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s
notebook, research materials, or other reliable sources), based upon teacher-directed topics and personal
interests;
LA.6.3.1.2 - making a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and
logical sequence; and
LA.6.3.1.3 - using organizational strategies and tools (e.g., technology, outline, chart, table, graph, web,
story map).
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.
The student will draft writing by:
LA.6.3.2.1 - developing main ideas from the prewriting plan using primary and secondary sources
appropriate to purpose and audience;
LA.6.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance
clarity; and
LA.6.3.2.3 - analyzing language techniques of professional authors (e.g., point of view, establishing mood)
to enhance the use of descriptive language and word choices.
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.
The student will revise by:
LA.6.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of
view, word choice, and sentence variation;
LA.6.3.3.2 - creating clarity and logic by rearranging words, sentences, and paragraphs, adding transitional
words, incorporating sources directly and indirectly into writing, using generalizations where appropriate,
and connecting conclusion to ending (e.g., use of the circular ending);
LA.6.3.3.3 - creating precision and interest by expressing ideas vividly through multiple language techniques
(e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying
word choices using resources and reference materials (e.g., dictionary, thesaurus); and
LA.6.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,
checklists, rubrics).
Editing for Language Conventions Standard: The student will edit and correct the draft for standard
language conventions.
The student will edit for correct use of:
LA.6.3.4.1 - spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words,
prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other
resources as necessary;
LA.6.3.4.2 - capitalization, including major words in titles of books, plays, movies, and television programs;
LA.6.3.4.3 - punctuation in simple, compound, and complex sentences, including appositives and appositive
phrases, and in cited sources, including quotations for exact words from sources;
LA.6.3.4.4 - the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,
interjection); and
LA.6.3.4.5 - consistency in verb tense in simple, compound, and complex sentences.
Publishing Standard: The student will write a final product for the intended audience.
The student will:
LA.6.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g.,
manuscript, multimedia);
LA.6.3.5.2 - use elements of spacing and design for graphics (e.g., tables, drawings, charts, graphs) when
applicable to enhance the appearance of the document; and
LA.6.3.5.3 - share the writing with the intended audience.
WRITING APPLICATION
Creative Standard: The student develops and demonstrates creative writing.
The student will:
LA.6.4.1.1 - write narrative accounts with an engaging plot (including rising action, conflict,
climax, falling action, and resolution) include a clearly described setting with figurative language
and descriptive words or phrases to enhance style and tone;
LA.6.4.1.2 - write a variety of expressive forms (e.g., short play, song lyrics, historical fiction,
limericks) that employ figurative language, rhythm, dialogue, characterization, and/or
appropriate format.
Informative Standard: The student develops and demonstrates technical writing that provides
information related to real-world tasks.
The student will:
LA.6.4.2.1 - write in a variety of informational/expository forms (e.g., summaries, procedures,
instructions, experiments, rubrics, how-to manuals, assembly instructions);
LA.6.4.2.2 - record information (e.g., observations, notes, lists, charts, legends) related to a topic,
including visual aids to organize and record information and include a list of sources used;
LA.6.4.2.3 - write informational/expository essays (e.g., process, description, explanation,
comparison/contrast, problem/solution) that include a thesis statement, supporting details, and
introductory, body, and concluding paragraphs;
LA.6.4.2.4 - write a variety of informal communications (e.g., friendly letters, thank-you notes,
messages) and formal communications (e.g., conventional business letters, invitations) that
follow a format and that have a clearly stated purpose and that include the date, proper
salutation, body, closing and signature; and
LA.6.4.2.5 - write directions to unfamiliar locations using cardinal and ordinal directions,
landmarks, and distances, and create an accompanying map.
Persuasive Standard: The student develops and demonstrates persuasive writing that is used for
the purpose of influencing the reader.
The student will:
LA.6.4.3.1 - write persuasive text (e.g., advertisement, speech, essay, public service
announcement) that establishes and develops a controlling idea, using appropriate supporting
arguments and detailed evidence;
LA.6.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional appeal,
hyperbole, appeal to authority, celebrity endorsement).

