by Piece - Brevard Public Schools
by Piece - Brevard Public Schools
by Piece - Brevard Public Schools
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<strong>Piece</strong> <strong>by</strong><br />
<strong>Piece</strong><br />
<strong>Brevard</strong> Writing Plan<br />
Ideas<br />
Organization<br />
Word Choice<br />
Voice<br />
Sentence Fluency<br />
Conventions<br />
Revised Edition, 2008<br />
<strong>Brevard</strong> County <strong>Schools</strong> Elementary Writing Plan Grades 3-6
p. 1<br />
Overview<br />
The <strong>Brevard</strong> County scope and sequence writing plan, <strong>Piece</strong> <strong>by</strong> <strong>Piece</strong>, offers professionals an overview of the writing tenets endorsed <strong>by</strong> the district.<br />
Six Traits, Writing Application, and Writing Process combine essential components to assure student success. Each component must be<br />
implemented in this instructional process, giving students a complete picture of proficient writing procedure. This grade-level pacing guide directs<br />
instruction for maximum support, resulting in student writing mastery. The publication, Developing the Craft, 2 nd Edition, provides enrichment<br />
lessons and serves as a companion guide. Developing Ideas and Extreme Makeover: Convention and Writing Skills Edition are also referenced in this<br />
publication as elementary writing resources. All district created publications for writing instruction may be found in the “Teacher Portal” on the<br />
<strong>Brevard</strong> County School web site under the “Handbooks and Documents” heading.<br />
Acknowledgements<br />
Many thanks to the teachers of the district writing cadres that dedicated countless hours to give their peers a developmentally-appropriate writing<br />
guide that reflects the reading series, Macmillan/McGraw-Hill, and the new Sunshine State Standards.<br />
Primary Writing Cadre Members: Norma Alberty, Terry Bozza, Deb Connaughton, Alison Fletcher, Jane Mosher, Christine Ward, and Julie Wilkinson<br />
Intermediate Writing Cadre Members: JoAnn Edson, Julie Fletcher, Barbara Glinski, Deb Haer, Patti Henning, Barbara Lane, and Lainey Newell<br />
<strong>Public</strong>ation Designer: Christine Ward<br />
Coordinator: Theresa Phelps, <strong>Brevard</strong> County Elementary Writing Resource Teacher
Six Traits of Writing Defined<br />
FCAT Writing Defined<br />
p. 2<br />
IDEAS:<br />
• the heart of the message<br />
• original, the writers own<br />
• strong ideas = clear message<br />
• the content of the piece<br />
• rich and developed<br />
• unusual, extraordinary, and unpredictable<br />
• interesting, informative details<br />
• layered, extended<br />
ORGANIZATION:<br />
• internal structure<br />
• events proceed logically<br />
• connections are strong<br />
• strong organization = reader’s anticipation<br />
of purpose fulfillment<br />
• the pattern fits the central idea<br />
• information is given in right doses<br />
• satisfying closure leaves reader thinking<br />
VOICE:<br />
• heart and soul of writing<br />
• writer coming through the words<br />
• writer is personally engaged with the<br />
topic<br />
• like the writer’s fingerprints-specific to<br />
one person<br />
• the magic, wit, feeling, life, and breath<br />
WORD CHOICE:<br />
• moves reader to envision<br />
• uses every day words well<br />
• clarifies and expands ideas<br />
• rich, colorful precise language<br />
• moves and enlightens the reader<br />
• vocabulary not used just to impress<br />
SENTENCE FLUENCY:<br />
• sentence variety<br />
• sound of word patterns<br />
• writing plays to the ear<br />
• sounds good when read aloud<br />
• rhythm and flow of the language<br />
• crafted for ease of reading experience<br />
• free of awkward word patterns<br />
• has cadence, power, rhythm, and<br />
movement<br />
CONVENTIONS:<br />
• ready for publication<br />
• mechanical correctness<br />
• spelling, grammar, usage<br />
• punctuation and capitalization<br />
• proofread and edited with care<br />
The FCAT Writing + assessment is scored <strong>by</strong> a holistic method. Trained scorers consider four<br />
elements then arrive at a score <strong>by</strong> considering the whole work.<br />
FOCUS refers to how clearly the paper presents and maintains a main idea, theme, or unifying<br />
point.<br />
• Papers receiving high scores demonstrate a consistent awareness of the topic and avoid<br />
loosely related or extraneous information.<br />
• Papers receiving low scores may contain information that is loosely related, extraneous, or<br />
both.<br />
ORGANIZATION refers to the structure or plan of development (beginning, middle, and end) and<br />
the relationship of one point to another. Organization refers to the use of transitional devices to<br />
signal both the relationship of the supporting ideas to the main idea, theme, or unifying point, and<br />
the connections between and among them.<br />
• Papers receiving high scores contain an effective organizational plan.<br />
• Papers receiving low scores may lack or misuse an organizational plan or transitional devices.<br />
SUPPORT refers to the quality of details used to explain, clarify, or define. The quality of support<br />
depends on word choice, specificity, depth, relevance, and thoroughness.<br />
• Papers receiving high scores generally provide elaborated examples and fully developed<br />
illustrations. The relationship between the supporting ideas and the topic is clear.<br />
• Papers receiving low scores may contain support that is a bare list of events or reasons,<br />
support that is not extended <strong>by</strong> detail, or both.<br />
CONVENTIONS refer to the punctuation, capitalization, spelling, usage, and sentence structure.<br />
These conventions are basic writing skills included in Florida’s Sunshine State Standards.<br />
• Papers receiving high scores generally follow the basic conventions of punctuation,<br />
capitalization, and spelling, using a variety of sentence structures to present ideas.<br />
• Papers receiving low scores often contain errors in punctuation, capitalization, spelling, and<br />
sentence structure. They may have little variation in sentence structure.<br />
How FCAT and Six Traits Overlap<br />
FCAT<br />
FOCUS ORGANIZATION SUPPORT CONVENTIONS<br />
Six Traits<br />
Stimulating IDEAS Logical ORGANIZATION Stimulating IDEAS<br />
Personal VOICE<br />
Original WORD CHOICE<br />
Smooth-reading sentences<br />
SENTENCE FLUENCY<br />
Correct, accurate copy<br />
CONVENTIONS<br />
Revised Edition, 2008
August thru May<br />
Third Grade<br />
p. 3<br />
WRITING PROCESS<br />
Prewriting<br />
Generate ideas and formulate a plan<br />
• Multiple sources (e.g., text, brainstorming, graphic organizers, drawing, writer’s<br />
notebook, group discussion, printed material)<br />
• Determine purpose/audience<br />
• Organizational strategies (e.g., graphic organizers, KWL chart, log) to make a plan that<br />
includes a main idea<br />
Drafting<br />
Write a draft appropriate to the topic, audience, and purpose<br />
• Pre-writing plan to develop the main idea with supporting details that describe or<br />
provide facts and/or opinions<br />
• Sequential, using time-order words and cause/effect transitions<br />
Revising<br />
Revise and refine draft for clarity and effectiveness<br />
• Evaluate draft for use of ideas and content, logical organization, voice, point of view,<br />
and word choice<br />
• Combination of sentence structures (i.e., simple, compound)<br />
• Add supporting details (e.g., dialogue, similes, etc.)<br />
• Modify word choice (e.g., dictionary, thesaurus)<br />
• Refine the draft (e.g., peer review, checklists, rubrics, conferencing)<br />
Editing<br />
Edit and correct the draft for standard language conventions<br />
• Spelling using patterns and generalizations<br />
• Capitalization for proper nouns<br />
• Punctuation (end punctuation, apostrophes, commas, colons, quotation marks)<br />
• Present and past verb tense, noun-pronoun agreement, noun-verb agreement,<br />
subjective and objective pronouns, and plurals of irregular nouns<br />
• Subject/verb and noun/pronoun agreement in simple and compound sentences<br />
Publishing<br />
• Prepare writing in an appropriate format<br />
• Add graphics to finished product<br />
• Share writing<br />
- Discovering Quality Literature Day and Young Author’s Conference<br />
SSS<br />
LA 3.3.1.1<br />
LA 3.3.1.2<br />
LA 3.3.1.3<br />
LA 3.3.2.1<br />
LA 3.3.2.2<br />
LA 3.3.3.1<br />
LA 3.3.3.2<br />
LA 3.3.3.3<br />
LA 3.3.3.4<br />
LA.3.3.3.4<br />
LA 3.3.4.1<br />
LA 3.3.4.2<br />
LA 3.3.4.3<br />
LA.3.3.4.4<br />
LA 3.3.4.4<br />
LA.3.3.5.1<br />
LA.3.3.5.2<br />
LA.3.3.5.<br />
LA 3.3.5.3<br />
FORMS OF WRITING<br />
Creative<br />
• Chapter books<br />
• Short stories & Tall Tales<br />
• Poetry<br />
• Skits<br />
• Song lyrics<br />
• Journals<br />
• Narrative essays<br />
Informative<br />
• Rules<br />
• Summaries<br />
• Directions & Procedures<br />
• Recipes<br />
• Notes<br />
• Messages<br />
• Labels<br />
• Instructions<br />
• Graphs/Tables<br />
• Experiments<br />
• Rubrics<br />
• Observations<br />
• Lists<br />
• Charts<br />
• Map labels<br />
• Legends<br />
• Friendly letters<br />
• Thank you notes<br />
• Formal letters<br />
• Invitations<br />
• Expository essays<br />
Persuasive<br />
• Advertisement<br />
• Paragraph<br />
Revised Edition, 2008
August thru September<br />
Third Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 4<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Brainstorm list of ideas<br />
• Analyze picture book read-alouds for ideas/details<br />
• Determine the purpose of writing and audience<br />
• Narrow the topic<br />
• Sensory Details<br />
• Elaboration with supporting details<br />
ORGANIZATION:<br />
• Narrative and Expository graphic organizers<br />
Narrative<br />
• Beginning, middle, and end (B-M-E), setting, characters, plot, sequenced<br />
events, problem/resolution<br />
• Friendly letter (topic sentence)<br />
• Personal narrative<br />
LA.3.3.1.1<br />
LA.3.1.7.1<br />
LA.3.3.1.2<br />
LA.3.3.1.3<br />
LA.3.4.1.1<br />
LA.3.3.2.1<br />
LA.3.3.1.1<br />
LA.3.4.1.1<br />
LA.3.4.2.4<br />
LA.3.3.1.2<br />
Ideas M/MH Unit 1: 36-37; DC 46, 47, 50<br />
Literary Devices/Writing Skills See PbP<br />
Purpose DC 75<br />
Narrowing topic DC 52<br />
Sensory details DC 28, 29, 53, 80 87, 90; DI 15, 17, 35<br />
Sensory chart DC 16<br />
Elaboration DC 48, 49, 69; DI 8, 9, 13, 14, 19, 20, 24, 25,<br />
36, 37<br />
Graphic organizers: Narrative DC 17; Expository DC 5,<br />
12-15<br />
B-M-E DC 59; Characters DC 51, 64<br />
Topic sentence DC 42-45; M/MH Unit 1: 72-73<br />
Personal narrative DC 53<br />
Expository<br />
• Topic sentence w/supporting details<br />
• Write to a prompt (Special Friend)<br />
• Write About a Place (important details)<br />
• Write About Waking Up (unimportant details)<br />
LA.3.4.2.3<br />
LA.3.4.2.3<br />
LA.3.4.2.3<br />
LA.3.4.2.3<br />
A Good Paragraph M/MH Unit 1: 36-37A<br />
Prompt M/MH Unit 1: 84-85 (Model)<br />
Important details M/MH Unit 1: 114-115A (Model)<br />
Unimportant details M/MH Unit 1: 146,-147A (Model)
p. 5<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
• Employ literary devices: all caps, imagery, metaphor, nifty names, onomatopoeia,<br />
sensory words<br />
• Modify word choice using resources<br />
• Word Wall<br />
• Vocabulary<br />
CONVENTIONS:<br />
• Correct spelling (words w/short vowels, CVCe pattern, words with /ā/, /ō/, /ī/)<br />
• Capitalization of sentence beginnings<br />
• Types of sentences: statements, questions, commands, exclamations, compound<br />
• Ending punctuation<br />
• Commas in compound sentences<br />
• Subjects<br />
• Predicates<br />
• Checklist<br />
LA.3.3.3.1<br />
LA.3.3.3.3<br />
LA.3.3.3.3<br />
LA.3.3.3.1<br />
LA.3.1.6.1<br />
LA.3.3.4.1<br />
LA.3.3.4.2<br />
LA.3.3.4.6<br />
LA.3.3.4.3<br />
LA.3.3.4.3<br />
LA.3.3.4.4<br />
Verbs DI 16, 18<br />
Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12<br />
Adjectives/Adverbs DC 39, 81<br />
Dazzling color words DC 27<br />
Literary Devices See PbP<br />
Imagery M/MH Unit 1: 104, 112, 113<br />
Metaphor M/MH Unit 1: 98<br />
Sensory words M/MH Unit 1: 98<br />
Onomatopoeia DC 68, 78, 79<br />
Resources DC 76<br />
Word wall DC18-21<br />
Extreme Makeover<br />
M/MH Grammar Unit 1; Extreme Makeover<br />
Spelling DC 113<br />
Capitalization DC 112<br />
Punctuation DC 107-111, 114<br />
Checklist DC 115<br />
September District Writing Assessment<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> Revised <strong>by</strong> <strong>Piece</strong> Edition, 2008
October thru November<br />
Third Grade<br />
Focus: Creative (Narrative), Informative (Expository), Persuasive p. 6<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Brainstorm list of ideas<br />
• Analyze picture book read-alouds for ideas/details<br />
• Determine the purpose of writing and audience<br />
• Narrow the topic<br />
• Sensory details<br />
• Elaboration with supporting details<br />
ORGANIZATION:<br />
• Narrative & Expository graphic organizers<br />
• Hooks, effective endings<br />
LA.3.3.1.1<br />
LA.3.1.7.1<br />
LA.3.3.1.2<br />
LA.3.3.1.3<br />
LA.3.4.1.1<br />
LA.3.3.2.1<br />
LA.3.3.1.1<br />
Ideas DC 46, 47, 50<br />
Literary Devices/Writing Skills See PbP<br />
Purpose DC 75<br />
Narrowing topic DC 52<br />
Sensory details DC 28, 29, 53, 80 87, 90; DI 15, 17, 35;<br />
Sensory chart DC 16<br />
Elaboration DC 48, 49 DI 8, 9, 13, 14, 19, 20, 24, 25, 36,<br />
37, 69<br />
Graphic organizers: Narrative DC 17;<br />
Expository DC 5, 12-15<br />
Hooks, Endings DC 41, 54, 60<br />
Narrative<br />
• Beginning, middle, and end (B-M-E), setting, characters, plot, sequenced<br />
events, problem/resolution<br />
• Write About a Performance (good topic)<br />
• Write About a Talking Animal (B-M-E)<br />
• Write to a prompt (Tried Something New)<br />
• Journal entry (word choice)<br />
• Narrative transitions<br />
Expository<br />
• Book report (strong conclusion)<br />
• Expository transitions<br />
Persuasive<br />
• Radio ad (informal language)<br />
• Persuasive paragraph (figurative language)<br />
LA.3.4.1.1<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA3.4.1.2<br />
LA.3.3.2.2<br />
LA.3.4.2.3<br />
LA.3.3.2.2<br />
LA.3.4.3.1<br />
LA.3.4.3.1<br />
B-M-E DC 59, Characters DC 51, 64<br />
Good topic M/MH Unit 2: 176-177A<br />
B-M-E M/MH Unit 2: 210-211<br />
Prompt M/MH Unit 2: 222-223<br />
Word choice M/MH Unit 3: 312-313<br />
Transitions DC 24, 25, 26, 100-104; DI 21<br />
Strong conclusion M/MH Unit 2: 276-277<br />
Transitions DC 23, 25, 26<br />
Informal language M/MH Unit 2: 254-255<br />
Figurative language M/MH Unit 3: 338-339
p. 7<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
• Employ literary devices: all caps, alliteration, consonance, idiom, metaphor, nifty<br />
names, onomatopoeia, repetition, specificity<br />
• Introduce FCAT terminology: focus, organization, support, and conventions<br />
• Word Wall<br />
• Vocabulary<br />
VOICE:<br />
• Point of View<br />
CONVENTIONS:<br />
• Continue prior convention skills<br />
• Correct spelling (words with /ē/, /ch/, th, wh, sh, consonant blends, /n/, gn, kn,<br />
/r/, wr, /är/, /ôr/, /â/)<br />
• Capitalization of proper nouns and titles<br />
• Apostrophes<br />
• Common, proper, singular, plural, irregular plural nouns, and singular possessive<br />
nouns<br />
• Subject/verb agreement<br />
• Action verbs, present tense<br />
• Combining sentences<br />
• Commas: dates and places<br />
• Convention checklist<br />
LA.3.3.3.1<br />
LA.3.3.3.3<br />
LA.3.1.6.1<br />
LA.3.3.3.1<br />
LA.3.1.6.1<br />
LA.3.3.3.1<br />
LA.3.3.4.1<br />
LA.3.3.4.2<br />
LA.3.3.4.3<br />
LA.3.3.4.4<br />
LA.3.3.4.5<br />
LA.3.3.4.4<br />
LA.3.3.4.5<br />
LA.3.3.4.3<br />
Verbs DI 16, 18<br />
Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12<br />
Adjectives/Adverbs DC 39, 81<br />
Dazzling color words DC 27<br />
Literary devices See PbP<br />
Alliteration M/MH Unit 2: 274-275<br />
Consonance M/MH Unit 3: 336-337<br />
Idiom M/MH Unit 3: 332 DI 22<br />
Metaphor M/MH Unit 3: 336-337<br />
Repetition M/MH Unit 2: 274-275<br />
Terminology DI 5<br />
Word wall DC 18-21<br />
Extreme Makeover<br />
Voice DC 77,85<br />
Point of view DC 86; DI 17<br />
M/MH Grammar Practice: Unit 2, lessons 1-2; Unit 3;<br />
Extreme Makeover<br />
Spelling DC 113<br />
Capitalization DC 106, 112<br />
Proper nouns DC 106<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Punctuation DC 107-111, 114<br />
Checklist DC 115<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
November District Writing Assessment<br />
Revised Edition, 2008
December thru January<br />
Third Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 8<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Brainstorm list of ideas<br />
• Analyze picture book read-alouds for ideas/details<br />
• Determine the purpose of writing and audience<br />
• Narrow the topic<br />
• Sensory details<br />
• Elaboration with supporting details<br />
ORGANIZATION:<br />
• Narrative and expository graphic organizers<br />
Narrative<br />
• Beginning, middle, and end (B-M-E), setting characters, plot, events,<br />
problem/resolution<br />
• Write a story w/dialogue<br />
• Tall Tale (mood)<br />
• Write About a Family Meal (vary sentences)<br />
• Narrative transitions<br />
Expository<br />
• Hook, introductory paragraph, body paragraphs w/topic sentence and<br />
supporting elaboration, concluding paragraph<br />
• Write to a prompt (Special Day)<br />
• Write directions (precise words)<br />
• Expository transitions<br />
LA.3.3.1.1<br />
LA.3.1.7.1<br />
LA.3.3.1.2<br />
LA.3.3.1.3<br />
LA.3.4.1.1<br />
LA.3.3.2.1<br />
LA.3.3.1.1<br />
LA.3.4.1.1<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA.3.3.2.2<br />
LA.3.4.2.3<br />
LA.3.4.2.3<br />
LA.3.4.2.5<br />
LA.3.3.2.2<br />
Ideas DC 46, 47, 50<br />
Literary Devices/Writing Skills See PbP<br />
Purpose DC 75<br />
Narrowing topic DC 52<br />
Sensory details DC28, 29, 53, 80, 87, 90; DI 15, 17, 35<br />
Sensory chart DC 16<br />
Elaboration DC 48, 49; DI 8, 9, 13, 14, 19, 20, 24, 25, 36,<br />
37<br />
Graphic organizers: Narrative DC 17<br />
Expository DC 5, 12-15<br />
B-M-E DC 59 Characters DC 51, 64<br />
Dialogue M/MH Unit 3: 382-383A<br />
Mood M/MH Unit 3: 416-417A<br />
Vary sentences M/MH Unit 4: 44-45A<br />
Transitions DC 24, 25, 26, 100-104 DI 21<br />
Essay DC 39<br />
Prompt M/MH Unit 3: 350-351<br />
Precise words M/MH Unit 4: 76-77<br />
