Brockton Public Schools. Writing Curriculum. Pre-Kindergarten-Grade Eight. Revised 8.07

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1 Brockton Public Schools Writing Curriculum Pre-Kindergarten-Grade Eight Revised

2 Five Types of Writing TYPE 1 TYPE 2 TYPE 3 TYPE 4 TYPE 5 Pre-writing activity To increase writing fluency Written brainstorm Timed quick-write Collins format; skipped lines Graphic organizer Brief written assessment To assess students understanding of the topic Collins format; skipped lines Quiz Open-ended response Teacher evaluates written response for correct content First draft of a composition To express one s thoughts in a more formal piece of writing Collins format; skipped lines, 1 left-hand margin Clearly written FCAs (3 maximum) with assigned point values Identifying number at the top of the paper for folder entry Stamped: Work in Progress Read aloud by student author Teacher grades piece based on FCAs Teacher edits (no more than 8-10 edits per piece) in the left-hand margin Teacher comments on writing piece Student reviews graded paper and makes corrections Student enters the piece in the writing folder, including a reflection in the Learnings column Second draft, a Type 3 revisited To refine a previously written piece To provide opportunity for revision strategy, peer editing or peer reading Collins format; skipped lines, 1 left-hand margin, new piece of paper Clearly written FCAs Stamped: Work in Progress New number at top of paper Student rewrites the piece Teacher grades piece and provides student with positive feedback Finished product To allow students to improve their writing through multiple revisions To produce student written work that can stand alone without explanation Publishable copy Writing piece is as perfect as developmentally possible Student/teacher conference 1

3 Required Writing Assignments Grades One - Four ELA Grades One & Two Framework Connection 2 Descriptive Personal Narrative 19.5 (1 friendly letter/thank you note) 2 Math Science Social Science Response to Literature Response to Poetry (1 Collaborative poem) 19.6 Grade Three 12 Type 3 1 Type 4 ELA Framework Connection 21.2, Descriptive 19.9, Personal Narrative 19.9, Math Science Social Science Response to Literature Expository (Compare & Contrast) 1 Response to Poetry 19.11, 19.12, Grade Four 14 Type 3 3 Type 4 ELA Framework Connection 21.2, Type 5 2 Descriptive 19.9, Personal Narrative 19.9, Expository (1 Compare & Contrast) (1 Choice) 2 Math Science Social Science Response to Literature Response to Poetry , 19.12, Note: Type 4 & Type 5 products develop from Type 3 writing assignments 2

4 Required Writing Assignments Grades Five & Six Grade Five 14 Type 3 4 Type 4 2 Type 5 1 Descriptive 23.6, Personal Narrative 19.14, Expository (1 Business Letter) (1 Research Report) ELA Framework Connection 21.4, , 19.17, 23.7, , 23.7, 24.3, Math 19.17, 23.7, Science 19.16, 19.17, 23.7, 23.8, Social Science Response to Literature 19.16, 23.7, 23.8, Response to Poetry 19.15, 21.5, 22.7, 25.3 Grade Six 14 Type 3 4 Type 4 ELA Framework Connection 21.4, Type 5 1 Descriptive 19.14, 23.6, Personal Narrative 19.14, 19.17, 21.4, 21.5, 22.7, Expository (1 Persuasive) 23.8 (1 Business Letter) (1 Research Report) 19.16, 23.7, 24.3, Math 19.16, 19.17, 22.7, 23.7, Science 19.16, 19.17, 20.3, 22.7, Social Science 19.16, 19.17, 20.3, 22.7, 23.7, 23.8, Response to Literature 20.3, 21.5, 22.7, 23.6, Response to Poetry 19.15, 21.5, 22.7, 25.3 Note: Type 4 & Type 5 products develop from Type 3 writing assignments 3

5 Required Writing Assignments Grades Seven & Eight ENGLISH (7) 11 TYPE 3 6 TYPE 4 2 TYPE 5 ENGLISH (8) 12 TYPE 3 6 TYPE 4 2 TYPE 5 1 Persuasive 3 Persuasive 1 Narrative 1 Narrative 2 Descriptive/Sensory (Poetry) 2 Descriptive 1 Compare/Contrast 2 Compare/Contrast (Expository) 2 ELA Open-response 2 ELA Open-response (Expository) 2 Response to Literature 2 Response to Literature 2 Expository Grade 7 students are required to do 11 pieces of writing of which 6 pieces are Type 4 and 2 pieces are Type 5. Grade 8 students are required to do 12 pieces of writing of which 6 pieces are Type 4 and 2 pieces are Type 5. READING 7 & 8 6 TYPE 3 2 TYPE 4 1 TYPE 5 CONTENT AREA 7 & 8 4 TYPE 3 2 TYPE 4 1 Narrative MATH 1 Descriptive1 Narrative 4 Open Response 1 Open-response 1 Response to Literature 2 Expository SCIENCE 1 Compare/Contrast FOREIGN LANGUAGE 3 Open-response 4 TYPE 3 2 Expository 2 Open-response SOCIAL SCIENCE 1 Expository 1 Compare/Contrast 2 Open-response 4