Revised Edition, 2008

Resources Literary Devices and Writing Skills p. 51
1) ALL CAPS- writing screams on paper for emphasis
While surfing, I spotted a SHARK!
Night Noises, Mem Fox
Leo the Lightning Bug, Eric Drachman
Cat, You Better Come Home!, Garrison Keillor
2) ALLITERATION- two or more words with the same beginning sound.
The Night I Followed the Dog, Nina Laden
ten tall teammates
brave beaver
seven sailors on the sea
burly bear
Leo the Lightning Bug, Eric Drachman
I Love You the Purpelest, Barbara Joosse
3) ANADIPLOSIS- emphasize a thought by repeating a word
He was caught, caught like a rat in a trap.
4) APHORISM- an astute observation
In the Small, Small Pond, Denise Flemming
Lilly’s Purple Plastic Purse, Kevin Henkes
My Pony, Susan Jeffers
People who live in glass houses shouldn’t throw stones.
5) ASSONANCE- repetition of vowel sounds
On Saturday, I wake to kitchen sounds.

6) BANDWAGON APPEAL- a don’t-be-the-last-one appeal
p. 52
All but two schools have decided to require uniforms.
7) CALL TO ACTION- ask reader to do something
Consider my request and enforce the school uniform policy.
8) CONNOTATION- secondary meaning that delivers the right feeling
The word “home” could mean “a place of warmth, comfort, and affection”.
9) DAZZLING COLOR WORDS- painting word pictures in your mind’s eye
fire engine red deep sea blue marigold
jet black metallic pink pale yellow
Color Me a Rhyme, Jane Yollen
All the Colors of the Earth, Seila Hamanaka
Hailstones and Halibut Bones, Mary O’Neill
10) DEFINITION- gives the meaning of the word or phrase
I’ll give you the 411 (information) about Hannah’s party.
Miss Alaineus, Debra Frasier
Wow, I never thought a pair of stilettos (high heels) would cost $150!
11) DENOTATION- explicit direct meaning
“Poodle” is a denotation for a certain breed of dog.
Revised Edition, 2008

12) DIALOGUE- conversation
“Let’s go to the Outback for dinner,” said Mom.
Dad hollered, “It’s time for dinner everyone!”
The Web Files, Margie Palatini
The Pigeon Has Feelings, Too! Mo Williams
Wayside School is Falling Down, Louis Sachar
p. 53
13) EFFECTIVE CONCLUSION- leave the reader with a smile or a tear
brag question quote
mystery shocker summary
humor definition problem
statement compare/contrast statistics
Now you can see why my dad is the greatest policeman in town. (statement)
I bet you wish you had a dad like mine! (brag)
To me the definition of friendship is my best buddy Sarah! (definition)
I wonder what will happen at next year’s end of the year party? (mystery)
Don’t you want to start your own lemonade stand now? (question)
Charlie and the Great Glass Elevator, Roald Dahl
Hatchet, Gary Paulson
Charlotte’s Web, E.B. White
14) ELLIPSIS (singular) ELLIPSES (plural)- a series of three dots. A long dramatic pause;
unfinished thought; end of sentence, trailing off into silence.
I was staring into the eyes of a…6-foot long…rattle snake!
Suddenly I realized I was alone…
Leo the Lightning Bug, Eric Drachman
Night Noises, Mem Fox
Dog Breath, Dav Pilkey
15) EMOTION WORDS- describe feelings/moods
embarrassed depressed silly
How are you Peeling? Saxton Freeman
What are you so Grumpy About? Tom Lichtenheld
When you are Happy, Eileen Spinelli
Revised Edition, 2008