Transitions DC 23
p. 9<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
• Review FCAT terminology: focus, organization, support, and conventions<br />
• Employ literary devices: all caps, alliteration, consonance, idiom, metaphor, nifty<br />
names, onomatopoeia, personification, repetition, simile, specificity<br />
• Word wall<br />
• Vocabulary<br />
LA.3.3.3.1<br />
LA.3.1.6.1<br />
LA.3.3.3.3<br />
LA.3.3.3.1<br />
LA.3.1.6.1<br />
Verbs DI 16, 18<br />
Adjectives DC 70, 71, 72, 73, 74, 80 DI 11, 12<br />
Adjectives/Adverbs DC 39, 81<br />
Dazzling color words DC 27<br />
Terminology D15<br />
Literary Devices/Writing Skills, see PbP<br />
Personification M/MH Unit 4: 60-61<br />
Simile M/MH Unit 3: 365, 417B Unit 4: 64, 72<br />
Word wall DC 18-21<br />
Extreme Makeover<br />
FLUENCY:<br />
• Vary sentence types/beginnings<br />
VOICE:<br />
• Dialogue<br />
• Point of View<br />
CONVENTIONS:<br />
• Continue previous convention skills<br />
LA.3.3.3.2<br />
LA.3.3.3.3<br />
LA.3.3.3.1<br />
Sentence structure DC 95-99<br />
Dialogue M/MH Unit 3: 382-383<br />
Point of view DC 86 DI 17<br />
M/MH Grammar Practice Unit 3, lessons 3-5; Unit 4,<br />
lessons 1-2; Extreme Makeover<br />
• Spelling (words with /ûr/, /ü/, /ū/, /ů/, /oi/, /ô/, /ou/)<br />
• Linking verbs, verb tenses (past-tense, future-tense)<br />
• Noun/verb agreement<br />
• Subject/verb agreement<br />
• Punctuation – commas in a series, colon, and quotation marks<br />
• Convention checklist<br />
LA.3.3.4.1<br />
LA.3.3.4.4<br />
LA.3.3.4.4<br />
LA.3.3.4.5<br />
LA.3.3.4.3<br />
Spelling DC 113<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Punctuation DC 107-111, 114<br />
Checklist DC115<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
Revised Edition, 2008
February thru March<br />
Third Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 10<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Brainstorm list of ideas<br />
• Analyze picture book read-alouds for ideas/details<br />
• Determine the purpose of writing and audience<br />
• Narrow the topic<br />
• Sensory details<br />
• Elaboration with supporting details<br />
ORGANIZATION:<br />
• Narrative and expository graphic organizers<br />
• Hooks, effective endings<br />
Narrative<br />
• B-M-E, setting, characters, plot, events, problem/resolution<br />
• Write to a prompt – (Unusual Day)<br />
• Write About a Family (transition words)<br />
• Narrative transitions<br />
LA.3.3.1.1<br />
LA.3.1.7.1<br />
LA.3.3.1.2<br />
LA.3.3.1.3<br />
LA.3.4.1.1<br />
LA.3.3.2.1<br />
LA.3.3.1.3<br />
LA.3.4.1.1<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA.3.3.2.2<br />
Ideas DC 46, 47, 50<br />
Literary Devices/Writing Skills, see PbP<br />
Purpose DC 75<br />
Narrowing topic DC 52<br />
Sensory details DC 28, 29, 53, 80, 87, 90;<br />
DI 15, 17, 35 Sensory chart DC 16<br />
Elaboration DC 48, 49; DI 8, 9, 13, 14, 19, 20, 24, 25, 36,<br />
37<br />
Graphic organizers: Narrative DC 17<br />
Expository DC 5,12-15<br />
Hooks, Endings DC 41, 54, 60<br />
B-M-E DC 59 Characters DC 51, 64<br />
Prompt M/MH Unit 4: 88-89<br />
Transition words M/MH Unit 5: 216-217A<br />
Transitions DC 24, 25, 26, 100-104 DI 21<br />
Expository<br />
• Hook, introductory paragraph, body paragraphs w/topic sentence and<br />
supporting elaboration, concluding paragraph<br />
• Write About Your Community (strong opening)<br />
• Write directions (time-order words)<br />
• Write About Alike and Different (multiple paragraphs)<br />
• Expository transitions<br />
LA.3.4.2.3<br />
LA.3.4.2.3<br />
LA.3.4.2.5<br />
LA.3.4.2.3<br />
LA3.3.2.2<br />
Essay DC39<br />
Strong opening M/MH Unit 4: 110-111A<br />
Time-order words M/MH Unit 4: 144-145A<br />
Multiple paragraphs M/MH Unit 5: 182-183<br />
Transitions DC 23, 25, 26
p. 11<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
• Employ literary devices: all caps, alliteration, consonance, hyperbole, idiom,<br />
metaphor, nifty names, onomatopoeia, personification, repetition, rhythm,<br />
simile, specificity<br />
• Review FCAT terminology: focus, organization, support, and conventions<br />
• Word Wall<br />
• Vocabulary<br />
FLUENCY:<br />
• Varying sentence types/beginnings<br />
VOICE:<br />
• Dialogue<br />
• Point of View<br />
• Emotion<br />
CONVENTIONS:<br />
• Continue previous convention skills<br />
• Correct spelling (words with soft c and g, homophones, plurals, compound words,<br />
and inflected endings)<br />
• Noun/pronoun agreement<br />
• Verbs – helping, irregular<br />
• Contractions, apostrophes<br />
• Pronouns – singular, plural<br />
• Proper nouns<br />
• Subjective/objective pronouns<br />
• Convention checklist<br />
February District Writing Assessment<br />
LA.3.3.3.1<br />
LA.3.3.3.3<br />
LA.3.1.6.1<br />
LA.3.3.3.1<br />
LA.3.1.6.1<br />
LA.3.3.3.2<br />
LA.3.3.3.3<br />
LA.3.3.3.1<br />
LA.3.3.3.1<br />
LA.3.3.4.1<br />
LA.3.3.4.4<br />
LA.3.3.4.4<br />
LA.3.3.4.3<br />
LA.3.3.4.4<br />
LA.3.3.4.2<br />
LA.3.3.4.4<br />
Verbs DI 16, 18<br />
Adjectives DC 70, 71, 72, 73, 74, 80;<br />
DI 11, 12<br />
Adjectives/Adverbs DC 39, 81<br />
Dazzling color words DC 27<br />
Literary Devices/Writing Skills, see PbP<br />
Hyperbole M/MH Unit 5: 176<br />
Idiom M/MH Unit 5: 170; DI 22<br />
Repetition/Rhythm M/MH Unit 4:<br />
108- 109<br />
Simile M/MH Unit 4: 138, 162, 210<br />
Terminology DC 15<br />
Word wall DC 18-21<br />
Extreme Makeover<br />
Sentence structure DC 95-99<br />
Dialogue M/MH Unit 3: 382-383<br />
Point of view DC 86; DI 71<br />
Emotion DC 87, 90<br />
M/MH Grammar Practice: Unit 4, lessons 3-5; Unit 5,<br />
lessons 1-2; Extreme Makeover<br />
Spelling DC 113<br />
Proper Nouns DC 106<br />
Checklist DC 115<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
Revised Edition, 2008
April thru May<br />
Third Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 12<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Brainstorm list of ideas<br />
• Analyze picture book read-alouds for ideas/details<br />
• Narrow the topic<br />
• Sensory details<br />
• Elaboration with supporting details<br />
ORGANIZATION:<br />
• Narrative and expository graphic organizers<br />
LA.3.3.1.1<br />
LA.3.1.7.1<br />
LA.3.3.1.3<br />
LA.3.4.1.1<br />
LA.3.3.2.1<br />
LA.3.3.1.1<br />
Ideas DC 46, 47, 50<br />
See PbP Literary Devices/Writing Skills<br />
Narrowing topic DC 52,<br />
Sensory details DC 28, 29, 53, 80, 87, 90 DI 15, 17, 35<br />
Sensory chart DC 16<br />
Elaboration DC 48, 49 DI 8, 9, 13, 14, 19, 20, 24, 25, 36,<br />
37<br />
Graphic organizers: Narrative DC 17 Expository DC 5,<br />
12-15<br />
• Hooks, effective endings<br />
Narrative<br />
• Beginning, middle and end (B-M-E), setting, characters, plot, events,<br />
problem/resolution<br />
Prompt – A Time You Played in the Playground or Park<br />
• Write About an Animal (Tone)<br />
Expository<br />
• Hook, introductory paragraph, body paragraphs w/topic sentence and<br />
supporting elaboration, concluding paragraph<br />
• Introductory speech (fact and opinion)<br />
• Business letter (formal language)<br />
• News story (transition words)<br />
• Prompt – Good Citizen<br />
• Interesting job (strong opening)<br />
Poetry<br />
• Free Verse<br />
• Descriptive poem (figurative language)<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
LA.3.4.1.1<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA.3.4.2.3<br />
LA.3.4.2.4<br />
LA.3.4.2.4<br />
LA.3.4.2.4<br />
LA.3.4.2.3<br />
LA.3.4.2.3<br />
LA.3.4.1.2<br />
LA.3.4.1.2<br />
LA.3.3.3.1<br />
Hooks, Endings DC 60<br />
B-M-E DC 59 Characters DC 51, 64<br />
Prompt MM/H Unit 5: 228-229<br />
Tone MM/H Unit 6: 402-403A<br />
Essay DC39<br />
Fact/Opinion MM/H Unit 5: 258-259A<br />
Formal Lang. MM/H Unit 6: 320-321A<br />
Transition words MM/H Unit 6:344-345<br />
Prompt MM/H Unit 6: 356-357<br />
Strong opening MM/H Unit 6:382-383<br />
Free Verse Poetry DC 89<br />
Figurative lang MM/H Unit 5: 284-285<br />
Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80 DI<br />
11, 12 Adjectives/Adverbs DC 39, 81
p. 13<br />
• Employ literary devices: all caps, alliteration, assonance, consonance, hyperbole,<br />
idiom, metaphor, moral, nifty names, onomatopoeia, personification, repetition,<br />
rhythm, sensory words, simile, specificity<br />
• Word wall<br />
• Vocabulary<br />
FLUENCY:<br />
• Varying sentence beginnings/types<br />
VOICE:<br />
• Point of view<br />
• Emotion<br />
CONVENTIONS:<br />
• Continue prior convention skills<br />
• Correct spelling (words with endings y to I, vc/cv, v/cv, vc/v patterns, final / ,<br />
prefixes re-, un-, dis-, pre-, final / r/, suffixes –ful, -less, -ly, accented syllables)<br />
• Possessive pronouns<br />
• Articles<br />
• Sentence combining w/adjectives and adverbs<br />
• Pronoun-verb agreement<br />
• Abbreviations<br />
• Adjectives/Adverbs<br />
• Commas after introductory words, greeting & closing of letters<br />
• Convention Checklist<br />
April District Writing Assessment<br />
LA.3.3.3.3<br />
LA.3.3.3.1<br />
LA.3.1.6.1<br />
LA.3.3.3.2<br />
LA.3.3.3.1<br />
LA.3.3.3.3<br />
LA.3.3.4.1<br />
LA.3.3.4.4<br />
LA.3.3.4.5<br />
LA.3.3.4.4<br />
LA.3.3.4.3<br />
LA.3.3.4.4<br />
LA.3.3.4.4<br />
LA.3.3.4.3<br />
Literary Devices/Writing Skills, see PbP<br />
Assonance M/MH Unit 6: 400-401<br />
Idiom M/MH Unit 6: 310, 314 DI 22<br />
Metaphor M/MH Unit 6: 378<br />
Moral M/MH Unit 6: 380-381<br />
Onomatopoeia M/MH Unit 5: 285F<br />
DC 68, 78, 79<br />
Personification M/MH Unit 6: 338, 380, 381, 400, 401<br />
Rhythm M/MH Unit 5: 282, 283, 400, 401<br />
Sensory words M/MH Unit 5: 252<br />
Simile M/MH Unit 5: 282, 283, 304<br />
Word wall DC 18-21<br />
Extreme Makeover<br />
Sentence structure DC 95-99<br />
Point of view DC 86, DI 17<br />
Emotion DC 28, 87 90 DI 3<br />
MM/H Grammar Practice: Unit 5, lessons 3-5; Unit 6;<br />
Extreme Makeover<br />
Spelling DC 113<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Punctuation DC 107-111, 114<br />
Checklist DC 115<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
Revised Edition, 2008
Third Grade<br />
FCAT Writing Rubric p. 14<br />
Score 1 2 3 4 5 6<br />
Focus<br />
Focus refers to how<br />
clearly the paper presents<br />
the main idea.<br />
Minimally addresses<br />
the topic<br />
Slightly related to the<br />
topic<br />
Offers little relevant<br />
information<br />
Generally focused on<br />
the topic<br />
May include<br />
extraneous or loosely<br />
related material<br />
Generally focused on<br />
the topic<br />
May include<br />
extraneous or loosely<br />
related material<br />
Focused on the topic<br />
Focused on the topic<br />
Organization<br />
Organization refers to a<br />
clear sequential pattern.<br />
In a story, it would have a<br />
beginning, middle, and<br />
end with sequenced<br />
events.<br />
Does not exhibit<br />
organizational pattern<br />
Has few, if any<br />
transitions<br />
Shows little evidence<br />
of organizational<br />
pattern<br />
May have transitions<br />
May lack sense of<br />
wholeness<br />
Has an attempted<br />
organizational<br />
pattern<br />
Has some transitions<br />
Lapses may occur<br />
Has an organizational<br />
pattern<br />
Demonstrates a<br />
sense of<br />
completeness<br />
Has transitions<br />
Lapses may occur<br />
Has an organizational<br />
pattern<br />
Demonstrates a sense<br />
of completeness<br />
Has transitions<br />
Lapses may occur<br />
Has an organizational<br />
pattern with a logical<br />
progression of idea<br />
Demonstrates a sense<br />
of wholeness/<br />
Completeness<br />
Has transitions<br />
Support<br />
Support refers to word<br />
choice used to create a<br />
more descriptive piece. It<br />
also refers to elaborating<br />
with details to “paint a<br />
picture” with words.<br />
Inadequately<br />
supported or illogical<br />
Limited or immature<br />
word choice<br />
Inadequately<br />
supported or illogical<br />
Limited or immature<br />
word choice<br />
Details without<br />
elaboration<br />
Grade level<br />
vocabulary<br />
May contain specifics<br />
and details, although<br />
development is<br />
uneven<br />
Grade level<br />
vocabulary<br />
Has adequately and<br />
evenly developed<br />
supporting ideas<br />
Mature word choice<br />
Has ample development<br />
of supporting ideas<br />
Reveals a mature<br />
command of language<br />
Communicates a precise<br />
choice of words<br />
Conventions<br />
Conventions refer to<br />
punctuation,<br />
capitalization, spelling,<br />
spacing and sentence<br />
structure.<br />
Frequent errors in<br />
sentence structure may<br />
impede communication<br />
Common words may be<br />
misspelled<br />
Simple sentence<br />
structure<br />
Little variation in<br />
sentence structure<br />
Frequent errors in<br />
basic capitalization<br />
and punctuation<br />
Common words may<br />
be misspelled<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Shows knowledge of<br />
conventions, and usage<br />
is usually<br />
demonstrated.<br />
Has commonly used<br />
words spelled correctly<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Has proper<br />
conventions, and<br />
spelling is generally<br />
correct<br />
Various sentence<br />
structures<br />
Proper conventions and<br />
spelling is generally<br />
correct<br />
Occasional errors do not<br />
impede communication<br />
Various sentence<br />
structures<br />
Complete sentences<br />
Shows subject/verb<br />
agreement and correct<br />
verb/noun forms<br />
Revised Edition, 2010
Third Grade<br />
Sunshine State Standards p. 15<br />
WRITING PROCESS<br />
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a<br />
plan.<br />
The student will prewrite <strong>by</strong>:<br />
LA.3.3.1.1 – generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer,<br />
drawing, writer’s notebook, group discussion, printed material);<br />
LA.3.3.1.2 – determining the purpose (e.g., to entertain, to inform, to communicate, to persuade)<br />
and the intended audience of a writing piece; and<br />
LA.3.3.1.3 – using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for<br />
writing that includes a main idea.<br />
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.<br />
The student will draft writing <strong>by</strong>:<br />
LA.3.3.2.1 – using a prewriting plan to develop the main idea with supporting details that describe or<br />
provide facts and/or opinions; and<br />
LA.3.3.2.2 – organizing information into a logical sequence through the use of time-order words and<br />
cause/effect transitions.<br />
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.<br />
The student will revise <strong>by</strong>:<br />
LA.3.3.3.1 – evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal<br />
or informal), point of view, and word choice;<br />
LA.3.3.3.2 – creating clarity <strong>by</strong> using a combination of sentence structures (e.g., simple, compound)<br />
to improve sentence fluency in the draft and <strong>by</strong> rearranging words, sentences, and paragraphs to<br />
clarify meaning;<br />
LA.3.3.3.3 – creating interest <strong>by</strong> adding supporting details (e.g., dialogue, similes) and<br />
modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and<br />
LA.3.3.3.4 – applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists,<br />
rubrics).<br />
Editing for Language Conventions Standard: The student will edit and correct the draft for<br />
standard language conventions.<br />
The student will edit for correct use of:<br />
LA.3.3.4.1 – spelling, using spelling patterns and generalizations (e.g., word families, diphthong,<br />
consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other<br />
resources as necessary;<br />
LA.3.3.4.2 – capitalization for proper nouns, including holidays, product names, titles used with<br />
someone’s name, initials, and geographic locations;<br />
LA.3.3.4.3 – punctuation, including end punctuation, apostrophes, commas, colons,<br />
quotation marks in dialogue, and apostrophes in singular possessives;<br />
LA.3.3.4.4 – present and past verb tense, noun-pronoun agreement, noun-verb agreement,<br />
subjective and objective pronouns, and plurals of irregular nouns;<br />
LA.3.3.4.5 – subject/verb and noun/pronoun agreement in simple and compound sentences;<br />
LA.3.3.4.6 – end punctuation for compound, declarative, interrogative, and exclamatory sentences.<br />
Publishing Standard: The student will write a final product for the intended audience.<br />
The student will:<br />
LA.3.3.5.1 – prepare writing in a format appropriate to audience and purpose (e.g., manuscript,<br />
multimedia);<br />
LA.3.3.5.2 – add graphics where appropriate; and<br />
LA.3.3.5.3 – share the writing with the intended audience.<br />
WRITING APPLICATION<br />
Creative Standard: The student develops and demonstrates creative writing.<br />
The student will:<br />
LA.3.4.1.1 – write narratives based on real or imagined events or observations that<br />
include characters, setting, plot, sensory details, and a logical sequence of events; and<br />
LA.3.4.1.2 – write a variety of expressive forms (e.g., chapter books, short stories,<br />
poetry, skits, song lyrics) that may employ, but not be limited to, figurative language<br />
(e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate<br />
format.<br />
Informative Standard: The student develops and demonstrates technical writing that<br />
provides information related to real-world tasks.<br />
The student will:<br />
LA.3.4.2.1 – write in a variety of informational/expository forms (e.g., rules, summaries,<br />
procedures, recipes, notes/messages, labels, instructions, graphs/tables,<br />
experiments, rubrics);<br />
LA.3.4.2.2 – record information (e.g., observations, notes, lists, charts, map labels,<br />
legends) related to a topic, including visual aids as appropriate;<br />
LA.3.4.2.3 – write informational/expository essays that contain at least three<br />
paragraphs and include a topic sentence, supporting details, and relevant information;<br />
LA.3.4.2.4 – write a variety of communications (e.g., friendly letters, thank-you notes,<br />
formal letters, messages, invitations); and<br />
LA.3.4.2.5 – write simple directions to familiar locations using cardinal directions and<br />
landmarks, and create an accompanying map.<br />
Persuasive Standard: The student develops and demonstrates persuasive writing that<br />
is used for the purpose of influencing the reader.<br />
LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that<br />
attempts to influence the reader.