6 GRADE PRE-K-KINDERGARTEN Organization Content Speaks in complete sentences (for scribing) Left to right progression with return sweep Recalls and tells a story in sequence Identifies and writes about a topic Draws/prints to show events in order Uses pictures to illustrate and support writing Writes one or more sentences Style Labels illustrations Uses descriptive language Mechanics Prints first and last name (upper and lower case) Uses appropriate spacing between letters and between words Uses correct letter formation for upper/lower case letters Uses ending punctuation The writing process begins in pre-kindergarten as young children generate ideas and begin to understand written words. The areas listed below are the recommended first steps in the writing process: Early Childhood The introduction of the brainstorming process in group settings (verbally) The exposure of labeled objects in the classroom The accurate naming of objects The verbal identification of the child s first name Kindergarten The brainstorming process in group settings (verbally) The recognition and printing of the first name and last name The recognition of letters of the alphabet The understanding of letter and word spacing 5

7 GRADE ONE* Organization Content Correct letter and number formation Finger space between words Wrap-around sentences Logical Sequence: beginning, middle and end Accurate information/correct answer Two or more related thoughts on a topic expressed in complete sentences Subject matter specific vocabulary Style Vivid language (adjective/noun combinations) Varied sentence beginnings Mechanics Capitalization of I, names, first word in sentence End punctuation (.?! ) Must Haves First and last name *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. Writing begins in September with folder entries to begin no later than November. Collaborative projects can be recorded as entries. Legibility-developmentally appropriate manuscript writing. 6

8 GRADE TWO* Organization Proper word spacing Use of sequence words Complete story with beginning, middle and end Use of time and order words Paragraph form: 3-5 sentences on one topic Content Topic sentence plus two or more detail sentences Subject matter specific vocabulary Style Mechanics Vivid language (adjective/noun combinations) Varied sentence beginnings Complete sentences with expanded length Simple Subject/verb agreement Capitalization of proper nouns, days, months and holidays Correct punctuation usage: All end marks and apostrophes for possessives and contractions Must Haves Legibility-developmentally appropriate manuscript writing Appropriate grade level spelling, grammar and usage *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. Beginning in January, grade two students write FCAs on Type 3 papers, using left-hand 1 inch margins. 7

9 GRADE THREE* Organization Concluding sentence Compositions of two or more paragraphs Content Style Writing stays on topic Topic defined and explained (how and why) Topic sentence with three or four supporting details Subject matter specific vocabulary (Math, Science, Social Studies) Compare and contrast (two-four similarities and differences) Nouns, colorful adjectives, vivid verbs and adverbs Choice of transition words and phrases Varied sentence beginnings Varied sentence lengths/complete sentences Attention getting opening/strong conclusion Use of literary devices: Simile, alliteration Mechanics Punctuation-commas in a series Subject/verb agreement Must Haves Legibility Appropriate grade level spelling, grammar and usage *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. Grade three students will write FCAs on papers. 8

10 GRADE FOUR* Multi-paragraphs Organization Content Style Use logical order of ideas (beginning, middle, end, chronological order of importance) Topic sentences with supporting details and concluding sentences Writing stays on topic Subject matter specific vocabulary (Math, Science, Social Studies) A multi-paragraph piece with three comparisons and three contrasting elements Vivid use of language and literary devices Use of transitional words and phrases Varied sentence patterns: simple, compound, complex sentences Attention getting opening/strong conclusion Awareness of audience and purpose Mechanics Subject/verb agreement Punctuation/internal punctuation-commas, quotation marks Must Haves Legibility Appropriate grade level spelling, grammar and usage Complete sentences *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. 9

11 GRADE FIVE* Organization Content Style Introductory and concluding paragraphs that establish focus or clear purpose Main ideas and sufficient details Appropriate use of transition words (key words and phrases) Clear sequence of information Multi-paragraphs Active verbs (passive voice avoided) Subject matter specific vocabulary (Math, Science, Social Studies) Topic development through fact or personal opinions Word choice appropriate to purpose and audience Varied sentence beginnings Varied sentence length Figurative language-metaphor, simile Mechanics Subject/verb agreement Punctuation/internal punctuation-commas, quotation marks Must Haves Legibility Appropriate grade level spelling, grammar and usage Complete sentences *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. 10

12 GRADE SIX* Organization Content Style Introduction and conclusion paragraph Sequence of ideas/transition Clear focus of subject and supporting ideas Multi-paragraphs Thesis statement, supporting details Subject matter specific vocabulary (Math, Science, Social Studies) Topic development through fact and or personal opinion Varied sentence beginnings Varied sentence length and structure Vivid language Literary devices (similes, metaphors, idioms, analogies) Awareness of audience in a story voice Mechanics Correct use of adjectives, adverbs, pronouns Subject/verb agreement Must Haves Legibility Appropriate grade level spelling, grammar and usage Complete sentences *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. 11