16) ENGAGING PHRASES- Talk directly to your reader
You’d do the same thing if you were me.
Do you see my point?
Judy and the Volcano, Wayne Harris
p. 54
17) FLASHBACK- the writer takes the reader back in time to let the
reader know something that happened in the past
When I tripped on the branch, my arm ached. It was just a
year ago since I had broken it.
Voices in the Park, Anthony Browne
The Secret Shortcut, Mark Teague
18) FORESHADOWING- gives the reader a clue that something very important
will happen later in the story.
The True Confessions of Charlotte Doyle, Avi
The Half-a-Moon Inn, Paul Fleischman
As Margaret dashed through the busy streets, her ticket to the play slipped out of her pocket.
*This will be important later when she arrives at the theater and realizes her ticket is missing.
19) GENERAL TO SPECIFIC-
All teachers are nice, but Mrs. Friendly is the best.
Fancy Nancy, Jane O’Connor
Bonjour Butterfly, Jane O’Connor
All dogs are entertaining, but English bulldogs crack me up!
20) GLITTERING GENERALITIES – loaded word is so positive it “glitters”
“School uniforms – they’re all-American.”
Revised Edition, 2008

21) HOOK- hook your reader with an interesting beginning
Question
Have you ever been fishing in the Indian River and felt something tug your line?
Setting
Late one Saturday afternoon as the sun set in Cocoa Beach, Florida…
Mystery
I thought it was going to be a normal day at school, boy was I wrong.
When I stepped into the classroom, I noticed a strange bag on my teacher’s desk…
Describers
Sand…shells…waves…
Onomatopoeia
Pop-pop-pop! My stomach growled as each kernel of corn erupted into a fluffy, white, piece of popcorn.
Dialogue
“Come on kids, let’s get going.” It was time to sprint down the stairs and out the door. Our trip to the Grand Canyon was finally here!
Riddle
What do clowns, trapeze artists, a lion tamer, and a ringleader have in common? If you guessed a circus, you’re right!
Alliteration
The wild and wooly walrus waited and wondered when we would walk by. Sore Losers, Avi
Hyperbole
In my short lifetime, I’ve probably had a bazillion bad haircuts!
I Am Regina, Sally Keehn
Shock
My Life in Dog’s Years, Gary Paulson
If you don’t brush your teeth, they’ll all fall out! (nonfiction)
My heart did a back flip as I watched my toy poodle cross the highway! (fiction)
Compare/Contrast
You would think that identical twins would be alike in every way, but not on this fateful afternoon.
Persuasive
Same as expository but each paragraph builds in importance. For example, “For one thing In addition Most importantly”.
p. 55
22) HYPERBOLE- over exaggeration
Everything in that store is a MILLION dollars!
For dinner, I ate a TON of French fries.
The Secret Knowledge of Grownups, David Wisneiwski
Judy and the Volcano, Wayne Harris
It Figures, Marvin Terban
Revised Edition, 2008

23) IDIOM- using a word or phrase that is different from its usual
meaning
We don’t see eye to eye.
Let’s hit the road!
24) “LITERARY PAUSE” IN NARRATIVE WRITING – often used when writing a narrative
to “pause and insert description of a character, setting, or action.
Sally crept silently into the dark woods. The trees stood like silent
soldiers against the starlit sky. These enormous evergreens created
a dense, fragrant forest. Peeking from behind the tallest branches, the
moon illuminated her path. With only the sound of her footfalls crunching
the twigs underneath, she cautiously ambled forward.
Amelia Bedelia Books
Parts, Tedd Arnold
Chocolate Moose for Dinner, Fred Qwynne
Kira-Kira, Cynthia Kadohata
Gooney Bird Greene, Lois Lowry
p. 56
25) LOADED WORDS – heavy emotional associations or connotations
Rebecca cuts coupons every week.
Negative connotation – Rebecca is frugal, calculating, and careful.
Positive connotation – Rebecca is economical, thrifty, and careful.
26) MATURE WORDS
colossal dilemma posh enormous
The Night I Followed the Dog, Nina Laden
Fancy Nancy, Jane O’Connor
h ’ l
27) METAPHORS- compare two things WITHOUT like or as
Her hair was silk.
He’s a king.
Under the Quilt of Night, Deborah Hopkins
The Ocean is…, Kathleen Knanking
The Hero and the Crown, Robin McKinley
Revised Edition, 2008