Revised Edition, 2008
August thru May<br />
Fourth Grade<br />
p. 16<br />
WRITING PROCESS<br />
Prewriting<br />
Generate ideas and formulate a plan<br />
• Brainstorming<br />
• Graphic organizers<br />
• Determine purpose/audience<br />
• Narrow the topic<br />
• Writer’s notebook<br />
Drafting<br />
Main ideas with ample development of supporting details through descriptions, details, examples, anecdotes,<br />
visualization, facts and statistics, expert testimony, literary devices, and/or emotional appeal-loaded words,<br />
glittering generalities, bandwagon appeal, celebrity testimony<br />
• Logical sequence with time order words (transitions) and cause/effect transitions<br />
• Interesting hooks and effective endings<br />
Revising<br />
• Add details & modify word choice for mature vocabulary<br />
• Revise for sentence variety<br />
• Repetition of words for emphasis<br />
• Create clarity <strong>by</strong> using a combination of sentence structures (e.g. simple, compound) and rearranging<br />
words, sentences, and paragraphs<br />
• Delete extraneous information<br />
• Use of rubrics, resources (thesaurus, dictionary), & conferencing<br />
Editing<br />
• Correct spelling & indentations<br />
• Capitalization of proper nouns and sentence beginnings<br />
• Ending punctuation, apostrophes, commas, quotations, semi-colons, and colons<br />
• Present and past verb tense; subject/verb agreement; pronoun/verb agreement<br />
• Rubrics<br />
Publishing<br />
• Share writing<br />
• Multi-media presentations<br />
• Publish books<br />
• Discovering Quality Literature Day and Young Author’s Conference<br />
SSS<br />
LA.4.3.1.1<br />
LA.4.3.1.1<br />
LA.4.3.1.3<br />
LA.4.3.1.2<br />
LA.4.3.2.1<br />
LA.4.4.1.1<br />
LA.4.4.2.3<br />
LA.4.3.2.2<br />
LA.4.3.3.1<br />
LA.4.3.3.2<br />
LA.4.3.3.1<br />
LA.4.3.2.2<br />
LA.4.3.3.2<br />
LA.4.3.3.4<br />
LA.4.3.4.1<br />
LA.4.3.4.2<br />
LA.4.3.4.3<br />
LA.4.3.4.4<br />
LA.4.3.3.4<br />
LA.4.3.5.3<br />
LA.4.3.5.1<br />
LA.4.3.5.2<br />
FORMS OF WRITING<br />
Creative<br />
• Short story<br />
• Haiku & Cinquain<br />
• Skit & Song lyrics<br />
• Narrative essay<br />
• Journal<br />
Informative<br />
• Summaries<br />
• Recipes & Procedures<br />
• Instructions<br />
• Graphs/Tables<br />
• Experiments<br />
• Rubrics<br />
• How-To manuals<br />
• Friendly & Formal letters<br />
• Observations<br />
• Notes & Lists<br />
• Charts<br />
• Map labels & Legends<br />
• Thank you notes<br />
• Messages<br />
• Invitations<br />
• Directions<br />
• Expository essay<br />
• Short response<br />
• Extended response<br />
• Technical writing<br />
• Journal<br />
Persuasive<br />
• Advertisement<br />
• Essay<br />
• Letter<br />
Revised Edition, 2008
August thru September<br />
Fourth Grade<br />
Focus: Creative (Narrative) p. 17<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Analyze picture book read-alouds for ideas/details<br />
• Generate list of ideas/Brainstorm (ABC list-whole class of possible topics)<br />
• Determine the purpose of writing and audience<br />
• Narrow the topic<br />
• Sensory details<br />
• Elaboration through description and example<br />
ORGANIZATION:<br />
• Graphic organizers<br />
• Hooks, effective endings<br />
• Transitional words and phrases<br />
LA.4.1.7.5<br />
LA.4.3.1.1<br />
LA.4.3.1.2<br />
LA.4.3.1.3<br />
LA.4.4.1.1<br />
LA.4.3.2.1<br />
LA.4.3.1.1<br />
LA.4.3.2.3<br />
Ideas DC 37-54<br />
Literary Devices/Writing Skills, see PbP<br />
RAFT strategy DC 75<br />
Narrow topic DC 52<br />
Sensory words DC 28, 29, 80, 87, 90; DI 15, 17, 28, 31,<br />
35<br />
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29,<br />
30, 32, 33, 34, 36, 37, 40<br />
Organization DC 55-60; M/MH Unit 2: 247A, Unit<br />
6:716B<br />
Organizers Narrative DC 17, Expository DC 5, 12-15<br />
Hooks/Endings DC 54, 60<br />
Transitions DC 24, 25, 26, 100-104<br />
Narrative<br />
• B-M-E, setting, characters, plot, sequenced events, problem/resolution<br />
• Additional writing genres to be worked on during 90 min. reading block in<br />
response to text:<br />
• Paragraph<br />
• Cinquain<br />
• E-mail<br />
• Radio ad<br />
• Essay<br />
• Concrete poem<br />
• Book review<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
• Word wall<br />
LA.4.4.1.1<br />
LA.4.4.1.2<br />
LA.4.4.1.2<br />
LA.4.4.1.2<br />
LA.4.4.1.2<br />
LA.4.4.1.2<br />
LA.4.4.1.2<br />
LA.4.4.1.2<br />
LA.4.3.3.1<br />
LA.4.1.6.1<br />
B-M-E DC 59; Characters DC 51 M/MH Unit 1: Writer’s<br />
Workshop Personal Narrative 147A<br />
Paragraph M/MH Unit 1: 42<br />
Cinquain M/MH Unit 1: 66<br />
E-mail M/MH-Unit 1: 106<br />
Radio ad M/MH Unit 2: 206<br />
Essay M/MH Unit 2: 218<br />
Concrete poem M/MH Unit 2: 244<br />
Book review M/MH Unit 2: 246<br />
Word choice DC 61-81<br />
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words<br />
DC 27; Adjectives DC 71, 72 DI 11, 12<br />
Word wall DC 18-21
p. 18<br />
• Review FCAT terminology: focus, organization, support, conventions<br />
• Employ literary devices: alliteration, metaphors, similes, hyperbole,<br />
onomatopoeia, sensory words<br />
LA.4.1.6.1<br />
LA.4.3.3.3<br />
Terminology DI 5<br />
Word choice DC 61-81; Alliteration M/MH Unit 5:645-<br />
650, Unit 6: 754; Similes M/MH-Unit 3: 313, 319, 356,<br />
Unit 4: 545B, Unit 5: 558; Metaphors M/MH Unit 1:<br />
66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752,<br />
755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH<br />
Unit 5: 652-655<br />
• Vocabulary (mature word choice)<br />
LA.4.1.6.1<br />
VOICE:<br />
• Point of view<br />
LA.4.3.1.2<br />
Voice DC 82-91<br />
Point of view DC 86<br />
CONVENTIONS:<br />
• Correct spelling (short vowels, long a, long e, long i, long o, ch, tch, th, sh, wh, ph,<br />
complex consonants)<br />
• Capitalization of proper nouns<br />
• Singular/plural nouns<br />
• Ending punctuation, apostrophes, commas in complex sentences, colons<br />
• Present and past verb tense<br />
• Subject/verb agreement<br />
• Noun/pronoun agreement<br />
• Sentence types: simple/compound<br />
• Sentence combining<br />
• Indenting paragraphs<br />
LA.4.3.4.1<br />
LA.4.3.4.2<br />
LA.4.3.4.6<br />
LA.4.3.4.3<br />
LA.4.3.4.4<br />
LA.3.3.4.5<br />
LA.3.3.4.5<br />
LA.3.3.4.5<br />
Conventions DC 105-115<br />
M/MH Grammar Practice Unit 1<br />
Extreme Makeover<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
September District Writing Assessment<br />
Revised Edition, 2008
October thru November<br />
Fourth Grade<br />
Focus: Informative (Expository) p. 19<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Analyze picture book read-alouds for ideas/details<br />
• Determine purpose of writing and audience<br />
• Sensory details<br />
• Elaboration through descriptions, examples, details, visualization<br />
LA.4.1.7.5<br />
LA.4.3.1.2<br />
LA.4.4.1.1<br />
LA.4.3.2.1<br />
Ideas DC 37-54<br />
Literary Devices/Writing Skills, see PbP<br />
RAFT strategy DC 75<br />
Sensory words DI 15, 17, 28, 31, 35; DC 28-29, 53, 80,<br />
87, 90<br />
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30,<br />
32, 33, 34, 36, 37, 40<br />
ORGANIZATION:<br />
• Narrative & expository graphic organizers<br />
• Hooks, elaborated middles, effective endings<br />
• Sequencing events<br />
• Transitional words and phrases<br />
LA.4.3.1.1<br />
LA.4.3.2.3<br />
LA.4.3.2.2<br />
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:<br />
716B<br />
Organizers Narrative DC 17, Expository DC 5, 12-15<br />
Transitions-DI 21, 100-104<br />
Expository<br />
• Hook, introductory paragraph, body paragraphs with topic sentence and<br />
supporting elaboration, concluding paragraph<br />
o Concrete poem<br />
o Map Labels/Charts<br />
o Book review<br />
o Paragraphs<br />
o Essays<br />
o Articles<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
LA.4.4.2.3<br />
LA.4.4.2.1<br />
LA.4.4.2.2<br />
LA.4.4.2.1<br />
LA.4.4.2.1<br />
LA.4.4.2.1<br />
LA.4.4.2.1<br />
LA.4.3.3.1<br />
Expository transitions-DC 23, 25, 26, 100-104 M/MH<br />
Unit 4: 469A Unit 1: 25<br />
Concrete poem M/MH Unit 2: 244<br />
Book review M/MH Unit 2: 246<br />
Essays M/MH Unit 3: 328<br />
Articles M/MH Unit 2: Writing Workshop 275A<br />
Word choice DC 61-81<br />
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words<br />
DC 27
p. 20<br />
• Word Wall<br />
• Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,<br />
onomatopoeia, sensory words, personification, general to specific, all caps,<br />
aphorisms, assonance, idioms<br />
FLUENCY:<br />
• Sentence variation<br />
VOICE:<br />
• Point of view<br />
• Dialogue<br />
• Emotion & Reaction<br />
LA.4.3.3.1<br />
LA.4.3.3.3<br />
LA.4.3.3.1<br />
LA.4.3.3.1<br />
LA.4.3.3.1<br />
LA.4.4.1.2<br />
LA.4.4.1.1<br />
Word wall DC 18-21<br />
Word choice DC 61-81; Alliteration M/MH Unit 5: 645-<br />
650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356,<br />
Unit 4: 545B, Unit 5: 558; Metaphors M/MH-Unit 1: 66,<br />
67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755;<br />
Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5:<br />
652-655; Aphorisms M/MH Unit 6: 746, Assonance<br />
M/MH Unit 1: 66-67, Unit 6: 680, Repetition M/MH<br />
Unit2: 255, 264, 462, Unit 6: 754-755, Dialogue M/MH<br />
Unit 3: 400, Unit 7: 27, 100; Idioms DI 22;<br />
Personification M/MH Unit 4: 491; Literary devices,<br />
see PbP<br />
Fluency DC 92-104<br />
Voice DC 82-91<br />
Point of view DC 86<br />
CONVENTIONS:<br />
• Correct spelling (/är/, /ôr/, /âr/, /îr/, /ûr/, silent letters, soft c & g, plural endings)<br />
• Continue prior convention skills<br />
• Capitalization of titles, sentence beginnings, proper nouns<br />
• Ending punctuation, quotations, ellipses, abbreviations, commas in a series<br />
• Contractions<br />
• Linking/helping/action verbs<br />
• Common/proper/singular/plural/possessive nouns<br />
LA.4.3.4.1<br />
LA.4.3.4.2<br />
LA.4.3.4.6<br />
LA.4.3.4.4<br />
Conventions DC 105-115<br />
M/MH Grammar Practice Unit 2 & 3<br />
Extreme Makeover<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
November District Writing Assessment<br />
Revised Edition, 2008
December thru January<br />
Fourth Grade<br />
Focus: Informative (Expository), Creative (Narrative) p. 21<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Analyze picture book read alouds for ideas/details<br />
• Sensory details & reactions<br />
• Elaboration through descriptions, examples, details, visualization,<br />
anecdotes<br />
• Determine the purpose and audience<br />
LA.4.1.7.5<br />
LA.4.4.1.1<br />
LA.4.3.2.1<br />
LA.4.3.1.2<br />
Literary Devices/Writing Skills, see PbP<br />
Ideas DC 37-54<br />
Sensory words DI 15, 17, 28, 31, 35; DC 28-29, 53, 80,<br />
87, 90<br />
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29,<br />
30, 32, 33, 34, 36, 37, 40<br />
RAFT strategy DC 75<br />
ORGANIZATION:<br />
• Narrative & expository graphic organizers<br />
• Hooks, elaborated middles, effective endings<br />
• Sequencing events<br />
• Transitional words and phrases<br />
LA.4.3.1.1<br />
LA.4.3.2.3<br />
LA.4.3.2.2<br />
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:<br />
716B<br />
Organizers Narrative DC 17, Expository DC 5, 12-15<br />
Transitions DI 21, 100-104<br />
Expository transitions DC 23, 25, 26, 100-104 M/MH<br />
Unit 4: 469A Unit 1: 25<br />
Expository<br />
• Hook, introductory paragraph, body paragraphs with topic sentence and<br />
supporting elaboration, concluding paragraph<br />
o Essays<br />
Narrative<br />
• Beginning, middle and end (B-M-E), setting, characters, plot, sequenced events,<br />
problem/solution<br />
o Essays<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
LA.4.4.2.3<br />
LA.4.4.2.3<br />
LA.4.4.1.1<br />
LA.4.3.3.1<br />
Expository essays M/MH Unit 3: 404; Unit 4: 442<br />
Narrative essays M/MH Unit 3: Writer’s Workshop<br />
409A<br />
Word choice DC 61-81<br />
Strong verbs DI 16, 18, 33; DC 18-21, 30<br />
Color words DC 27
p. 22<br />
• Word wall<br />
• Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,<br />
onomatopoeia, sensory words, personification, general to specific, all caps,<br />
assonance, aphorisms, idioms<br />
FLUENCY:<br />
• Sentence variation<br />
• Foreshadowing, flashback, anadiplosis<br />
LA.4.3.3.1<br />
LA.4.3.3.3<br />
LA.4.3.3.2<br />
Word wall DC 18-21<br />
Word choice DC 61-81; Alliteration M/MH Unit 5: 645-<br />
650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356,<br />
Unit 4: 545B, Unit 5: 558; Metaphors M/MH-Unit 1: 66,<br />
67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755;<br />
Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5:<br />
652-655; Aphorisms M/MH Unit 6: 746, Assonance<br />
M/MH Unit 1: 66-67, Unit 6: 680, Repetition M/MH<br />
Unit 2: 255, 264, 462, Unit 6: 754-755, Dialogue M/MH<br />
Unit 3: 400, Unit 7: 27, 100; Idioms DI 22;<br />
Personification M/MH Unit 4: 491; Literary<br />
Devices/Writing Skills, see PbP<br />
Fluency DC 92-104<br />
VOICE:<br />
• Point of View<br />
• Dialogue<br />
• Emotion<br />
• Engaging phrases<br />
• All caps<br />
CONVENTIONS:<br />
• Correct spelling (compound words, inflected endings, change y to I, /ü/, /ū/, /u/)<br />
• Continue prior convention skills<br />
• Antecedents<br />
• Pronoun types<br />
• Pronoun/verb agreement<br />
• Homophones<br />
LA.4.3.3.1<br />
LA.4.3.3.1<br />
LA.4.4.1.2<br />
LA.4.4.1.1<br />
LA.4.3.4.1<br />
LA.4.3.4.4<br />
LA.4.3.4.5<br />
Voice DC 82-91<br />
Point of view DC 86<br />
Emotion DC 87, 90<br />
Conventions DC 105-115<br />
M/MH Grammar Practice Units 3 & 4<br />
Extreme Makeover<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
Revised Edition, 2008
February thru March<br />
Fourth Grade<br />
Focus: Informative (Expository), Creative (Narrative) p. 23<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Analyze picture book read-alouds for ideas/details<br />
• Sensory details & reactions<br />
• Elaboration through descriptions, examples, details, visualization, anecdotes<br />
• Determine the purpose and audience<br />
LA.4.1.7.5<br />
LA.4.4.1.1<br />
LA.4.3.2.1<br />
LA.4.3.1.2<br />
Literary Devices/Writing Skills, see PbP<br />
Ideas DC 37-54<br />
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29,<br />
30, 32, 33, 34, 36, 37, 40<br />
RAFT strategy DC 75<br />
ORGANIZATION:<br />
• Narrative & expository graphic organizers<br />