13 GRADE SEVEN & EIGHT* Organization Content Style Mechanics Must Haves Clear paragraph structure Details that support the topic or purpose Use of transitions via words and phrases Well defined organizational structure of Introduction, body, conclusion Well defined thesis statement that provides focus and purpose Richness of detail Accurate information Appropriate use of content vocabulary Topic well developed Textual evidence of accessed prior knowledge Variety in sentence length Variety in sentence beginnings Word choice appropriate to purpose and audience Maintain consistent point of view Vivid descriptions to include adjectives, adverbs and verbs Use of the following figurative language devices: simile, metaphor, personification idioms, analogies, alliteration, assonance and onomatopoeia Use of the following elements: mood, theme, symbolism, tone Strong voice Complete sentences Use of standard written English Subject/verb agreement Consistent use of verb tense Correct use of punctuation to include: quotation marks, commas, interior punctuation and end marks Legibility Appropriate grade level spelling, grammar and usage Complete sentences Correct format *In addition, students are accountable for Mastery Focus Correction Areas from previous grade levels. 12

14 General Focus Correction Areas for All Types and Forms of Writing Mechanical FCAs: complete sentences; standard usage; correct capitalization; legible penmanship; final draft in appropriate format; correct use of quotation marks; correct use of end marks and interior punctuation Organizational FCAs: proper sequence of detail or information, transitions, introductory and concluding paragraphs establish focus and purpose Style FCAs: variety in sentence length and beginning, word choice appropriate to purpose and audience maintain consistent point of view Content FCAs: richness of detail, strong voice, correct information, accurate use of content vocabulary Focus Correction Areas for Narrative/Imaginative Focus Correction Areas for Writing: Expository/Practical/Informative Writing: Writing in which the main intent is to tell a story. Writing in which the main intent is to provide clear information, explain why something is the way it is. Some Forms: short story, biography, autobiography, myth, legend, folk tale, children s story, anecdote, sports story, newsletter, narrative poem Potential FCAs: a beginning that captures interest; chronological or other appropriate order; clarity about who, what, where, why, and how; relevance of events to plot or purpose Focus Correction Areas for Descriptive/Sensory/Expressive Writing: Writing in which the main intent is to create a dominant impression so that the reader has the same impression the writer had. Some Forms: prose descriptions of people (faces, bodies), objects, places: poems Potential FCAs: appropriate introductory sentence appeal to all relevant senses, spatial order, vivid language, avoidance of cliché words and expressions, relevance of detail, figurative language Some Forms: technical description of an object, explanation of a process (how to), how something works, recipe, definition, invitation, announcement, poster, rules, handbook, questionnaire, research paper Potential FCAs: step-by-step organization, relevance of all details, sufficient detail, terminology appropriate for audience, clear paragraph structure, transitions for clarity, topic sufficiently defined and limited Focus Correction Areas for Persuasive/Analytical Writing: Writing in which the main intent is to analyze, influence or persuade. Some Forms: letter to editor or principal or outside authority; review of restaurant, movie, book, TV show, song, or album; analysis of a literary work, comparison/contrast composition Potential FCAs: clear statement of purpose or belief; sufficient support for general statements; ideas developed in proportion to their importance; conclusion that reinforces, summarizes, or challenges; topic sufficiently defined and limited 13

15 Suggested FCAs for Math Correct use of at least math vocabulary words, spelled correctly. Accurate solution Steps presented in a logical sequence Use of appropriate transition words Accurate diagram Graph labeled correctly Table set up correctly Use of appropriate type of graph Measurements properly labeled Order of operations applied correctly Reasonable interpretation of graph, chart or table Suggested FCAs for Science Correct use of at least science vocabulary words, spelled correctly. Accurate analysis of information Lab report presented in correct sequence Use of appropriate transition words Accurate diagram Graph labeled correctly Appropriate type of graph Measurements properly labeled Scientific principle accurately explained Reasonable interpretation of graph, chart or table Use of at least supporting statement (s) Shows understanding of principle 14

16 Writing Program Editing and Revision Marks Symbols: make a capital letter / make a lower case letter add end points. add something (words or punctuation) 4sp. check spelling delete add a comma begin a paragraph check word wall 4w.w. 4w.c. check word choice? I don t understand this 4opening 4closing Positive Feedback: check beginning check ending d. excellent use of detail w. c. excellent use of word choice opening good beginning closing good ending Grade Four and above: v. t. verb tense frag. sentence fragment (incomplete sentence) r/o run-on sentence awk. section sounds awkward 15

17 Four Writing Domains 1. Imaginative/narrative -tells a story 2. Practical/informative -provides clear information 3. Sensory/descriptive-creates a dominant impression 4. Analytical/expository-analyzes, explains why, influences and/or persuades 16

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