28) NIFTY NAMES- adds pizzazz to your paper
p. 57
Mr. Bigbucks (banker)
Dr. Petlover (veterinarian)
How I Became a Pirate, Melinda Long
Skippy Jon Jones, Judy Schachner
29) ONOMATOPOEIA- sound effects
achoo knock, knock ring
bash grrrrrrrrrr meow
Night Noises, Mem Fox
Achoo! Bang! Crash! The Noisy Alphabet, Ross MacDonald
Alphabeep, Deborah Pearson
30) PERSONAL ANECDOTES (MINI-STORY) IN EXPOSITORY WRITING – following a topic sentence, add a
brief example or story that supports the topic, introduced with a transitional phrase
One of the best reasons to own a dog is because they are so entertaining. Last Saturday I was teaching my dog to fetch. It seemed
like I threw that Frisbee and chased Max around the park twenty times before he finally got the idea to bring it back to me. By the time Max
learned this trick we had gathered a small group of admirers. Max was entertaining the crowds and I was a proud owner.
31) PERSONIFICATION- figure of speech in which inanimate objects are given
human qualities or described in human form.
The wind whispered to them as they ran through the woods.
Wolf! Becky Bloom
A Wrinkle in Time, Madeline L’Engle
The Lion, the Witch, and the Wardrobe, C.S.Lewis
The heat ripped the breath from her lungs.
Revised Edition, 2008

32) SENSORY WORDS- see, hear, taste, smell, touch
sparkles (see)
crunching (hear)
bitter (taste)
moldy (smell)
rough (touch)
33) SENTENCE VARIATION- sentences should vary in lengths and have different
beginnings
Instead of:
I went to the door.
Try This:
Cautiously, I crept toward the rickety oak door.
My Pony, Susan Jeffers
My Five Senses, Aliki
The Magic School Bus Explores the Senses, Joanna Cole
Dumpy La Rue, Betsy Lewin
Nasty Stinky Sneakers, Eve Bunting
p. 58
34) SIMILES - Comparing two things using like or as
He was as nervous as a marshmallow at a bonfire.
His heart was beating like a bass drum.
Quick as a Cricket, Audrey Wood
Under the Quilt of Night, Deborah Hopkins
Owl Moon, Jane Yollen
35) SPECIFICITY- proper nouns instead of common nouns
common
mall
theater
shoes
proper
Mall of America
Roxy 10 Cinema
Adidas, Nike
When Lightning Comes in a Jar, Patricia Polacco
Three Cheers for Catherine the Great, Cari Best
A Bad Case of Stripes, David Shannon
store
Ron Jon’s Surf Shop
Revised Edition, p. 59 2008

36) TITLE- although not necessary, titles can help the writer stay focused
and entice the reader
The Important Book, Margaret Wise Brown
A Day I’ll Never Forget
School is No Place For Cats!
I Stink! Kate and Jim McMullan
37) TRANSITIONAL PHRASES- move reader from one thought or event to another
Descriptive
In the blink of an eye… With a hop, skip, and a jump…
The Night I Followed the Dog, Nina Laden
Time
Skippy Jon Jones, Judy Schachner
A few minutes later…The next day…After that…
Place
The Mud Pony, Caron Lee Cohen
On my grandfather’s doorstep…At that very spot…
Contrasting Ideas
However…Despite…In that case…
Supporting Ideas
According to… What’s even more important…
To Signal a Mini-Story
One time…For example…For instance… To illustrate my point…That reminds me of a time…
38) VIVID VERBS- replace weak verbs with a strong one
Weak- My brother Sam hurt me.
Strong- My brother Sam pinched my arm
In the Small, Small Pond, Denise Flemming
Come On, Rain! Karen Hesse
Kites Sail High, Ruth Heller
Revised Edition, 2008

K-12 Standards Continuum p. 60