• Hooks, elaborated middles, effective endings<br />
• Sequencing events<br />
• Transitional words and phrases<br />
Expository<br />
• Hook, introductory paragraph, body paragraphs with topic sentence and<br />
supporting elaboration, concluding paragraph<br />
• Essays<br />
• Cinquain<br />
• Poster<br />
• Multiple paragraphs<br />
• Friendly letter<br />
• Directions<br />
Narrative<br />
• B-M-E, setting, characters, plot, sequenced events, problem/solution<br />
• Limerick<br />
• Free verse poetry<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
LA.4.3.1.1<br />
LA.4.3.2.3<br />
LA.4.3.2.2<br />
LA.4.4.2.3<br />
LA.4.4.2.1<br />
LA.4.4.2.1<br />
LA.4.4.2.1<br />
LA.4.4.2.1<br />
LA.4.4.2.4<br />
LA.4.4.2.5<br />
LA.4.4.1.1<br />
LA.4.4.1.1<br />
LA.4.4.1.1<br />
LA.4.3.3.1<br />
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:<br />
716B<br />
Organizers Narrative DC 17, Expository DC 5, 12-15<br />
Transitions DI 21, 100-104, DC 24<br />
Essay M/MH Unit 4: 468, 506<br />
Cinquain M/MH Unit 4: 534<br />
Poster M/MH Unit 5: 590<br />
Multiple paragraphs M/MH Unit 5: 560<br />
Limerick M/MH Unit 4: 504<br />
Free verse poetry M/MH Unit 5: 558<br />
Word choice DC 61-81<br />
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words<br />
DC 27
p. 24<br />
• Word wall<br />
• Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,<br />
onomatopoeia, sensory words, personification, general to specific, all caps,<br />
assonance, aphorisms, idioms<br />
FLUENCY:<br />
• Sentence variation<br />
• Anadiplosis<br />
LA.4.3.3.1<br />
LA.4.3.3.3<br />
LA.4.3.3.2<br />
Word wall DC 18-21<br />
Word choice DC 61-81; Alliteration M/MH Unit 5: 645-<br />
650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356,<br />
Unit 4: 545B, Unit 5: 558; Metaphors M/MH-Unit 1:<br />
66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752,<br />
755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH<br />
Unit 5: 652-655; Aphorisms M/MH Unit 6: 746,<br />
Assonance M/MH Unit 1: 66-67, Unit 6: 680,<br />
Repetition M/MH Unit 2: 255, 264, 462, Unit 6: 754-<br />
755, Dialogue M/MH Unit 3: 400, Unit 7: 27, 100;<br />
Idioms DI 22; Personification M/MH Unit 4: 491;<br />
Literary Devices/Writing Skills, see PbP<br />
VOICE:<br />
• Point of view<br />
• Dialogue<br />
• Emotion<br />
• Engaging phrases<br />
LA.4.3.3.1<br />
LA.4.3.3.1<br />
LA.4.4.1.2<br />
LA.4.4.1.1<br />
Voice DC 82-91<br />
Point of view DC 86<br />
Emotion DC 87, 90<br />
CONVENTIONS:<br />
• Correct spelling ( /oi/, /ou/, /ô/, vccv, v/cv, vc/v)<br />
• Continue prior convention skills<br />
• Pronoun/verb agreement<br />
• Comparative/superlative forms<br />
• Comparing adjectives<br />
LA.4.3.4.1<br />
LA.4.3.4.5<br />
LA.4.3.4.4<br />
Conventions DC 105-115<br />
M/MH Grammar Practice Units 5 & 6<br />
Extreme Makeover<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
February District Writing Assessment<br />
Revised Edition, 2008
April thru May<br />
Fourth Grade<br />
Focus: Persuasive p. 25<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Analyze picture book read-alouds for ideas/details<br />
• Sensory details & reactions<br />
• Elaboration through facts and statistics, expert testimony, and emotional appeal:<br />
loaded words, glittering generalities, bandwagon appeal, celebrity testimony<br />
• Determine the purpose and audience<br />
LA.4.1.7.5<br />
LA.4.4.1.1<br />
LA.4.3.2.1<br />
LA.4.3.1.2<br />
Literary Devices/Writing Skills, see PbP<br />
Ideas DC 37-54<br />
Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30,<br />
32, 33, 34, 36, 37, 40<br />
RAFT strategy DC 75<br />
ORGANIZATION:<br />
Persuasive<br />
• Persuasive graphic organizer-OREO<br />
• Hooks, elaborated middles, effective endings<br />
• Transitional words and phrases<br />
• Hook, opinion statement, elaborated support, conclusion<br />
• Essay<br />
• Article<br />
• Interview<br />
WORD CHOICE:<br />
• Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),<br />
and adverbs (ly words)<br />
LA.4.3.1.3<br />
LA.4.4.3.1<br />
LA.4.4.3.2<br />
LA.4.3.3.1<br />
Organization DC 55-60; M/MH Unit 2: 247A, Unit 6:<br />
716B<br />
Transitions DI 21, 100-104, DC 24<br />
Essay M/MH Unit 4: Writer’s Workshop 539A<br />
Article M/MH Unit 6: 716<br />
Interview M/MH Unit 6: 756<br />
Word Choice DC 61-81<br />
Strong verbs DI 16, 18, 33; DC 18-21, 30; Color words<br />
DC 27
p. 26<br />
FLUENCY:<br />
• Sentence variation<br />
LA.4.3.3.2<br />
Fluency DC 92-104<br />
VOICE:<br />
• Point of view<br />
• Emotion<br />
• Engaging phrases<br />
LA.4.3.3.1<br />
LA.4.3.3.1<br />
LA.4.4.1.2<br />
LA.4.4.1.1<br />
Voice DC 82-91<br />
Point of view DC 86<br />
Emotion DC 87, 90<br />
CONVENTIONS:<br />
• Correct spelling (accented syllables, /ər/, /əl/, /ən/, homophones, prefixes,<br />
suffixes, /ûr/, /ər/)<br />
• Continue prior convention skills<br />
• Capitalization of initials<br />
• Ending punctuation, quotations, apostrophes, commas, colons, ellipses,<br />
abbreviations<br />
• Sentence combining with prepositions<br />
• Comparing adjectives/adverbs<br />
• Negatives/Double negatives<br />
LA.4.3.4.1<br />
LA.4.3.4.2<br />
LA.4.3.4.6<br />
LA.4.3.2.2<br />
Conventions DC 105-115<br />
M/MH Grammar Practice Units 5 & 6<br />
Extreme Makeover<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
April District Writing Assessment<br />
Revised Edition, 2008
Fourth Grade<br />
FCAT Writing Rubric p.27<br />
Score 1 2 3 4 5 6<br />
Focus<br />
Refers to how clearly the<br />
paper presents the main<br />
idea.<br />
Minimally addresses<br />
the topic<br />
Slightly related to the<br />
topic<br />
Offers little relevant<br />
information<br />
Generally focused on<br />
the topic<br />
Includes extraneous<br />
or loosely related<br />
material<br />
Generally focused on<br />
the topic<br />
May include<br />
extraneous or loosely<br />
related material<br />
Focused on the topic<br />
Focused strongly on<br />
topic<br />
Organization<br />
Organization refers to a<br />
clear sequential pattern.<br />
In a story it would have a<br />
beginning, middle, and<br />
end with sequenced<br />
events.<br />
Does not exhibit<br />
organizational pattern<br />
Has few, if any<br />
transitional devices<br />
Shows little evidence<br />
of organizational<br />
pattern<br />
May lack sense of<br />
wholeness<br />
Has an attempted<br />
organizational<br />
pattern<br />
Has some transitional<br />
devices<br />
Lapses occur<br />
Shows an<br />
organizational<br />
pattern<br />
May have some<br />
lapses occurring<br />
Demonstrates a<br />
sense of<br />
completeness<br />
Has an organizational<br />
pattern<br />
May have a few lapses<br />
Has an organizational<br />
pattern with a logical<br />
progression of ideas<br />
Expresses a senses of<br />
wholeness/<br />
completeness<br />
Support<br />
Support refers to word<br />
choice used to create a<br />
more descriptive piece. It<br />
also refers to elaborating<br />
with details to “paint a<br />
picture” with words.<br />
Contains few, if any<br />
supporting ideas<br />
Limited or immature<br />
word choice<br />
Inadequately<br />
supported or illogical<br />
Limited or immature<br />
word choice<br />
Details without<br />
elaboration<br />
Grade level<br />
vocabulary<br />
May contain specifics<br />
and details, although<br />
development is<br />
uneven<br />
Shows inadequate<br />
word choice<br />
Has adequately<br />
developed supporting<br />
ideas<br />
Has word choice that<br />
is adequate, but lacks<br />
precision<br />
Has ample development<br />
of supporting ideas<br />
Reveals a mature<br />
command of language<br />
Communicates a precise<br />
choice of words<br />
Conventions<br />
Conventions refer to<br />
punctuation,<br />
capitalization, spelling,<br />
spacing and sentence<br />
structure.<br />
Frequent errors in<br />
sentence structure may<br />
impede communication<br />
Common words may be<br />
misspelled<br />
Simple sentence<br />
structure<br />
Little variation in<br />
sentence structure<br />
Frequent errors in<br />
basic capitalization<br />
and punctuation<br />
Common words may<br />
be misspelled<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Shows knowledge of<br />
conventions, and usage<br />
is usually demonstrated<br />
Has commonly used<br />
words spelled correctly<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Has proper conventions<br />
and spelling is generally<br />
correct<br />
Various sentence<br />
structures<br />
Proper convections and<br />
spelling is generally<br />
correct<br />
Occasional errors, but do<br />
not impede<br />
communication<br />
Various sentence<br />
structure<br />
Complete sentences<br />
Shows subject/verb<br />
agreement and correct<br />
verb/noun forms<br />
Revised Edition, 2008
Fourth Grade<br />
p. 28<br />
WRITING PROCESS<br />
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.<br />
The student will prewrite <strong>by</strong>:<br />
LA.4.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing,<br />
writer’s notebook, group discussion) based upon teacher directed topics and personal interests;<br />
LA.4.3.1.2 determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the<br />
intended audience of a writing piece; and<br />
LA.4.3.1.3 organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to<br />
make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence.<br />
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.<br />
The student will draft writing <strong>by</strong>:<br />
LA.4.3.2.1 - using a prewriting plan to focus on the main idea with ample development of supporting details<br />
that shows an understanding of facts and/or opinions;<br />
LA.4.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance<br />
clarity; and<br />
LA.4.3.2.3 - creating interesting leads through the use of quotations, questions, or descriptions.<br />
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.<br />
The student will revise <strong>by</strong>:<br />
LA.4.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice (e.g.,<br />
formal or informal), point of view, word choice, and sentence variation;<br />
LA.4.3.3.2 - creating clarity <strong>by</strong> deleting extraneous or repetitious information and organizing<br />
and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition<br />
of words for emphasis);<br />
LA.4.3.3.3 - creating precision and interest <strong>by</strong> expressing ideas vividly through varied language techniques<br />
(e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and<br />
reference materials (e.g., dictionary, thesaurus); and<br />
LA.4.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,<br />
checklists, rubrics).<br />
Editing for Language Conventions Standard: The student will edit and correct the draft for standard<br />
language conventions.<br />
The student will edit for correct use of:<br />
LA.4.3.4.1 - spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r-<br />
controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in –y, doubling<br />
final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a<br />
dictionary, thesaurus, or other resources as necessary;<br />
LA.4.3.4.2 - capitalization for proper nouns, including titles used with someone’s name, initials, and words<br />
used as names (e.g., Uncle Jim, Mom, Dad, Jr.);<br />
LA.4.3.4.3 - punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in<br />
dialogue, and apostrophes in singular possessives;<br />
LA.4.3.4.4 - present and past verb tense, noun-pronoun agreement, noun-verb agreement,<br />
subjective and objective pronouns, demonstrative pronouns and conjunctions;<br />
LA.4.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences, and<br />
LA.4.3.4.6 - end punctuation for declarative, interrogative, imperative, and exclamatory sentences.<br />
Publishing Standard: The student will write a final product for the intended audience.<br />
The student will:<br />
LA.4.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g.,<br />
manuscript, multimedia);<br />
LA.4.3.5.2 - use elements of spacing and design to enhance the appearance of the document<br />
and add graphics where appropriate; and<br />
LA.4.3.5.3 - share the writing with the intended audience.<br />
WRITING APPLICATION<br />
Creative Standard: The student develops and demonstrates creative writing.<br />
The student will:<br />
LA.4.4.1.1 - write narratives based on real or imagined ideas, events, or observations<br />
that Include characters, setting, plot, sensory details, a logical sequence of events, and<br />
a context to enable the reader to imagine the world of the event or experience; and<br />
LA.4.4.1.2 - write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics)<br />
that employ figurative language (e.g., simile, metaphor, onomatopoeia,<br />
personification), rhythm, dialogue, characterization, plot, and/or appropriate<br />
format.<br />
Informative Standard: The student develops and demonstrates technical writing that<br />
provides information related to real-world tasks.<br />
The student will:<br />
LA.4.4.2.1 - write in a variety of informational/expository forms (e.g., summaries,<br />
procedures, recipes, instructions, graphs/tables, experiments, rubrics, how-to<br />
manuals);<br />
LA.4.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels,<br />
legends) related to a topic, including visual aids as appropriate;<br />
LA.4.4.2.3 - write informational/expository essays that contain introductory, body, and<br />
concluding paragraphs;<br />
LA.4.4.2.4 - write a variety of communications (e.g., friendly letters, thank-you notes,<br />
formal letters, messages, invitations) that have a clearly stated purpose and that<br />
include the date, proper salutation, body, closing and signature; and<br />
LA.4.4.2.5 - write simple directions to familiar locations using cardinal directions,<br />
landmarks, and distances, and create an accompanying map.<br />
Persuasive Standard: The student develops and demonstrates persuasive writing that is<br />
used for the purpose of influencing the reader.<br />
The student will:<br />
LA.4.4.3.1 - write persuasive text (e.g., essay, written communication) that establish<br />
and develop a controlling idea, supporting arguments for the validity of the proposed<br />
idea with detailed evidence; and<br />
LA.4.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional<br />
appeal).
