by Piece - Brevard Public Schools

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p. 1 Overview The Brevard County scope and sequence writing plan, Piece by Piece, offers professionals an overview of the writing tenets endorsed by the district. Six Traits, Writing Application, and Writing Process combine essential components to assure student success. Each component must be implemented in this instructional process, giving students a complete picture of proficient writing procedure. This grade-level pacing guide directs instruction for maximum support, resulting in student writing mastery. The publication, Developing the Craft, 2 nd Edition, provides enrichment lessons and serves as a companion guide. Developing Ideas and Extreme Makeover: Convention and Writing Skills Edition are also referenced in this publication as elementary writing resources. All district created publications for writing instruction may be found in the “Teacher Portal” on the Brevard County School web site under the “Handbooks and Documents” heading. Acknowledgements Many thanks to the teachers of the district writing cadres that dedicated countless hours to give their peers a developmentally-appropriate writing guide that reflects the reading series, Macmillan/McGraw-Hill, and the new Sunshine State Standards. Primary Writing Cadre Members: Norma Alberty, Terry Bozza, Deb Connaughton, Alison Fletcher, Jane Mosher, Christine Ward, and Julie Wilkinson Intermediate Writing Cadre Members: JoAnn Edson, Julie Fletcher, Barbara Glinski, Deb Haer, Patti Henning, Barbara Lane, and Lainey Newell Publication Designer: Christine Ward Coordinator: Theresa Phelps, Brevard County Elementary Writing Resource Teacher
Six Traits of Writing Defined FCAT Writing Defined p. 2 IDEAS: • the heart of the message • original, the writers own • strong ideas = clear message • the content of the piece • rich and developed • unusual, extraordinary, and unpredictable • interesting, informative details • layered, extended ORGANIZATION: • internal structure • events proceed logically • connections are strong • strong organization = reader’s anticipation of purpose fulfillment • the pattern fits the central idea • information is given in right doses • satisfying closure leaves reader thinking VOICE: • heart and soul of writing • writer coming through the words • writer is personally engaged with the topic • like the writer’s fingerprints-specific to one person • the magic, wit, feeling, life, and breath WORD CHOICE: • moves reader to envision • uses every day words well • clarifies and expands ideas • rich, colorful precise language • moves and enlightens the reader • vocabulary not used just to impress SENTENCE FLUENCY: • sentence variety • sound of word patterns • writing plays to the ear • sounds good when read aloud • rhythm and flow of the language • crafted for ease of reading experience • free of awkward word patterns • has cadence, power, rhythm, and movement CONVENTIONS: • ready for publication • mechanical correctness • spelling, grammar, usage • punctuation and capitalization • proofread and edited with care The FCAT Writing + assessment is scored by a holistic method. Trained scorers consider four elements then arrive at a score by considering the whole work. FOCUS refers to how clearly the paper presents and maintains a main idea, theme, or unifying point. • Papers receiving high scores demonstrate a consistent awareness of the topic and avoid loosely related or extraneous information. • Papers receiving low scores may contain information that is loosely related, extraneous, or both. ORGANIZATION refers to the structure or plan of development (beginning, middle, and end) and the relationship of one point to another. Organization refers to the use of transitional devices to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point, and the connections between and among them. • Papers receiving high scores contain an effective organizational plan. • Papers receiving low scores may lack or misuse an organizational plan or transitional devices. SUPPORT refers to the quality of details used to explain, clarify, or define. The quality of support depends on word choice, specificity, depth, relevance, and thoroughness. • Papers receiving high scores generally provide elaborated examples and fully developed illustrations. The relationship between the supporting ideas and the topic is clear. • Papers receiving low scores may contain support that is a bare list of events or reasons, support that is not extended by detail, or both. CONVENTIONS refer to the punctuation, capitalization, spelling, usage, and sentence structure. These conventions are basic writing skills included in Florida’s Sunshine State Standards. • Papers receiving high scores generally follow the basic conventions of punctuation, capitalization, and spelling, using a variety of sentence structures to present ideas. • Papers receiving low scores often contain errors in punctuation, capitalization, spelling, and sentence structure. They may have little variation in sentence structure. How FCAT and Six Traits Overlap FCAT FOCUS ORGANIZATION SUPPORT CONVENTIONS Six Traits Stimulating IDEAS Logical ORGANIZATION Stimulating IDEAS Personal VOICE Original WORD CHOICE Smooth-reading sentences SENTENCE FLUENCY Correct, accurate copy CONVENTIONS Revised Edition, 2008
Page 1: Piece by Piece Brevard Writing Plan
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 and 14: April thru May Third Grade Focus: C
Page 15 and 16: Third Grade FCAT Writing Rubric p.
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
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Sixth Grade FCAT Writing Rubric p.
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Revised Edition, 2008
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6) BANDWAGON APPEAL- a don’t-be-t
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16) ENGAGING PHRASES- Talk directly
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23) IDIOM- using a word or phrase t
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32) SENSORY WORDS- see, hear, taste
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K-12 Standards Continuum p. 60
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