by Piece - Brevard Public Schools

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p. 13 • Employ literary devices: all caps, alliteration, assonance, consonance, hyperbole, idiom, metaphor, moral, nifty names, onomatopoeia, personification, repetition, rhythm, sensory words, simile, specificity • Word wall • Vocabulary FLUENCY: • Varying sentence beginnings/types VOICE: • Point of view • Emotion CONVENTIONS: • Continue prior convention skills • Correct spelling (words with endings y to I, vc/cv, v/cv, vc/v patterns, final / , prefixes re-, un-, dis-, pre-, final / r/, suffixes –ful, -less, -ly, accented syllables) • Possessive pronouns • Articles • Sentence combining w/adjectives and adverbs • Pronoun-verb agreement • Abbreviations • Adjectives/Adverbs • Commas after introductory words, greeting & closing of letters • Convention Checklist April District Writing Assessment LA.3.3.3.3 LA.3.3.3.1 LA.3.1.6.1 LA.3.3.3.2 LA.3.3.3.1 LA.3.3.3.3 LA.3.3.4.1 LA.3.3.4.4 LA.3.3.4.5 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.3 Literary Devices/Writing Skills, see PbP Assonance M/MH Unit 6: 400-401 Idiom M/MH Unit 6: 310, 314 DI 22 Metaphor M/MH Unit 6: 378 Moral M/MH Unit 6: 380-381 Onomatopoeia M/MH Unit 5: 285F DC 68, 78, 79 Personification M/MH Unit 6: 338, 380, 381, 400, 401 Rhythm M/MH Unit 5: 282, 283, 400, 401 Sensory words M/MH Unit 5: 252 Simile M/MH Unit 5: 282, 283, 304 Word wall DC 18-21 Extreme Makeover Sentence structure DC 95-99 Point of view DC 86, DI 17 Emotion DC 28, 87 90 DI 3 MM/H Grammar Practice: Unit 5, lessons 3-5; Unit 6; Extreme Makeover Spelling DC 113 M/MH DC DI PbP Punctuation DC 107-111, 114 Checklist DC 115 Macmillan/McGraw-Hill Developing the Craft Developing Ideas Piece by Piece Revised Edition, 2008
Third Grade FCAT Writing Rubric p. 14 Score 1 2 3 4 5 6 Focus Focus refers to how clearly the paper presents the main idea. Minimally addresses the topic Slightly related to the topic Offers little relevant information Generally focused on the topic May include extraneous or loosely related material Generally focused on the topic May include extraneous or loosely related material Focused on the topic Focused on the topic Organization Organization refers to a clear sequential pattern. In a story, it would have a beginning, middle, and end with sequenced events. Does not exhibit organizational pattern Has few, if any transitions Shows little evidence of organizational pattern May have transitions May lack sense of wholeness Has an attempted organizational pattern Has some transitions Lapses may occur Has an organizational pattern Demonstrates a sense of completeness Has transitions Lapses may occur Has an organizational pattern Demonstrates a sense of completeness Has transitions Lapses may occur Has an organizational pattern with a logical progression of idea Demonstrates a sense of wholeness/ Completeness Has transitions Support Support refers to word choice used to create a more descriptive piece. It also refers to elaborating with details to “paint a picture” with words. Inadequately supported or illogical Limited or immature word choice Inadequately supported or illogical Limited or immature word choice Details without elaboration Grade level vocabulary May contain specifics and details, although development is uneven Grade level vocabulary Has adequately and evenly developed supporting ideas Mature word choice Has ample development of supporting ideas Reveals a mature command of language Communicates a precise choice of words Conventions Conventions refer to punctuation, capitalization, spelling, spacing and sentence structure. Frequent errors in sentence structure may impede communication Common words may be misspelled Simple sentence structure Little variation in sentence structure Frequent errors in basic capitalization and punctuation Common words may be misspelled Shows an attempt to use variety in sentence structure Shows knowledge of conventions, and usage is usually demonstrated. Has commonly used words spelled correctly Shows an attempt to use variety in sentence structure Has proper conventions, and spelling is generally correct Various sentence structures Proper conventions and spelling is generally correct Occasional errors do not impede communication Various sentence structures Complete sentences Shows subject/verb agreement and correct verb/noun forms Revised Edition, 2010
Page 1 and 2: Piece by Piece Brevard Writing Plan
Page 3 and 4: Six Traits of Writing Defined FCAT
Page 5 and 6: August thru September Third Grade F
Page 7 and 8: October thru November Third Grade F
Page 9 and 10: December thru January Third Grade F
Page 11 and 12: February thru March Third Grade Foc
Page 13: April thru May Third Grade Focus: C
Page 17 and 18: Revised Edition, 2008
Page 19 and 20: August thru September Fourth Grade
Page 21 and 22: October thru November Fourth Grade
Page 23 and 24: December thru January Fourth Grade
Page 25 and 26: February thru March Fourth Grade Fo
Page 27 and 28: April thru May Fourth Grade Focus:
Page 29 and 30: Fourth Grade FCAT Writing Rubric p.
Page 33 and 34: August thru October Fifth Grade Foc
Page 35 and 36: November thru December Fifth Grade
Page 37 and 38: January thru February Fifth Grade F
Page 39 and 40: March thru May Fifth Grade Focus: I
Page 41 and 42: Fifth Grade FCAT Writing Rubric p.
Page 45 and 46: August thru October Sixth Grade Foc
Page 47 and 48: November thru December Sixth Grade
Page 49 and 50: January thru February Sixth Grade I
Page 51 and 52: March thru May Sixth Grade Focus: C
Page 53 and 54: Sixth Grade FCAT Writing Rubric p.
Page 57 and 58: 6) BANDWAGON APPEAL- a don’t-be-t
Page 59 and 60: 16) ENGAGING PHRASES- Talk directly
Page 61 and 62: 23) IDIOM- using a word or phrase t
Page 63 and 64: 32) SENSORY WORDS- see, hear, taste
Page 65:
K-12 Standards Continuum p. 60
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by Piece - Brevard Public Schools

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