Revised Edition, 2008
August thru May<br />
Fifth Grade<br />
p. 29<br />
WRITING PROCESS SSS FORMS OF WRITING<br />
Prewriting<br />
Generate ideas and formulate a plan<br />
• Brainstorming<br />
• Graphic organizers<br />
• Determine purpose/audience<br />
• Narrow the topic<br />
• Writer’s notebook<br />
Drafting<br />
Main ideas with ample development of supporting details through descriptions, details, examples, anecdotes,<br />
visualization, facts and statistics, expert testimony, literary devices, and/or emotional appeal-loaded words,<br />
glittering generalities, bandwagon appeal, celebrity testimony<br />
• Logical sequence with time order words (transitions) and cause/effect transitions<br />
• Interesting hooks and effective endings<br />
Revising<br />
• Add details & modify word choice for mature vocabulary<br />
• Revise for sentence variety<br />
• Repetition of words for emphasis<br />
• Create clarity <strong>by</strong> using a combination of sentence structures (e.g. simple, compound) and rearranging<br />
words, sentences, and paragraphs<br />
• Delete extraneous information<br />
• Use of rubrics, resources (thesaurus, dictionary), & conferencing<br />
Editing<br />
• Correct spelling & indentations<br />
• Capitalization of proper nouns and sentence beginnings<br />
• Ending punctuation, apostrophes, commas, quotations, semi-colons, and colons<br />
• Present and past verb tense; subject/verb agreement; pronoun/verb agreement<br />
• Rubrics<br />
Publishing<br />
• Share writing<br />
• Multi-media presentations<br />
• Publish books<br />
• Discovering Quality Literature Day and Young Author’s Conference<br />
LA.5.3.1.1<br />
LA.5.3.1.1<br />
LA.5.3.1.3<br />
LA.5.3.1.2<br />
LA.5.3.2.1<br />
LA.5.4.1.1<br />
LA.5.4.2.3<br />
LA.5.3.2.2<br />
LA.5.3.3.1<br />
LA.5.3.3.2<br />
LA.5.3.3.1<br />
LA.5.3.2.2<br />
LA.5.3.3.2<br />
LA.5.3.3.4<br />
LA.5.3.4.1<br />
LA.5.3.4.2<br />
LA.5.3.4.3<br />
LA.5.3.4.4<br />
LA.5.3.3.4<br />
LA.5.3.5.3<br />
LA.5.3.5.1<br />
LA.5.3.5.2<br />
Creative<br />
• Short story<br />
• Haiku & Cinquain<br />
• Skit & Song lyrics<br />
• Narrative essay<br />
• Journal<br />
Informative<br />
• Summaries<br />
• Recipes & Procedures<br />
• Instructions<br />
• Graphs/Tables<br />
• Experiments<br />
• Rubrics<br />
• How-To manuals<br />
• Friendly & Formal letters<br />
• Observations<br />
• Notes & Lists<br />
• Charts<br />
• Map labels & Legends<br />
• Thank you notes<br />
• Messages<br />
• Invitations<br />
• Directions<br />
• Expository essay<br />
• Short response<br />
• Extended response<br />
• Technical writing<br />
• Journal<br />
Persuasive<br />
• Advertisement<br />
• Essay<br />
• Letter<br />
Revised Edition, 2008
August thru October<br />
Fifth Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 30<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources (e.g., brainstorming, drawing,<br />
writers notebook, group discussion, printed material) based upon<br />
teacher-directed topics and personal interests<br />
• Determining the purpose (e.g., to entertain, to inform, to communicate,<br />
to persuade) and intended audience of a writing piece<br />
• Using a prewriting plan to focus on the main idea with ample<br />
development of supporting details<br />
LA.5.3.1.1<br />
LA.5.3.1.2<br />
LA.5.3.2.1<br />
Narrative definition of DC 31 Prompts DC 34<br />
Expository definition of DC 31 Prompts DC 35<br />
Expository essay DC 39<br />
Review topics/Prompts to determine purpose for writing<br />
ORGANIZATION:<br />
• Organizing ideas using strategies and tools (e.g., technology, graphic<br />
organizers, KWL chart, log)<br />
• Organizing information into a logical sequence<br />
• Creating interesting leads, elaborated middles, and effective endings<br />
• Use appropriate transitional words and phrases<br />
Creative:<br />
• Write a variety of narrative expressive forms(e.g., fiction, short story,<br />
autobiography, science fiction, haiku)<br />
• Beginning, middle, and end (B-M-E), setting, characters, characterization,<br />
plot, rising action, conflict/resolution<br />
Informative:<br />
• Write in a variety of informational/expository forms(e.g., summaries,<br />
procedures, experiments, rubrics, how-to manuals, assembly<br />
instructions)<br />
• Write a variety of communications(e.g., friendly letters, thank you notes,<br />
formal letters, messages, invitations)<br />
• A thesis with a narrow focus, introductory paragraph, body paragraphs<br />
including supporting details (e.g, topic sentence, extensions, personal<br />
anecdote/examples)<br />
• Write directions using cardinal directions with landmarks and distances,<br />
and create a map to go with it<br />
LA.5.3.1.3<br />
LA.5.3.2.2<br />
LA.5.3.2.3<br />
LA.5.3.3.2<br />
LA.5.4.1.1<br />
LA.5.4.1.2<br />
LA.5.4.2.1<br />
LA.5.4.2.4<br />
LA.5.4.2.3<br />
LA.5.4.2.5<br />
Narrative DC 17 Expository DC 5-15 Thinking Maps<br />
Topic sentences M/MH Unit 1: 77A-77B<br />
Interesting leads DC 60 Leads M/MH Unit 2: 255B<br />
Transitions DC 22-26<br />
Literary Devices/Writing Skills, see PbP<br />
Narrative journal entry M/MH Unit 1: 138-139; Plot Unit 1:<br />
51A-51B, 52-71; Unit 2: 190-191; Narrative letter Unit 1: 110-<br />
111; Short Story Unit 2: 202-203; Characterization Unit 3:<br />
288-289; Haiku Unit 6: 732-733<br />
Expository essay M/MH Unit 1: 76-77 Write to a prompt Unit<br />
1: 88-89 Expository essay/Main idea and details M/MH Unit<br />
1: 92-107 Unit 2: 226-227
p. 31<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and<br />
supporting details.<br />
• Varied language techniques(e.g, simile, metaphor, sensory language,<br />
connotation, denotation<br />
• Modify word choices using resources and reference materials (e.g.,<br />
dictionary, thesaurus)<br />
• Employ figurative language and other literary devices(e.g.<br />
onomatopoeia, simile, metaphor, alliteration, personification, hyperbole,<br />
idioms)<br />
• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),<br />
adjectives, adverbs, dazzling color words<br />
VOICE:<br />
• Word choices appropriate to the selected tone and mood<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion<br />
words, engaging phrases)<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm and sentence structure<br />
• Literary devices(e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Spelling using spelling rules, root words, prefixes, suffixes<br />
• Capitalization including literary titles, nationalities, ethnicities,<br />
languages, religions, geographic names and places<br />
• Punctuation including commas in clauses, hyphens, cited sources,<br />
quotations for exact words from sources<br />
• Four basic parts of speech plus subjective, objective, and<br />
demonstrative pronouns, singular and plural possessives of nouns<br />
• Subject/verb and noun/pronoun agreement<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.3.1<br />
LA.5.3.3.2<br />
LA.5.3.4.1<br />
LA.5.3.4.2<br />
LA.5.3.4.3<br />
LA.5.3.4.4<br />
LA.5.3.4.5<br />
Levels of support DC 33 Adding Relevant Details DI 9<br />
Sensory language DC 29; Literary Devices/Writing Skills, see<br />
PbP; Denotation/Connotation M/MH Unit 1: 111B Similes<br />
Unit 2: 152-155, 250<br />
Thesaurus M/MH Unit 2: 169B<br />
Onomatopoeia DC 68 Metaphors M/MH Unit 1: 118,121<br />
Unit 2: 198 Personification Unit 2: 188, 191Q, 238<br />
Idioms Unit 2: 14 PBP Literary Devices/Writing Skills<br />
Color words DC 27; Vivid verbs DC 30; Verbs M/MH Unit 2:<br />
213<br />
Literary Devices/Writing Skills, see PbP<br />
Tone M/MH Unit 1: 64, 101<br />
Foreshadowing M/MH Unit 1: 25; Dialect Unit 2: 162<br />
Emotion words DC 28 Try Tags DI 34<br />
PbP Literary Devices/Writing Skills<br />
Sentence triangles DC 95-97<br />
Tempo and Expression Unit 1: 65,108-109 Repetition<br />
Unit 2: 252-253 Sentence fluency Unit 2: 255B<br />
Root words M/MH Unit 1: 96<br />
(Use Units 1 and 2 Spelling and Grammar lessons to teach all<br />
the convention standards)<br />
Punctuation bingo DC 107-108<br />
Parts of speech<br />
review/activity DI 11<br />
September District Writing Assessment<br />
Revised Edition, 2008
November thru December<br />
Fifth Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 32<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources (e.g., brainstorming, drawing,<br />
writers notebook, group discussion, printed material) based upon<br />
teacher-directed topics and personal interests<br />
• Determining the purpose (e.g., to entertain, to inform, to communicate,<br />
to persuade) and intended audience of a writing piece<br />
• Using a prewriting plan to focus on the main idea with ample<br />
development of supporting details<br />
LA.5.3.1.1<br />
LA.5.3.1.2<br />
LA.5.3.2.1<br />
Expository, definition of DC 31 DC prompt DC 35<br />
Narrative, definition of DC 31 DC prompt 34<br />
Review topics/prompts to determine purpose for writing<br />
Brainstorming DC 46<br />
ORGANIZATION:<br />
• Organizing ideas using strategies and tools (e.g., technology, graphic<br />
organizers, KWL chart, log)<br />
• Organizing information into a logical sequence<br />
• Creating interesting leads, elaborated middles, and effective endings<br />
• Use appropriate transitional words and phrases<br />
Creative:<br />
• Write a variety of narrative expressive forms(e.g., fiction, short story,<br />
autobiography, science fiction, haiku)<br />
• Beginning, middle, and end (B-M-E), setting, characters, characterization,<br />
plot, rising action, conflict/resolution<br />
Informative:<br />
• Write in a variety of informational/expository forms(e.g., summaries,<br />
procedures, experiments, rubrics, how-to manuals, assembly<br />
instructions)<br />
• Write a variety of communications(e.g., friendly letters, thank you notes,<br />
formal letters, messages, invitations)<br />
• A thesis with a narrow focus, introductory paragraph, body paragraphs<br />
including supporting details (e.g, topic sentence, extensions, personal<br />
anecdote/examples)<br />
• Write directions using cardinal directions with landmarks and distances,<br />
and create a map to go with it<br />
LA.5.3.1.3<br />
LA.5.3.2.2<br />
LA.5.3.2.3<br />
LA.5.3.3.2<br />
LA.5.4.1.2<br />
LA.5.4.1.1<br />
LA.5.4.1.2<br />
LA.5.4.2.1<br />
LA.5.4.2.4<br />
LA.5.4.2.3<br />
LA.5.4.2.5<br />
Narrative DC 17, Expository DC 5-15, Thinking Maps<br />
Webs M/MH Unit 3: 325A-325B<br />
Hooks DC 60 PbP Literary Devices/Writing Skills<br />
Expository essay/Transitions M/MH Unit 3: 386-387A PbP<br />
Literary Devices/Writing Skills<br />
Personal narrative M/MH Unit 4: 458-459 Descriptive poem M/MH<br />
Unit 5: 632-633 Fictional narrative writing M/MH Unit 3: 391A-391E<br />
Characterization, dialogue M/MH Unit3: 354-355B<br />
Characterization DC 51<br />
Friendly letters DC 42
p. 33<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and<br />
supporting details.<br />
• Varied language techniques(e.g, simile, metaphor, sensory language,<br />
connotation, denotation)<br />
• Modify word choices using resources and reference materials (e.g.,<br />
dictionary, thesaurus)<br />
• Employ figurative language and other literary devices(e.g.<br />
onomatopoeia, simile, metaphor, alliteration, personification, hyperbole,<br />
idioms)<br />
• Vocabulary/mature word choice (e.g., nouns(specificity), verbs(vivid),<br />
adjectives, adverbs, dazzling color words<br />
VOICE:<br />
• Word choices appropriate to the selected tone and mood<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion<br />
words, engaging phrases)<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm , length, sentence beginnings, and sentence structure<br />
• Literary devices(e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Spelling using spelling rules, root words, prefixes, suffixes<br />
• Capitalization including literary titles, nationalities, ethnicities,<br />
languages, religions, geographic names and places<br />
• Punctuation including commas in clauses, hyphens, cited sources,<br />
quotations for exact words from sources<br />
• Four basic parts of speech plus subjective, objective, and<br />
demonstrative pronouns, singular and plural possessives of nouns<br />
• Subject/verb and noun/pronoun agreement<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.3.1<br />
LA.5.3.3.2<br />
LA.5.3.4.1<br />
LA.5.3.4.2<br />
LA.5.3.4.3<br />
LA.5.3.4.4<br />
LA.5.3.4.5<br />
Show Don’t Tell DC 69 Elaboration DI 14<br />
Sensory details DI 15 & 41; Literary Devices/Writing Skills,<br />
see PbP; Denotation/Connotation M/MH Unit 3: 328-329<br />
Figurative Language M/MH Unit 5: 633A Alliteration Unit 3:<br />
284-287 Personification Unit 3: 338-340 Simile Unit 3: 367<br />
PBP Literary Devices/Writing Skills<br />
Adjectives DC 71 Collecting Powerful Words DI 12<br />
Verbs DI 16 Verbs M/MH Unit 3: 289B<br />
PBP Literary Devices/Writing Skills<br />
Emotion words DC 67 DI 35 Point of view DC 88<br />
Dialogue M/MH Unit 3: 382; Literary Devices/Writing Skills,<br />
see PbP<br />
Sentence Structure Practice DC 98<br />
Anadiplosis/Repetition M/MH Unit 3: 279<br />
Literary Devices/Writing Skills, see PbP<br />
(Use Unit 3 Spelling and Grammar lessons to teach all the<br />
convention standards)<br />
Punctuation DC 109-110<br />
Sentence Stretching DI 39<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
November District Writing Assessment<br />
Revised Edition, 2008
January thru February<br />
Fifth Grade<br />
Focus: Informative (Expository), Persuasive p. 34<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources (e.g., brainstorming, drawing,<br />
writers notebook, group discussion, printed material) based upon teacherdirected<br />
topics and personal interests<br />
• Determining the purpose (e.g., to entertain, to inform, to communicate, to<br />
persuade) and intended audience of a writing piece<br />
• Using a prewriting plan to focus on the main idea with ample development<br />
of supporting details<br />
ORGANIZATION:<br />
• Organizing ideas using strategies and tools (e.g., technology, graphic<br />
organizers, KWL chart, log)<br />
• Organizing information into a logical sequence<br />
• Creating interesting leads, elaborated middles, and effective endings<br />
• Use appropriate transitional words and phrases<br />
Persuasive:<br />
• Write persuasive text that develops an idea and supporting arguments with<br />
detailed evidence to make the writing valid (e.g., essay, written<br />
communication)<br />
• Include persuasive techniques(e.g.,word choice, repetition, emotional<br />
appeal, hyperbole)<br />
• Format( hook, opinion, statement, elaborated support, call to action,<br />
conclusion) Elaborated through facts and statistics, expert testimony, and<br />
emotional appeal: loaded words, glittering generalities, band wagon appeal,<br />
celebrity testimony<br />
Informative:<br />
• Write in a variety of informational/expository forms(e.g., summaries,<br />
procedures, experiments, rubrics, how-to manuals, assembly instructions)<br />
• Write a variety of communications(e.g., friendly letters, thank you notes,<br />
formal letters, messages, invitations)<br />
• A thesis with a narrow focus, introductory paragraph, body paragraphs<br />
including supporting details (e.g, topic sentence, extensions, personal<br />
anecdote/examples)<br />
LA.5.3.1.1<br />
LA.5.3.1.2<br />
LA.5.3.2.1<br />
LA.5.3.1.3<br />
LA.5.3.2.2<br />
LA.5.3.2.3<br />
LA.5.3.3.2<br />
LA.5.4.3.1<br />
LA.5.4.3.2<br />
LA.5.4.2.1<br />
LA.5.4.2.4<br />
LA.5.4.2.3<br />
Expository definition of DC 31 prompts DC 35<br />
Persuasive definition of DC 31 prompts DC 36<br />
Review topics/prompts to determine purpose for writing<br />
Expository DC 5-15, Thinking Maps<br />
RAFT DC 75<br />
Using transitions DC 100 Transitions DC 22-26<br />
Literary Devices/Writing Skills, see PbP<br />
Review features of a persuasive essay (yellow box)Unit 6:<br />
734 Writing a review M/MH Unit 2: 254-255<br />
Writing workshop M/MH Unit 2: 259A-259F<br />
Scientific observations M/MH Unit 4: 446-447B Write About<br />
Weather Unit 4: 480-481 Writing workshop/Research report<br />
Unit4: 513A-513F
• Write directions using cardinal directions with landmarks and distances,<br />
and create a map to go with it<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and<br />
supporting details.<br />
• Varied language techniques(e.g, simile, metaphor, sensory language,<br />
connotation, denotation<br />
• Modify word choices using resources and reference materials (e.g.,<br />
dictionary, thesaurus)<br />
• Employ figurative language and other literary devices(e.g. onomatopoeia,<br />
simile, metaphor, alliteration, personification, hyperbole, idioms)<br />
• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),<br />
adjectives, adverbs, dazzling color words<br />
VOICE:<br />
• Word choices appropriate to the selected tone and mood<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion<br />
words, engaging phrases)<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm , length, sentence beginnings, and sentence structure<br />
• Literary devices(e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Spelling using spelling rules, root words, prefixes, suffixes<br />
• Capitalization including literary titles, nationalities, ethnicities, languages,<br />
religions, geographic names and places<br />
• Punctuation including commas in clauses, hyphens, cited sources,<br />
quotations for exact words from sources<br />
• Four basic parts of speech plus subjective, objective, and demonstrative<br />
pronouns, singular and plural possessives of nouns<br />
• Subject/verb and noun/pronoun agreement<br />
LA.5.4.2.5<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.3.1<br />
LA.5.3.3.2<br />
LA.5.3.4.1<br />
LA.5.3.4.2<br />
LA.5.3.4.3<br />
LA.5.3.4.4<br />
LA.5.3.4.5<br />
Similes/Metaphors M/MH Unit 4: 404,410<br />
Literary Devices/Writing Skills, see PbP<br />
Improving word choice DC 77<br />
Onomatopoeia DC 79 Figurative language M/MH Unit 4: 478-<br />
479; Literary Devices/Writing Skills, see PbP<br />
Adjectives DC 72 Power words DC 73<br />
Verbs M/MH Unit 4: 440<br />
Word Choice Through Music DC 77<br />
Point of view DI 17<br />
Super sentences DC 99 Rhythm/Fluency M/MH Unit 4: 481B<br />
Capitalization Concentration DC 112<br />
Punctuation Game DC 111<br />
p. 35<br />
(Use Unit 4 Spelling and Grammar lessons to teach all the<br />
convention standards)<br />
February District Writing Assessment<br />
Revised Edition, 2008
March thru May<br />
Fifth Grade<br />
Focus: Informative (Expository), Persuasive p. 36<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources (e.g., brainstorming, drawing,<br />
writers notebook, group discussion, printed material) based upon<br />
teacher-directed topics and personal interests<br />
• Determining the purpose (e.g., to entertain, to inform, to communicate,<br />
to persuade) and intended audience of a writing piece<br />
• Using a prewriting plan to focus on the main idea with ample<br />
development of supporting details<br />
ORGANIZATION:<br />
• Organizing ideas using strategies and tools (e.g., technology, graphic<br />
organizers, KWL chart, log)<br />
• Organizing information into a logical sequence<br />
• Creating interesting leads, elaborated middles, and effective endings<br />
• Use appropriate transitional words and phrases<br />
Persuasive:<br />
• Write persuasive text that develops an idea and supporting arguments<br />
with detailed evidence to make the writing valid (e.g., essay, written<br />
communication)<br />
• Include persuasive techniques(e.g.,word choice, repetition, emotional<br />
appeal, hyperbole)<br />
Informative:<br />
• Write in a variety of informational/expository forms(e.g., summaries,<br />
procedures, experiments, rubrics, how-to manuals, assembly<br />
instructions)<br />
• Write a variety of communications(e.g., friendly letters, thank you notes,<br />
formal letters, messages, invitations)<br />
• A thesis with a narrow focus, introductory paragraph, body paragraphs<br />
including supporting details (e.g, topic sentence, extensions, personal<br />
anecdote/examples, mini-stories)<br />
• Write directions using cardinal directions with landmarks and distances,<br />
and create a map to go with it<br />
LA.5.3.1.1<br />
LA.5.3.1.2<br />
LA.5.3.2.1<br />
LA.5.3.1.3<br />
LA.5.3.2.2<br />
LA.5.3.2.3<br />
LA.5.3.3.2<br />
LA.5.4.3.1<br />
LA.5.4.3.2<br />
LA.5.4.2.1<br />
LA.5.4.2.4<br />
LA.5.4.2.3<br />
LA.5.4.2.5<br />
Expository definition of DC 31 prompts DC 35<br />
Persuasive definition of DC 31 prompts DC 36<br />
Review topics/prompts to determine purpose for writing<br />
Expository DC 5-15, Thinking Maps<br />
Transitions DC 22-26 Transitions DI 21<br />
Literary Devices/Writing Skills, see PbP<br />
Review features of a persuasive essay (yellow box) M/MH<br />
Unit 6: 734; Write to a prompt Unit 3: 324-325; Write to a<br />
prompt Unit 6: 697F<br />
Steps to solving a problem M/MH Unit 5: 758-759 Writing a<br />
speech/BME Unit 5: 540-541B Writing a summary for an<br />
observation Unit 5: 576-577<br />
Writing a how-to M/MH Unit 6: 676-697A Writing workshop,<br />
writing a how-to M/MH Unit 6: 763A-763F
p. 37<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and<br />
supporting details.<br />
• Varied language techniques(e.g, simile, metaphor, sensory language,<br />
connotation, denotation<br />
• Modify word choices using resources and reference materials (e.g.,<br />
dictionary, thesaurus)<br />
• Employ figurative language and other literary devices(e.g.<br />
onomatopoeia, simile, metaphor, alliteration, personification, hyperbole,<br />
idioms)<br />
• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),<br />
adjectives, adverbs, dazzling color words<br />
VOICE:<br />
• Word choices appropriate to the selected tone and mood<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion<br />
words, engaging phrases)<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm , length, sentence beginnings, and sentence structure<br />
• Literary devices(e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Spelling using spelling rules, root words, prefixes, suffixes<br />
• Capitalization including literary titles, nationalities, ethnicities,<br />
languages, religions, geographic names and places<br />
• Punctuation including commas in clauses, hyphens, cited sources,<br />
quotations for exact words from sources<br />
• Four basic parts of speech plus subjective, objective, and<br />
demonstrative pronouns, singular and plural possessives of nouns<br />
• Subject/verb and noun/pronoun agreement<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.2.1<br />
LA.5.3.3.3<br />
LA.5.4.1.2<br />
LA.5.3.3.1<br />
LA.5.3.3.2<br />
LA.5.3.4.1<br />
LA.5.3.4.2<br />
LA.5.3.4.3<br />
LA.5.3.4.4<br />
LA.5.3.4.5<br />
Post It Revision DI 20 Elaboration DI 24<br />
Sensory details DI 28 DI 31 M/MH Unit 5: 526, 560<br />
Unit 6: 730; Literary Devices/Writing Skills, see PbP<br />
Thesaurus M/MH Unit 5: 569<br />
Idioms DI 22; Personification M/MH Unit 5: 520; Similes Unit<br />
5: 521,598,615; Metaphors Unit 5: 527, 611;<br />
Literary Devices/Writing Skills, see PbP<br />
Adjectives and adverbs in sport DC 81; Adverbs M/MH Unit<br />
6: 667B<br />
Mood M/MH Unit 5: 534, Unit 6: 678<br />
Emotions DI 23 Imagery M/MH Unit 5: 614<br />
Literary Devices/Writing Skills, see PbP<br />
Improving simple sentences DC 114<br />
Spelling strategies DC 113<br />
M/MH Macmillan/McGraw-Hill<br />
DC Developing the Craft<br />
DI Developing Ideas<br />
(Use Units 5 and 6 Spelling and Grammar PbP <strong>Piece</strong> lessons <strong>by</strong> <strong>Piece</strong> to teach all<br />
the convention standards)<br />
April District Writing Assessment<br />
Revised Edition, 2008
Fifth Grade<br />
FCAT Writing Rubric p. 38<br />
Score 1 2 3 4 5 6<br />
Focus<br />
Refers to how clearly the<br />
paper presents the main<br />
idea.<br />
Minimally addresses<br />
the topic<br />
Slightly related to the<br />
topic<br />
Offers little relevant<br />
information<br />
Generally focused on<br />
the topic<br />
Includes extraneous<br />
or loosely related<br />
material<br />
Generally focused on<br />
the topic<br />
May include<br />
extraneous or loosely<br />
related material<br />
Focused on the topic<br />
Focused strongly on<br />
topic<br />
Organization<br />
Organization refers to a<br />
clear sequential pattern.<br />
In a story it would have a<br />
beginning, middle, and<br />
end with sequenced<br />
events.<br />
Does not exhibit<br />
organizational pattern<br />
Has few, if any<br />
transitional devices<br />
Shows little evidence<br />
of organizational<br />
pattern<br />
May lack sense of<br />
wholeness<br />
Has an attempted<br />
organizational<br />
pattern<br />
Has some transitional<br />
devices<br />
Lapses occur<br />
Shows an<br />
organizational<br />
pattern<br />
May have some<br />
lapses occurring<br />
Demonstrates a<br />
sense of<br />
completeness<br />
Has an organizational<br />
pattern<br />
May have a few lapses<br />
Has an organizational<br />
pattern with a logical<br />
progression of ideas<br />
Expresses a senses of<br />
wholeness/<br />
completeness<br />
Support<br />
Support refers to word<br />
choice used to create a<br />
more descriptive piece. It<br />
also refers to elaborating<br />
with details to “paint a<br />
picture” with words.<br />
Contains few, if any<br />
supports ideas<br />
Limited or immature<br />
word choice<br />
Inadequately<br />
supported or illogical<br />
Limited or immature<br />
word choice<br />
Details without<br />
elaboration<br />
Grade level<br />
vocabulary<br />
May contain specifics<br />
and details, although<br />
development is<br />
uneven<br />
Shows inadequate<br />
word choice<br />
Has adequately<br />
developed supporting<br />
ideas<br />
Has word choice that<br />
is adequate, but lacks<br />
precision<br />
Has ample development<br />
of supporting ideas<br />
Reveals a mature<br />
command of language<br />
Communicates a precise<br />
choice of words<br />
Conventions<br />
Conventions refer to<br />
punctuation,<br />
capitalization, spelling,<br />
spacing, and sentence<br />
structure.<br />
Frequent errors in<br />
sentence structure<br />
impede communication<br />
Common words<br />
misspelled<br />
Simple sentence<br />
structure<br />
Little variation in<br />
sentence structure<br />
Frequent errors in<br />
basic capitalization<br />
and punctuation<br />
Common words may<br />
be misspelled<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Shows knowledge of<br />
conventions, and usage<br />
is usually demonstrated<br />
Has commonly used<br />
words spelled correctly<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Has proper conventions<br />
and spelling is generally<br />
correct<br />
Various sentence<br />
structures<br />
Proper convections and<br />
spelling is generally<br />
correct<br />
Occasional errors do not<br />
impede communication<br />
Various sentence<br />
structures<br />
Complete sentences<br />
Shows subject/verb<br />
agreement and correct<br />
verb/noun forms<br />
Revised Edition, 2008
Fifth Grade<br />
Sunshine State Standards p. 39<br />
WRITING PROCESS<br />
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.<br />
The student will prewrite <strong>by</strong>:<br />
LA.5.3.1.1 - generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s<br />
notebook, group discussion, printed material) based upon teacher-directed topics and personal interests;<br />
LA.5.3.1.2 - determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended<br />
audience of a writing piece; and<br />
LA.5.3.1.3 - organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log).<br />
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.<br />
The student will draft writing <strong>by</strong>:<br />
LA.5.3.2.1 - using a prewriting plan to focus on the main idea with ample development of supporting details,<br />
elaborating on organized information using descriptive language, supporting details, and word choices appropriate<br />
to the selected tone and mood;<br />
LA.5.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance clarity;<br />
and<br />
LA.5.3.2.3 - creating interesting leads <strong>by</strong> studying the leads of professional authors and experimenting with various<br />
types of leads (e.g., an astonishing fact, a dramatic<br />
scene).<br />
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.<br />
The student will revise <strong>by</strong>:<br />
LA.5.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of view,<br />
word choice, and sentence variation;<br />
LA.5.3.3.2 - creating clarity and logic <strong>by</strong> deleting extraneous or repetitious information and tightening plot or<br />
central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases<br />
and clauses that vary rhythm and sentence structure;<br />
LA.5.3.3.3 - creating precision and interest <strong>by</strong> expressing ideas vividly through varied language techniques (e.g.,<br />
foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word<br />
choices using resources and reference materials (e.g., dictionary, thesaurus); and<br />
LA.5.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists,<br />
rubrics).<br />
Editing for Language Conventions Standard: The student will edit and correct the draft for standard language<br />
conventions.<br />
The student will edit for correct use of:<br />
LA.5.3.4.1 - spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words,<br />
prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other<br />
resources as necessary;<br />
LA.5.3.4.2 - capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names<br />
and places;<br />
LA.5.3.4.3 - punctuation, including commas in clauses, hyphens, and in cited sources, Including quotations for<br />
exact words from sources;<br />
LA.5.3.4.4 - the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and<br />
demonstrative pronouns and singular and plural possessives of nouns; and<br />
LA.5.3.4.5 - subject/verb and noun/pronoun agreement in simple and compound sentences.<br />
Publishing Standard: The student will write a final product for the intended audience.<br />
The student will:<br />
LA.5.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript,<br />
multimedia);<br />
LA.5.3.5.2 - use elements of spacing and design to enhance the appearance of the document and add graphics<br />
where appropriate; and<br />
LA.5.3.5.3 - share the writing with the intended audience.<br />
WRITING APPLICATION<br />
Creative Standard: The student develops and demonstrates creative writing.<br />
The student will:<br />
LA.5.4.1.1 - write narratives that establish a situation and plot with rising action,<br />
conflict, and resolution.<br />
LA.5.4.1.2 - write a variety of expressive forms (e.g., fiction, short story, autobiography,<br />
science fiction, haiku) that employ figurative language (e.g., simile, metaphor,<br />
onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot,<br />
and/or appropriate format.<br />
Informative Standard: The student develops and demonstrates technical writing that<br />
provides information related to real-world tasks.<br />
The student will:<br />
LA.5.4.2.1 - write in a variety of informational/expository forms (e.g., summaries,<br />
procedures, instructions, experiments, rubrics, how-to manuals, assembly instructions);<br />
LA.5.4.2.2 - record information (e.g., observations, notes, lists, charts, map labels,<br />
legends) related to a topic, including visual aids to organize and record information on<br />
charts, data tables, maps and graphs, as appropriate;<br />
LA.5.4.2.3 - write informational/expository essays that state a thesis with a narrow<br />
focus, contain introductory, body, and concluding paragraphs;<br />
LA.5.4.2.4 - write a variety of communications (e.g., friendly letters, thank-you notes,<br />
formal letters, messages, invitations) that have a clearly stated purpose and that<br />
include the date, proper salutation, body, closing and signature; and<br />
LA.5.4.2.5 - write directions to unfamiliar locations using cardinal and ordinal directions,<br />
landmarks, and distances, and create an accompanying map.<br />
Persuasive Standard: The student develops and demonstrates persuasive writing that is<br />
used for the purpose of influencing the reader.<br />
The student will:<br />
LA.5.4.3.1 - write persuasive text (e.g., essay, written communication) that establish<br />
and develop a controlling idea and supporting arguments for the validity of the<br />
proposed idea with detailed evidence; and<br />
LA.5.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional<br />
appeal, hyperbole).
Revised Edition, 2008
August thru May<br />
Sixth Grade<br />
p. 40<br />
WRITING PROCESS SSS FORMS OF WRITING<br />
Prewriting:<br />
• Generate ideas from multiple sources<br />
• Determine the purpose and audience<br />
• Organize ideas<br />
• Record information<br />
Drafting:<br />
• Develop main ideas using primary and secondary sources<br />
• Organize information into logical sequence to enhance clarity<br />
• Analyze language techniques of professional authors to enhance<br />
descriptive language and word choice<br />
Revising:<br />
• Evaluate the draft<br />
• Create clarity<br />
• Express ideas through varied language<br />
• Refine the draft using peer review, checklists, rubrics<br />
Editing:<br />
• Spelling (spelling rules; pattern rules, prefix, suffix, root words)<br />
• Capitalization (titles, plays, movies, television programs<br />
• Punctuation (simple, complex, and compound sentences including<br />
appositives, appositive phrases, cited sources, quotations)<br />
• 8 parts of speech (noun, pronoun, verb, adverb, adjective,<br />
conjunction, preposition, interjection)<br />
• Consistency in verb tense in simple, compound, and complex<br />
sentences<br />
Publishing:<br />
• Prepare writing using technology appropriate to audience<br />
• Enhance document with graphics, etc.<br />
• Share the writing<br />
• Discovering Quality Literature Day and Young Author’s Conference<br />
LA.6.3.1.1<br />
LA.6.3.1.2<br />
LA.6.3.1.3<br />
LA.6.4.2.2<br />
LA.6.3.2.1<br />
LA.6.3.2.2<br />
LA.6.3.2.3<br />
LA.6.3.1.1<br />
LA.6.3.3.2<br />
LA.6.3.3.3<br />
LA.6.3.3.4<br />
LA.6.3.4.1<br />
LA.6.3.4.2<br />
LA.6.3.4.3<br />
LA.6.3.4.4<br />
LA.6.3.4.5<br />
LA.6.3.5.1<br />
LA.6.3.5.2<br />
LA.6.3.5.3<br />
Students will participate in composing a variety of writing,<br />
including but not limited to the following:<br />
Creative<br />
• Personal/fictional<br />
narrative<br />
• Short play<br />
• Song lyrics<br />
• Historical fiction<br />
• Limericks<br />
Informative<br />
• Journals<br />
• Log<br />
• Summaries<br />
• Procedures<br />
• Instructions<br />
• Experiments<br />
• Rubrics<br />
• How-to manuals<br />
• Assembly instructions<br />
• Scientific observations<br />
• Notes<br />
• Lists<br />
• Charts<br />
• Legends<br />
• Expository essays<br />
• Friendly letter<br />
• Thank you notes<br />
• Messages<br />
• Business letters<br />
• Invitations<br />
• Directions to<br />
locations<br />
• Recipes<br />
• Labels/graphs<br />
Persuasive<br />
• Advertisements<br />
• Speech<br />
• <strong>Public</strong> service<br />
announcements<br />
Revised Edition, 2008
August thru October<br />
Sixth Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 41<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,<br />
writer’s notebook, research materials, reliable sources) based upon teacher<br />
directed topics and personal interests<br />
• Develop main ideas using primary and secondary sources appropriate to<br />
purpose and audience and elaborate on ideas<br />
LA.6.3.1.1<br />
LA.6.3.2.1<br />
Definition of narrative DC 31<br />
Definition of expository DC 31<br />
Personal narrative M/MH Unit 1: 127A, 127F; prompt 127B;<br />
Unit 2: Narrative prompt 189<br />
Fictional narrative prompt M/MH Unit 4: 425<br />
ORGANIZATION:<br />
• Make a plan for writing that prioritizes ideas, addresses purpose, audience,<br />
min idea, and logical sequence<br />
• Use organizational strategies and tools(e.g., technology, outline, chart,<br />
table, graph, web, story map)<br />
• Create interesting leads, elaborated middles, and effective endings<br />
• Add transitional words and phrases<br />
• Connect conclusion to ending(e.g., use of the circular ending<br />
• Write in a variety of expressive forms(e.g., short plays, song lyrics, historical<br />
fiction, limericks, )<br />
Creative:<br />
• Beginning, middle, and end (B-M-E), setting, characters, characterization,<br />
plot, rising action, conflict, climax, falling action, and resolution<br />
Informative:<br />
• Write in a variety of informational/Expository forms(e.g., summaries,<br />
procedures, instructions, experiments, rubrics, how-to-manuals, assembly<br />
instructions)<br />
• Write informational/Expository essays(e.g., process, description,<br />
explanation, comparison/contrast, problem/solution) that has a thesis<br />
statement, supporting details, and introductory, body, and concluding<br />
paragraphs<br />
• Write informal and formal communications that follow a formal<br />
• Write directions to unfamiliar locations using cardinal and ordinal directions,<br />
landmarks, and distances, and create an accompanying map<br />
LA.6.3.2.1<br />
LA.6.3.1.3<br />
LA.6.3.3.2<br />
LA.6.4.1.2<br />
LA.6.4.1.1<br />
LA.6.4.2.1<br />
LA.6.4.2.1<br />
LA.6.4.2.3<br />
LA.6.4.2.4<br />
LA.6.4.2.5<br />
Narrative DC 17, Expository DC 5-15<br />
Thinking Maps<br />
Writers workshop M/MH Unit 3: 363A-363F, Narrative<br />
prompt 363B<br />
Interesting lead DC 60<br />
Transition DC 22-26<br />
Literary Devices/Writing Skills, see PbP<br />
Transitions M/MH Unit 1:122A Cause/Effect 123A<br />
Write a scene from a play M/MH Unit 3: 358-359B<br />
Narrative prompts DC 34<br />
Topic sentence/Details M/MH Unit1: 65A<br />
Adding emotions DI 35<br />
Write with a clear beginning, middle, and end M/MH Unit 3:<br />
334-335B<br />
Write a Character Sketch M/MH Unit 3: 272-273B<br />
Time Order Word M/MH Unit 6: 620-621<br />
Write About A Process M/MH Unit 6: 682-683<br />
Diary entry M/MH Unit1:123A<br />
Friendly letter M/MH Unit 1: 65A<br />
See Social Studies (Holt)
p. 42<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and<br />
supporting details<br />
• Multiple language techniques(e.g., foreshadowing, imagery, simile,<br />
metaphor, sensory language, connotation, denotation)<br />
• Modify word choices using resources and reference materials (e.g.,<br />
dictionary, thesaurus)<br />
• Employ figurative language and other literary devices(e.g., onomatopoeia,<br />
simile, metaphor, alliteration, personification, hyperbole)<br />
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,<br />
adverbs, dazzling color words)<br />
VOICE:<br />
• Word choice appropriate to the selected tone and mood<br />
• Analyze language techniques of professional authors(e.g., point of view,<br />
establishing mood) to enhance the use of descriptive language and word<br />
choice<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Dialogue<br />
• Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional<br />
appeal<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm, length, and sentence structure<br />
• Literary devices (e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Correct spelling using spelling rules, patterns, generalizations, knowledge of<br />
root words, prefixes, suffixes, and knowledge of Greek and Latin root words<br />
• Capitalization of proper nouns<br />
• Punctuation in simple, compound, complex sentences, including appositives<br />
and appositive phrases, and cited sources, including quotations<br />
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun,<br />
verb, adverb, adjective, conjunction, preposition, interjection<br />
• Consistency in simple, compound, and complex sentences and<br />
LA.6.3.2.1<br />
LA.6.3.3.3<br />
LA6.3.3.3<br />
LA.6.4.1.2<br />
LA.6.3.2.1<br />
LA.6.3.2.3<br />
LA.6.3.3.3<br />
LA.6.4.1.2<br />
LA.6.3.3.1<br />
LA.6.4.3.2<br />
LA.6.3.4.1<br />
LA.6.3.4.2<br />
LA.6.3.4.3<br />
LA.6.3.4.4<br />
LA.6.3.4.5<br />
Levels of support DC 33<br />
Adding Relevant Details DI 9<br />
Sharing Personal Experiences DI 15<br />
Elaborating Events DI 24<br />
Sensory Words DC 29<br />
Poem, precise word choice M/MH Unit 1: 100 – 101A<br />
Onomatopoeia DC 68<br />
Color words DC 27<br />
Vivid verbs DC 30<br />
Tone M/MH Unit 2: 201-202<br />
Foreshadowing M/MH Unit 1: 46, 50,<br />
Imagery M/MH Unit 1:118, 120-121<br />
Write Using Dialogue M/MH Unit 3: 300-301B; DC 28<br />
Try Tags DI 34<br />
Adding Emotion DI 35<br />
Sentence triangles DC 95-97<br />
(Use Unit 1 and 2 Spelling and Grammar lessons to teach all<br />
the Convention Standards)<br />
Punctuation Bingo DC 107-108<br />
Parts of speech/ Activity DI 11<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
September District Writing Assessment<br />
Revised Edition, 2008
November thru December<br />
Sixth Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 43<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,<br />
writer’s notebook, research materials, reliable sources) based upon teacher<br />
directed topics and personal interests<br />
• Develop main idea using primary and secondary sources appropriate to<br />
purpose and audience and elaborate on ideas<br />
ORGANIZATION:<br />
• Make a plan for writing that prioritizes ideas, addresses purpose, audience,<br />
min idea, and logical sequence<br />
• Use organizational strategies and tools(e.g., technology, outline, chart,<br />
table, graph, web, story map)<br />
• Create interesting leads, elaborated middles, and effective endings<br />
• Add transitional words and phrases<br />
• Connect conclusion to ending(e.g., use of the circular ending<br />
• Write in a variety of expressive forms(e.g., short plays, song lyrics, historical<br />
fiction, limericks, )<br />
Creative:<br />
• Beginning, middle, and end (B-M-E), setting, characters, characterization,<br />
plot, rising action, conflict, climax, falling action, and resolution<br />
Informative:<br />
• Write in a variety of informational/Expository forms(e.g., summaries,<br />
procedures, instructions, experiments, rubrics, how-to-manuals, assembly<br />
instructions)<br />
• Write informational/Expository essays(e.g., process, description,<br />
explanation, comparison/contrast, problem/solution) that has a thesis<br />
statement, supporting details, and introductory, body, and concluding<br />
paragraphs<br />
• Write informal and formal communications that follow a formal<br />
• Write directions to unfamiliar locations using cardinal and ordinal directions,<br />
landmarks, and distances, and create an accompanying map<br />
LA.6.3.1.1<br />
LA.6.3.2.1<br />
LA.6.3.1.2<br />
LA.6.3.1.3<br />
LA.6.3.3.2<br />
LA.6.3.3.2<br />
LA.6.4.1.2<br />
LA.6.4.1.1<br />
LA.6.4.2.1<br />
LA.6.4.2.1<br />
LA.6.4.2.3<br />
LA.6.4.2.4<br />
LA.6.4.2.5<br />
Expository definition DC 31<br />
Expository writing: magazine articles using research M/MH<br />
Unit 2: 189A<br />
Unit 3: 313A<br />
Unit 4: 425A<br />
Brainstorming DC 46<br />
Expository DC 5-15<br />
Thinking Maps<br />
Hooks DC 60<br />
Transitions M/MH Unit 6: 634, 644-645A<br />
Lyric poetry M/MH Unit 3: 332-333<br />
Narrative prompts DC 34<br />
Write fictional narrative dialogue M/MH Unit 3: 300-301B<br />
Expository prompts DC 35<br />
Scientific observation M/MH Unit 4: 412-413A;<br />
Thesis statement M/MH Unit 2: 177A<br />
Multiple paragraphs M/MH Unit 4:475A & 475<br />
Transitions between paragraphs M/MH Unit 6: 645<br />
Concluding paragraph M/MH Unit 4: 387A<br />
Expository prompts M/MH Unit 4: 387<br />
Writing a letter DC 42-45<br />
See Social Studies (HOLT)
p. 44<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and<br />
supporting details<br />
• Multiple language techniques(e.g., foreshadowing, imagery, simile,<br />
metaphor, sensory language, connotation, denotation)<br />
• Modify word choices using resources and reference materials (e.g.,<br />
dictionary, thesaurus)<br />
• Employ figurative language and other literary devices(e.g., onomatopoeia,<br />
simile, metaphor, alliteration, personification, hyperbole)<br />
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,<br />
adverbs, dazzling color words)<br />
VOICE:<br />
• Word choice appropriate to the selected tone and mood<br />
• Analyze language techniques of professional authors(e.g., point of view,<br />
establishing mood) to enhance the use of descriptive language and word<br />
choice<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Dialogue<br />
• Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional<br />
appeal<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm, length, and sentence structure<br />
• Literary devices (e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Correct spelling using spelling rules, patterns, generalizations, knowledge of<br />
root words, prefixes, suffixes, and knowledge of Greek and Latin root words<br />
• Capitalization of proper nouns<br />
• Punctuation in simple, compound, and complex sentences, including<br />
appositives and appositive phrases, and cited sources, including quotations<br />
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun,<br />
verb, adverb, adjective, conjunction, preposition, interjection<br />
• Consistency in simple, compound, and complex sentences<br />
November District Writing Assessment<br />
LA.6.3.2.1<br />
LA.6.3.3.3<br />
LA6.3.3.3<br />
LA.6.4.1.2<br />
LA.6.3.2.1<br />
LA.6.3.2.3<br />
LA.6.3.3.3<br />
LA.6.4.1.2<br />
LA.6.3.3.1<br />
LA.6.4.3.2<br />
LA.6.3.4.1<br />
LA.6.3.4.2<br />
LA.6.3.4.3<br />
LA.6.3.4.4<br />
LA.6.3.4.5<br />
Show Don’t Tell DC 69<br />
Elaboration DC 14<br />
Sensory details DC 15, 41<br />
Alliteration M/MH Unit 1: 120-121; Personification M/MH<br />
Unit 5: 526-527, 529Q, 529S ; Metaphor M/MH Unit 2: 238-<br />
239; Simile M/MH Unit 5: 588-589; Hyperbole M/MH Unit 2:<br />
212-215; Adjectives DC 71; Collecting powerful words DC12;<br />
Verbs DC16<br />
Voice M/MH Unit 1:127D<br />
Emotion words DC 67<br />
Adding emotions DC 35<br />
Point of view DI 8<br />
Flashback M/MH Unit 1: 25-27<br />
Sentence Structure Practice DC 98<br />
(Use Unit 2 and 3 Spelling and Grammar Lessons to teach all<br />
the convention standards)<br />
Punctuation DC 109-110<br />
Sentence Stretching DI 39<br />
M/MH<br />
DC<br />
DI<br />
PbP<br />
Macmillan/McGraw-Hill<br />
Developing the Craft<br />
Developing Ideas<br />
<strong>Piece</strong> <strong>by</strong> <strong>Piece</strong><br />
Revised Edition, 2008
January thru February<br />
Sixth Grade<br />
Informative (Expository), Persuasive p. 45<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,<br />
writer’s notebook, research materials, reliable sources) based upon teacher<br />
directed topics and personal interests<br />
• Develop main ideas using primary and secondary sources appropriate to<br />
purpose and audience and elaborate on ideas<br />
ORGANIZATION:<br />
• Make a plan for writing that prioritizes ideas, addresses purpose, audience, min<br />
idea, and logical sequence<br />
• Use organizational strategies and tools(e.g., technology, outline, chart, table,<br />
graph, web, story map)<br />
• Create interesting leads, elaborated middles, and effective endings<br />
• Add transitional words and phrases<br />
• Connect conclusion to ending(e.g., use of the circular ending)<br />
• Write in a variety of expressive forms (e.g short plays, song lyrics, limericks)<br />
Persuasive:<br />
• Write persuasive text that establishes and develops a controlling idea and<br />
supporting arguments for the validity of the proposed idea with detailed<br />
evidence<br />
• Use persuasive techniques(e.g., word choice, repetition, emotional appeal,<br />
hyperbole, appeal to authority, celebrity<br />
• Format( hook, opinion, statement, elaborated support, call to action conclusion)<br />
Elaborated through facts and statistics, expert testimony, and emotional<br />
appeal: loaded words, glittering generalities, bandwagon appeal, celebrity<br />
testimony<br />
Informative:<br />
• Write in a variety of informational/Expository forms(e.g., summaries,<br />
procedures, instructions, experiments, rubrics, how-to-manuals, assembly<br />
instructions)<br />
• Write informational/Expository essays(e.g., process, description, explanation,<br />
comparison/contrast, problem/solution) that has a thesis statement, supporting<br />
details, and introductory, body, and concluding paragraphs<br />
• Write informal and formal communications that follow a formal<br />
LA.6.3.1.1<br />
LA.6.3.2.1<br />
LA.6.3.1.2<br />
LA.6.3.1.3<br />
LA.6.3.3.2<br />
LA.6.4.1.2<br />
LA.6.4.3.1<br />
LA.6.4.3.2<br />
LA.6.4.2.1<br />
LA.6.4.2.3<br />
LA.6.4.2.4<br />
Definition of persuasive DC 34<br />
Definition of expository DC 31<br />
Write an editorial M/MH Unit 2: 176-177<br />
Persuasive essay prompt M/MH Unit 2: 240-241B<br />
Persuasive writing workshop M/MH Unit 2: 245A-245F,<br />
Persuasive prompt M/MH Unit 5: 540<br />
Expository DC 5-15<br />
RAFT DC 75<br />
Thinking Maps<br />
OREO strategies (see writing contact)<br />
Write a point of view essay using a good opening M/MH<br />
Unit 2: 216-217A<br />
Using transitions DC 100<br />
Transitions DC 22-26<br />
Literary Devices/ Writing Skills, see PbP<br />
Persuasive prompts DC 36<br />
Persuasive prompt M/MH Unit 3: 312-313<br />
Persuasion M/MH Unit 6: 709F<br />
Repetition M/MH Unit 5: 578, 589<br />
Write a point of view essay using a good opening M/MH<br />
Unit 2: 216-217A<br />
Literary Devices/ Writing Skills, see PbP<br />
Expository prompt M/MH Unit 1: 77; DC 35<br />
Expository writing workshop M/MH Unit 4: 479 A – 479F;<br />
Prompt 479B
p. 46<br />
• Write directions to unfamiliar locations using cardinal and ordinal directions,<br />
landmarks, and distances, and create an accompanying map<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and supporting<br />
details<br />
• Multiple language techniques(e.g., foreshadowing, imagery, simile, metaphor,<br />
sensory language, connotation, denotation)<br />
• Modify word choices using resources and reference materials (e.g., dictionary,<br />
thesaurus)<br />
• Employ figurative language and other literary devices(e.g., onomatopoeia,<br />
simile, metaphor, alliteration, personification, hyperbole)<br />
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,<br />
adverbs, dazzling color words)<br />
VOICE:<br />
• Word choice appropriate to the selected tone and mood<br />
• Analyze language techniques of professional authors(e.g., point of view,<br />
establishing mood) to enhance the use of descriptive language and word choice<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Dialogue<br />
• Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional<br />
appeal<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm, length, and sentence structure<br />
• Literary devices (e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Correct spelling using spelling rules, patterns, generalizations, knowledge of<br />
root words, prefixes, suffixes, and knowledge of Greek and Latin root words<br />
• Capitalization of proper nouns<br />
• Punctuation in simple, compound, and complex sentences, including appositives<br />
and appositive phrases, and cited sources, including quotations<br />
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun, verb,<br />
adverb, adjective, conjunction, preposition, interjection<br />
• Consistency in simple, compound, and complex sentences<br />
February District Writing Assessment<br />
LA.6.4.2.5<br />
LA.6.3.2.1<br />
LA.6.3.3.3<br />
LA6.3.3.3<br />
LA.6.4.1.2<br />
LA.6.3.2.1<br />
LA.6.3.2.1<br />
LA.6.3.2.3<br />
LA.6.3.3.3<br />
LA.6.4.1.2<br />
LA.6.3.3.1<br />
LA.6.4.3.2<br />
LA.6.3.4.1<br />
LA.6.3.4.2<br />
LA.6.3.4.3<br />
LA.6.3.4.4<br />
LA.6.3.4.5<br />
See Social Studies (Holt)<br />
Descriptive details M/MH Unit 2: 170<br />
Connotation/Denotation M/MH Unit 2: 134, 142; Persuasive<br />
letter writing, Denotation/ Connotation M/MH Unit 2: 151<br />
Alliteration M/MH Unit 2:146; Onomatopoeia DC 79<br />
Idioms M/MH Unit 2: 199<br />
Improving word choice DC 77; Adjectives DC 72;<br />
Power words DC 73<br />
Tone M/MH Unit 2: 201<br />
Dialogue M/MH Unit 4: 408-410<br />
Word Choice Through Music DC 77<br />
Point of view DI 17<br />
Sentence fluency M/MH Unit 3: 273D<br />
Sentence fluency M/MH Unit 4: 449B<br />
Super Sentences DC 99<br />
(Use Unit 3 and 4 Spelling and Grammar lessons to teach all<br />
the convention standards)<br />
Capitalization Concentration DC 112<br />
Punctuation Game DC 111<br />
Revised Edition, 2008
March thru May<br />
Sixth Grade<br />
Focus: Creative (Narrative), Informative (Expository) p. 47<br />
WRITING APPLICATION/SIX TRAITS SSS RESOURCES<br />
IDEAS:<br />
• Generating ideas from multiple sources(e.g., prior knowledge, discussion,<br />
writer’s notebook, research materials, reliable sources) based upon teacher<br />
directed topics and personal interests<br />
• Develop main ideas using primary and secondary sources appropriate to<br />
purpose and audience and elaborate on ideas<br />
ORGANIZATION:<br />
• Make a plan for writing that prioritizes ideas, addresses purpose, audience,<br />
main idea, and logical sequence<br />
• Use organizational strategies and tools(e.g., technology, outline, chart, table,<br />
graph, web, story map)<br />
• Create interesting leads, elaborated middles, and effective endings<br />
• Add transitional words and phrases<br />
• Connect conclusion to ending(e.g., use of the circular ending<br />
• Write in a variety of expressive forms(e.g., short plays, song lyrics, historical<br />
fiction, limericks, )<br />
Persuasive:<br />
• Write persuasive text that establishes and develops a controlling idea and<br />
supporting arguments for the validity of the proposed idea with detailed<br />
evidence<br />
• Use persuasive techniques(e.g., word choice, repetition, emotional appeal,<br />
hyperbole, appeal to authority, celebrity endorsement<br />
• Format( hook, opinion, statement, elaborated support, call to action conclusion)<br />
Elaborated through facts and statistics, expert testimony, and emotional<br />
appeal: loaded words, glittering generalities, bandwagon appeal, celebrity<br />
testimony<br />
Informative:<br />
• Write in a variety of informational/Expository forms(e.g., summaries,<br />
procedures, instructions, experiments, rubrics, how-to-manuals, assembly<br />
instructions)<br />
• Write informational/Expository essays(e.g., process, description, explanation,<br />
comparison/contrast, problem/solution) that has a thesis statement, supporting<br />
details, and introductory, body, and concluding paragraphs<br />
LA.6.3.1.1<br />
LA.6.3.2.1<br />
LA.6.3.1.2<br />
LA.6.3.1.3<br />
LA.6.3.3.2<br />
LA.6.4.1.2<br />
LA.6.4.3.1<br />
LA.6.4.3.2<br />
LA.6.4.2.1<br />
Expository definition DC 31<br />
Persuasive definition DC 31<br />
Persuasive editorial prompt M/MH Unit 6: 656-657<br />
Primary and secondary sources M/MH Unit 6: 613,618<br />
Expository DC 5-15<br />
Thinking Maps<br />
Review OREO strategies( see writing contact)<br />
Transitions DC 22-26<br />
Transitions DI 21<br />
Literary Devices/ Writing Skills, see PbP<br />
Persuasive prompts DC 35<br />
Persuasive techniques M/MH Unit 5: 536-537<br />
Literary Devices/Writing Skills, see PbP<br />
Expository prompts DC 35<br />
Writing directions M/MH Unit 6: 610-611
p. 48<br />
• Write informal and formal communications that follow a format<br />
• Write directions to unfamiliar locations using cardinal and ordinal directions,<br />
landmarks, and distances, and create an accompanying map<br />
WORD CHOICE:<br />
• Elaborate on organized information using descriptive language and supporting<br />
details<br />
• Multiple language techniques(e.g., foreshadowing, imagery, simile, metaphor,<br />
sensory language, connotation, denotation)<br />
• Modify word choices using resources and reference materials (e.g., dictionary,<br />
thesaurus)<br />
• Employ figurative language and other literary devices(e.g., onomatopoeia,<br />
simile, metaphor, alliteration, personification, hyperbole)<br />
• Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,<br />
adverbs, dazzling color words)<br />
VOICE:<br />
• Word choice appropriate to the selected tone and mood<br />
• Analyze language techniques of professional authors(e.g., point of view,<br />
establishing mood) to enhance the use of descriptive language and word choice<br />
• Creating precision and interest <strong>by</strong> expressing ideas vividly through varied<br />
language techniques(e.g., foreshadowing, imagery)<br />
• Dialogue<br />
• Literary Devices (e.g., specific emotions, ALL CAPS, point of view, emotional<br />
appeal, appeal to authority, celebrity endorsements)<br />
FLUENCY:<br />
• Sentence variation<br />
• Vary rhythm, length, and sentence structure<br />
• Literary devices (e.g., anadiplosis, flashback)<br />
CONVENTIONS:<br />
• Correct spelling using spelling rules, patterns, generalizations, knowledge of<br />
root words, prefixes, suffixes, and knowledge of Greek and Latin root words<br />
• Capitalization of proper nouns<br />
• Punctuation in simple, compound, and complex sentences, including appositives<br />
and appositive phrases, and cited sources, including quotations<br />
• Identify and use correctly the eight parts of speech(e.g., noun, pronoun, verb,<br />
adverb, adjective, conjunction, preposition, interjection<br />
• Consistency in simple, compound, and complex sentences<br />
April District Writing Assessment<br />
LA.6.4.2.3<br />
LA.6.4.2.4<br />
LA.6.4.1.1<br />
LA.6.3.3.3<br />
LA.6.3.3.3<br />
LA.6.3.2.3<br />
LA.6.3.3.3<br />
LA.6.3.2.3<br />
LA.6.3.3.3<br />
LA.6.3.4.1<br />
LA.6.3.4.2<br />
LA.6.3.4.3<br />
LA.6.3.4.4<br />
LA.6.3.4.5<br />
Write a compare and contrast essay M/MH Unit 5: 528-529<br />
Write an eyewitness account M/MH Unit 5: 590-591A<br />
Friendly letter M/MH Unit 1: 64-65<br />
See Social Studies (Holt)<br />
Post It Revision DI 20<br />
Elaboration DI 24<br />
Sensory details DI 28, 31<br />
Using figurative language to write a poem M/MH Unit 5:<br />
566-567A<br />
Simile, onomatopoeia M/MH Unit 6: 604<br />
Thesaurus M/MH Unit 5: 567B<br />
Idioms DI 22 M/MH<br />
Personification M/MH Unit 5: 526-527<br />
Hyperbole M/MH Unit 5: 560<br />
Simile M/MH Unit 6: 638<br />
Adjectives and adverbs in sport DC 81<br />
Write a speech, formal and informal language M/MH Unit 5:<br />
502-503<br />
Literary Elements/Writing Skills, see PbP<br />
Voice M/MH Unit: 5 591B<br />
Descriptive details M/MH Unit 4: 397<br />
Imagery M/MH Unit: 5 567B<br />
Emotions DI 23<br />
Dialogue M/MH Unit 5: 524<br />
Repetition M/MH Unit 5: 578<br />
Improving Simple Sentences DC114<br />
Sentence fluency M/MH Unit 4: 371; Unit 5: 519<br />
Spelling strategies Dc 113<br />
( Use Unit 5 and 6 Spelling and Grammar lessons to teach all<br />
the convention standards)<br />
Revised Edition, 2008
Sixth Grade<br />
FCAT Writing Rubric p. 49<br />
Score 1 2 3 4 5 6<br />
Focus<br />
Refers to how clearly the<br />
paper presents the main<br />
idea.<br />
Minimally addresses<br />
the topic<br />
Slightly related to the<br />
topic<br />
Offers little relevant<br />
information<br />
Generally focused on<br />
the topic<br />
Includes extraneous<br />
or loosely related<br />
material<br />
Generally focused on<br />
the topic<br />
May include<br />
extraneous or loosely<br />
related material<br />
Focused on the topic<br />
Focused strongly on<br />
topic<br />
Organization<br />
Organization refers to a<br />
clear sequential pattern.<br />
In a story it would have a<br />
beginning, middle, and<br />
end with sequenced<br />
events.<br />
Does not exhibit an<br />
organizational pattern<br />
Has few, if any<br />
transitional devices<br />
Shows little evidence<br />
of an organizational<br />
pattern<br />
May lack sense of<br />
wholeness<br />
Has an attempted<br />
organizational<br />
pattern<br />
Has some transitional<br />
devices<br />
Lapses occur<br />
Shows an<br />
organizational<br />
pattern<br />
May have some<br />
lapses occurring<br />
Demonstrates a<br />
sense of<br />
completeness<br />
Has an organizational<br />
pattern<br />
May have a few lapses<br />
Has an organizational<br />
pattern with a logical<br />
progression of ideas<br />
Expresses a sense of<br />
wholeness/<br />
completeness<br />
Support<br />
Support refers to word<br />
choice used to create a<br />
more descriptive piece. It<br />
also refers to elaborating<br />
with details to “paint a<br />
picture” with words.<br />
Contains few, if any<br />
supports ideas<br />
Limited or immature<br />
word choice<br />
Inadequately<br />
supported or illogical<br />
Limited or immature<br />
word choice<br />
Details without<br />
elaboration<br />
Grade level<br />
vocabulary<br />
May contain specifics<br />
and details, although<br />
development is<br />
uneven<br />
Shows inadequate<br />
word choice<br />
Has adequately<br />
developed supporting<br />
ideas<br />
Has word choice that<br />
is adequate, but lacks<br />
precision<br />
Has ample development<br />
of supporting ideas<br />
Reveals a mature<br />
command of language<br />
Communicates a precise<br />
choice of words<br />
Conventions<br />
Conventions refer to<br />
punctuation,<br />
capitalization, spelling,<br />
spacing and sentence<br />
structure.<br />
Frequent errors in<br />
sentence structure<br />
impede communication<br />
Common words<br />
misspelled<br />
Simple sentence<br />
structure<br />
Little variation in<br />
sentence structure<br />
Frequent errors in<br />
basic capitalization<br />
and punctuation<br />
Common words may<br />
be misspelled<br />
Shows an attempt to<br />
use variety in sentence<br />
structures<br />
Shows knowledge of<br />
conventions, and usage<br />
is usually demonstrated<br />
Has commonly used<br />
words spelled correctly<br />
Shows an attempt to<br />
use variety in sentence<br />
structure<br />
Has proper conventions<br />
and spelling is generally<br />
correct<br />
Various sentence<br />
structures<br />
Proper conventions and<br />
spelling is generally<br />
correct<br />
Occasional errors do not<br />
impede communication<br />
Various sentence<br />
structures<br />
Complete sentences<br />
Shows subject/verb<br />
agreement and correct<br />
verb/noun forms<br />
Revised Edition, 2008
Sixth Grade<br />
Sunshine State Standards p. 50<br />
WRITING PROCESS<br />
Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.<br />
The student will prewrite <strong>by</strong>:<br />
LA.6.3.1.1 - generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s<br />
notebook, research materials, or other reliable sources), based upon teacher-directed topics and personal<br />
interests;<br />
LA.6.3.1.2 - making a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and<br />
logical sequence; and<br />
LA.6.3.1.3 - using organizational strategies and tools (e.g., technology, outline, chart, table, graph, web,<br />
story map).<br />
Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose.<br />
The student will draft writing <strong>by</strong>:<br />
LA.6.3.2.1 - developing main ideas from the prewriting plan using primary and secondary sources<br />
appropriate to purpose and audience;<br />
LA.6.3.2.2 - organizing information into a logical sequence and combining or deleting sentences to enhance<br />
clarity; and<br />
LA.6.3.2.3 - analyzing language techniques of professional authors (e.g., point of view, establishing mood)<br />
to enhance the use of descriptive language and word choices.<br />
Revising Standard: The student will revise and refine the draft for clarity and effectiveness.<br />
The student will revise <strong>by</strong>:<br />
LA.6.3.3.1 - evaluating the draft for development of ideas and content, logical organization, voice, point of<br />
view, word choice, and sentence variation;<br />
LA.6.3.3.2 - creating clarity and logic <strong>by</strong> rearranging words, sentences, and paragraphs, adding transitional<br />
words, incorporating sources directly and indirectly into writing, using generalizations where appropriate,<br />
and connecting conclusion to ending (e.g., use of the circular ending);<br />
LA.6.3.3.3 - creating precision and interest <strong>by</strong> expressing ideas vividly through multiple language techniques<br />
(e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying<br />
word choices using resources and reference materials (e.g., dictionary, thesaurus); and<br />
LA.6.3.3.4 - applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review,<br />
checklists, rubrics).<br />
Editing for Language Conventions Standard: The student will edit and correct the draft for standard<br />
language conventions.<br />
The student will edit for correct use of:<br />
LA.6.3.4.1 - spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words,<br />
prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other<br />
resources as necessary;<br />
LA.6.3.4.2 - capitalization, including major words in titles of books, plays, movies, and television programs;<br />
LA.6.3.4.3 - punctuation in simple, compound, and complex sentences, including appositives and appositive<br />
phrases, and in cited sources, including quotations for exact words from sources;<br />
LA.6.3.4.4 - the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition,<br />
interjection); and<br />
LA.6.3.4.5 - consistency in verb tense in simple, compound, and complex sentences.<br />
Publishing Standard: The student will write a final product for the intended audience.<br />
The student will:<br />
LA.6.3.5.1 - prepare writing using technology in a format appropriate to audience and purpose (e.g.,<br />
manuscript, multimedia);<br />
LA.6.3.5.2 - use elements of spacing and design for graphics (e.g., tables, drawings, charts, graphs) when<br />
applicable to enhance the appearance of the document; and<br />
LA.6.3.5.3 - share the writing with the intended audience.<br />
WRITING APPLICATION<br />
Creative Standard: The student develops and demonstrates creative writing.<br />
The student will:<br />
LA.6.4.1.1 - write narrative accounts with an engaging plot (including rising action, conflict,<br />
climax, falling action, and resolution) include a clearly described setting with figurative language<br />
and descriptive words or phrases to enhance style and tone;<br />
LA.6.4.1.2 - write a variety of expressive forms (e.g., short play, song lyrics, historical fiction,<br />
limericks) that employ figurative language, rhythm, dialogue, characterization, and/or<br />
appropriate format.<br />
Informative Standard: The student develops and demonstrates technical writing that provides<br />
information related to real-world tasks.<br />
The student will:<br />
LA.6.4.2.1 - write in a variety of informational/expository forms (e.g., summaries, procedures,<br />
instructions, experiments, rubrics, how-to manuals, assembly instructions);<br />
LA.6.4.2.2 - record information (e.g., observations, notes, lists, charts, legends) related to a topic,<br />
including visual aids to organize and record information and include a list of sources used;<br />
LA.6.4.2.3 - write informational/expository essays (e.g., process, description, explanation,<br />
comparison/contrast, problem/solution) that include a thesis statement, supporting details, and<br />
introductory, body, and concluding paragraphs;<br />
LA.6.4.2.4 - write a variety of informal communications (e.g., friendly letters, thank-you notes,<br />
messages) and formal communications (e.g., conventional business letters, invitations) that<br />
follow a format and that have a clearly stated purpose and that include the date, proper<br />
salutation, body, closing and signature; and<br />
LA.6.4.2.5 - write directions to unfamiliar locations using cardinal and ordinal directions,<br />
landmarks, and distances, and create an accompanying map.<br />
Persuasive Standard: The student develops and demonstrates persuasive writing that is used for<br />
the purpose of influencing the reader.<br />
The student will:<br />
LA.6.4.3.1 - write persuasive text (e.g., advertisement, speech, essay, public service<br />
announcement) that establishes and develops a controlling idea, using appropriate supporting<br />
arguments and detailed evidence;<br />
LA.6.4.3.2 - include persuasive techniques (e.g., word choice, repetition, emotional appeal,<br />
hyperbole, appeal to authority, celebrity endorsement).
Revised Edition, 2008
Resources Literary Devices and Writing Skills p. 51<br />
1) ALL CAPS- writing screams on paper for emphasis<br />
While surfing, I spotted a SHARK!<br />
Night Noises, Mem Fox<br />
Leo the Lightning Bug, Eric Drachman<br />
Cat, You Better Come Home!, Garrison Keillor<br />
2) ALLITERATION- two or more words with the same beginning sound.<br />
The Night I Followed the Dog, Nina Laden<br />
ten tall teammates<br />
brave beaver<br />
seven sailors on the sea<br />
burly bear<br />
Leo the Lightning Bug, Eric Drachman<br />
I Love You the Purpelest, Barbara Joosse<br />
3) ANADIPLOSIS- emphasize a thought <strong>by</strong> repeating a word<br />
He was caught, caught like a rat in a trap.<br />
4) APHORISM- an astute observation<br />
In the Small, Small Pond, Denise Flemming<br />
Lilly’s Purple Plastic Purse, Kevin Henkes<br />
My Pony, Susan Jeffers<br />
People who live in glass houses shouldn’t throw stones.<br />
5) ASSONANCE- repetition of vowel sounds<br />
On Saturday, I wake to kitchen sounds.
6) BANDWAGON APPEAL- a don’t-be-the-last-one appeal<br />
p. 52<br />
All but two schools have decided to require uniforms.<br />
7) CALL TO ACTION- ask reader to do something<br />
Consider my request and enforce the school uniform policy.<br />
8) CONNOTATION- secondary meaning that delivers the right feeling<br />
The word “home” could mean “a place of warmth, comfort, and affection”.<br />
9) DAZZLING COLOR WORDS- painting word pictures in your mind’s eye<br />
fire engine red deep sea blue marigold<br />
jet black metallic pink pale yellow<br />
Color Me a Rhyme, Jane Yollen<br />
All the Colors of the Earth, Seila Hamanaka<br />
Hailstones and Halibut Bones, Mary O’Neill<br />
10) DEFINITION- gives the meaning of the word or phrase<br />
I’ll give you the 411 (information) about Hannah’s party.<br />
Miss Alaineus, Debra Frasier<br />
Wow, I never thought a pair of stilettos (high heels) would cost $150!<br />
11) DENOTATION- explicit direct meaning<br />
“Poodle” is a denotation for a certain breed of dog.<br />
Revised Edition, 2008
12) DIALOGUE- conversation<br />
“Let’s go to the Outback for dinner,” said Mom.<br />
Dad hollered, “It’s time for dinner everyone!”<br />
The Web Files, Margie Palatini<br />
The Pigeon Has Feelings, Too! Mo Williams<br />
Wayside School is Falling Down, Louis Sachar<br />
p. 53<br />
13) EFFECTIVE CONCLUSION- leave the reader with a smile or a tear<br />
brag question quote<br />
mystery shocker summary<br />
humor definition problem<br />
statement compare/contrast statistics<br />
Now you can see why my dad is the greatest policeman in town. (statement)<br />
I bet you wish you had a dad like mine! (brag)<br />
To me the definition of friendship is my best buddy Sarah! (definition)<br />
I wonder what will happen at next year’s end of the year party? (mystery)<br />
Don’t you want to start your own lemonade stand now? (question)<br />
Charlie and the Great Glass Elevator, Roald Dahl<br />
Hatchet, Gary Paulson<br />
Charlotte’s Web, E.B. White<br />
14) ELLIPSIS (singular) ELLIPSES (plural)- a series of three dots. A long dramatic pause;<br />
unfinished thought; end of sentence, trailing off into silence.<br />
I was staring into the eyes of a…6-foot long…rattle snake!<br />
Suddenly I realized I was alone…<br />
Leo the Lightning Bug, Eric Drachman<br />
Night Noises, Mem Fox<br />
Dog Breath, Dav Pilkey<br />
15) EMOTION WORDS- describe feelings/moods<br />
embarrassed depressed silly<br />
How are you Peeling? Saxton Freeman<br />
What are you so Grumpy About? Tom Lichtenheld<br />
When you are Happy, Eileen Spinelli<br />
Revised Edition, 2008
16) ENGAGING PHRASES- Talk directly to your reader<br />
You’d do the same thing if you were me.<br />
Do you see my point?<br />
Judy and the Volcano, Wayne Harris<br />
p. 54<br />
17) FLASHBACK- the writer takes the reader back in time to let the<br />
reader know something that happened in the past<br />
When I tripped on the branch, my arm ached. It was just a<br />
year ago since I had broken it.<br />
Voices in the Park, Anthony Browne<br />
The Secret Shortcut, Mark Teague<br />
18) FORESHADOWING- gives the reader a clue that something very important<br />
will happen later in the story.<br />
The True Confessions of Charlotte Doyle, Avi<br />
The Half-a-Moon Inn, Paul Fleischman<br />
As Margaret dashed through the busy streets, her ticket to the play slipped out of her pocket.<br />
*This will be important later when she arrives at the theater and realizes her ticket is missing.<br />
19) GENERAL TO SPECIFIC-<br />
All teachers are nice, but Mrs. Friendly is the best.<br />
Fancy Nancy, Jane O’Connor<br />
Bonjour Butterfly, Jane O’Connor<br />
All dogs are entertaining, but English bulldogs crack me up!<br />
20) GLITTERING GENERALITIES – loaded word is so positive it “glitters”<br />
“School uniforms – they’re all-American.”<br />
Revised Edition, 2008
21) HOOK- hook your reader with an interesting beginning<br />
Question<br />
Have you ever been fishing in the Indian River and felt something tug your line?<br />
Setting<br />
Late one Saturday afternoon as the sun set in Cocoa Beach, Florida…<br />
Mystery<br />
I thought it was going to be a normal day at school, boy was I wrong.<br />
When I stepped into the classroom, I noticed a strange bag on my teacher’s desk…<br />
Describers<br />
Sand…shells…waves…<br />
Onomatopoeia<br />
Pop-pop-pop! My stomach growled as each kernel of corn erupted into a fluffy, white, piece of popcorn.<br />
Dialogue<br />
“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!<br />
Riddle<br />
What do clowns, trapeze artists, a lion tamer, and a ringleader have in common? If you guessed a circus, you’re right!<br />
Alliteration<br />
The wild and wooly walrus waited and wondered when we would walk <strong>by</strong>. Sore Losers, Avi<br />
Hyperbole<br />
In my short lifetime, I’ve probably had a bazillion bad haircuts!<br />
I Am Regina, Sally Keehn<br />
Shock<br />
My Life in Dog’s Years, Gary Paulson<br />
If you don’t brush your teeth, they’ll all fall out! (nonfiction)<br />
My heart did a back flip as I watched my toy poodle cross the highway! (fiction)<br />
Compare/Contrast<br />
You would think that identical twins would be alike in every way, but not on this fateful afternoon.<br />
Persuasive<br />
Same as expository but each paragraph builds in importance. For example, “For one thing In addition Most importantly”.<br />
p. 55<br />
22) HYPERBOLE- over exaggeration<br />
Everything in that store is a MILLION dollars!<br />
For dinner, I ate a TON of French fries.<br />
The Secret Knowledge of Grownups, David Wisneiwski<br />
Judy and the Volcano, Wayne Harris<br />
It Figures, Marvin Terban<br />
Revised Edition, 2008
23) IDIOM- using a word or phrase that is different from its usual<br />
meaning<br />
We don’t see eye to eye.<br />
Let’s hit the road!<br />
24) “LITERARY PAUSE” IN NARRATIVE WRITING – often used when writing a narrative<br />
to “pause and insert description of a character, setting, or action.<br />
Sally crept silently into the dark woods. The trees stood like silent<br />
soldiers against the starlit sky. These enormous evergreens created<br />
a dense, fragrant forest. Peeking from behind the tallest branches, the<br />
moon illuminated her path. With only the sound of her footfalls crunching<br />
the twigs underneath, she cautiously ambled forward.<br />
Amelia Bedelia Books<br />
Parts, Tedd Arnold<br />
Chocolate Moose for Dinner, Fred Qwynne<br />
Kira-Kira, Cynthia Kadohata<br />
Gooney Bird Greene, Lois Lowry<br />
p. 56<br />
25) LOADED WORDS – heavy emotional associations or connotations<br />
Rebecca cuts coupons every week.<br />
Negative connotation – Rebecca is frugal, calculating, and careful.<br />
Positive connotation – Rebecca is economical, thrifty, and careful.<br />
26) MATURE WORDS<br />
colossal dilemma posh enormous<br />
The Night I Followed the Dog, Nina Laden<br />
Fancy Nancy, Jane O’Connor<br />
h ’ l<br />
27) METAPHORS- compare two things WITHOUT like or as<br />
Her hair was silk.<br />
He’s a king.<br />
Under the Quilt of Night, Deborah Hopkins<br />
The Ocean is…, Kathleen Knanking<br />
The Hero and the Crown, Robin McKinley<br />
Revised Edition, 2008
28) NIFTY NAMES- adds pizzazz to your paper<br />
p. 57<br />
Mr. Bigbucks (banker)<br />
Dr. Petlover (veterinarian)<br />
How I Became a Pirate, Melinda Long<br />
Skippy Jon Jones, Judy Schachner<br />
29) ONOMATOPOEIA- sound effects<br />
achoo knock, knock ring<br />
bash grrrrrrrrrr meow<br />
Night Noises, Mem Fox<br />
Achoo! Bang! Crash! The Noisy Alphabet, Ross MacDonald<br />
Alphabeep, Deborah Pearson<br />
30) PERSONAL ANECDOTES (MINI-STORY) IN EXPOSITORY WRITING – following a topic sentence, add a<br />
brief example or story that supports the topic, introduced with a transitional phrase<br />
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<br />
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<br />
learned this trick we had gathered a small group of admirers. Max was entertaining the crowds and I was a proud owner.<br />
31) PERSONIFICATION- figure of speech in which inanimate objects are given<br />
human qualities or described in human form.<br />
The wind whispered to them as they ran through the woods.<br />
Wolf! Becky Bloom<br />
A Wrinkle in Time, Madeline L’Engle<br />
The Lion, the Witch, and the Wardrobe, C.S.Lewis<br />
The heat ripped the breath from her lungs.<br />
Revised Edition, 2008
32) SENSORY WORDS- see, hear, taste, smell, touch<br />
sparkles (see)<br />
crunching (hear)<br />
bitter (taste)<br />
moldy (smell)<br />
rough (touch)<br />
33) SENTENCE VARIATION- sentences should vary in lengths and have different<br />
beginnings<br />
Instead of:<br />
I went to the door.<br />
Try This:<br />
Cautiously, I crept toward the rickety oak door.<br />
My Pony, Susan Jeffers<br />
My Five Senses, Aliki<br />
The Magic School Bus Explores the Senses, Joanna Cole<br />
Dumpy La Rue, Betsy Lewin<br />
Nasty Stinky Sneakers, Eve Bunting<br />
p. 58<br />
34) SIMILES - Comparing two things using like or as<br />
He was as nervous as a marshmallow at a bonfire.<br />
His heart was beating like a bass drum.<br />
Quick as a Cricket, Audrey Wood<br />
Under the Quilt of Night, Deborah Hopkins<br />
Owl Moon, Jane Yollen<br />
35) SPECIFICITY- proper nouns instead of common nouns<br />
common<br />
mall<br />
theater<br />
shoes<br />
proper<br />
Mall of America<br />
Roxy 10 Cinema<br />
Adidas, Nike<br />
When Lightning Comes in a Jar, Patricia Polacco<br />
Three Cheers for Catherine the Great, Cari Best<br />
A Bad Case of Stripes, David Shannon<br />
store<br />
Ron Jon’s Surf Shop<br />
Revised Edition, p. 59 2008
36) TITLE- although not necessary, titles can help the writer stay focused<br />
and entice the reader<br />
The Important Book, Margaret Wise Brown<br />
A Day I’ll Never Forget<br />
School is No Place For Cats!<br />
I Stink! Kate and Jim McMullan<br />
37) TRANSITIONAL PHRASES- move reader from one thought or event to another<br />
Descriptive<br />
In the blink of an eye… With a hop, skip, and a jump…<br />
The Night I Followed the Dog, Nina Laden<br />
Time<br />
Skippy Jon Jones, Judy Schachner<br />
A few minutes later…The next day…After that…<br />
Place<br />
The Mud Pony, Caron Lee Cohen<br />
On my grandfather’s doorstep…At that very spot…<br />
Contrasting Ideas<br />
However…Despite…In that case…<br />
Supporting Ideas<br />
According to… What’s even more important…<br />
To Signal a Mini-Story<br />
One time…For example…For instance… To illustrate my point…That reminds me of a time…<br />
38) VIVID VERBS- replace weak verbs with a strong one<br />
Weak- My brother Sam hurt me.<br />
Strong- My brother Sam pinched my arm<br />
In the Small, Small Pond, Denise Flemming<br />
Come On, Rain! Karen Hesse<br />
Kites Sail High, Ruth Heller<br />
Revised Edition, 2008
K-12 Standards Continuum p. 60