Competencies Standards

Transcription

1 Students will demonstrate competency in writing at a 1 st grade level using appropriate traits of writing: Basic Capitalization (Identify) beginning of sentence proper nouns (including streets, cities, states and countries) salutations/ closings Capitalization Use proper nouns (including names, days and months) titles (of books) End Punctuation Period, exclamation point, question mark editing given passages B Introduce = first year of instruction Practice = instruction provided earlier; practice prior to mastery Mastery = students exhibit skill independently and ondemand; expect prior instruction and practice Reinforce = practice of skills expected to be mastered at an earlier grade B Mastery Introduce with streets, cities, states, United States Introduce B Mastery of people s names; Introduce days and months Introduce with own titles and books B Mastery of period with individual sentences; Introduce exclamation point and question mark Mastery of period with individual sentences; Introduce exclamation point and question mark All Conventions and Writing may be taught with Interactive Writing (see Interactive Writing, Dominie Press), Daily Language Lessons, Shared Reading, Modeled Writing, etc. on demand writing Introduce June 2003 Page 1 of 8 Douglas County School District

2 abbreviated titles Intro Mr., Mrs. etc. Comma Usage B1-4 words in a series (before and is optional) dates Introduce salutations/ closing Introduce city and state Quotation Marks in simple dialogue, referring to sources Apostrophes to form simple contractions (using am, is, are, not) and to show singular possessive Spelling 30 most frequently used words with no errors in any writing for any subject Spelling At level on word study continuum Use correct spelling of CVC words B1-5 3 rd grade B Introduce the role of the apostrophe in singular possessives; introduce identifying contractions B Mastery of 30 most frequently used words B Mastery at 1 st grade level on word study continuum (levels 1-5) Rebecca Sitton Sourcebook 2 and Daily Review 2 Word Walls DCSD Word study continuum and spelling binders Signs for Sounds Words Their Way (recommend 2000 copyright) Words Their Way CD (or activity packets) (The Word Family Activity Book, Grades K-2, Mary Rosenberg, Scholastic) (Phonics through Poetry and More Phonics through Poetry, Babs Bell Hajdusiewicz) (A Good Year Book, Pearson Learning) (Word Family Stationary, grades K-2, Marilyn Myers Burch, Scholastic) June 2003 Page 2 of 8 Douglas County School District

3 Parts of speech (identify) nouns verbs adjectives Subject / Verb Agreement identify the subject in simple sentences (present or past tense) to determine if the action verb agrees with the subject Subject / Verb Agreement in own writing, use complete simple sentences with subject-verb agreement Sentence Fluency complete thoughts connected thoughts B1-9 B1-10 B1-11 Introduce concept of subject/ verb agreement (Does this sentence sound right?) B Mastery of a simple sentence containing a complete thought Journals (Writing Traits with Picture Books, Judy Arter) ( Take Your Pick: One Hundred Journal Topics Keep the Rest of the Class Reading and Writing While You Teach Small Groups, Scholastic) (Quick and Fun Writing Activities Just for Young Learners Grades 1-3, Martin Lee and Marcia Miller, Scholastic) June 2003 Page 3 of 8 Douglas County School District

4 Idea Development brainstorm ideas for writing main idea by focusing most sentences on that single topic Organization = write at least one paragraph with organization including but not limited to: beginning, middle and end sequence B Introduce story ideas by brainstorming in whole group Introduce by writing several sentences on a single topic B Introduce concept of beginning, middle, and end Introduce concept of story sequence Journals Writing Traits with Picture Books, Judy Arter (Quick and Fun Writing Activities Just for Young Learners Grades 1-3, Martin Lee and Marcia Miller, Scholastic) Journals Writing Traits with Picture Books, Judy Arter (Quick and Fun Writing Activities Just for Young Learners Grades 1-3, Martin Lee and Marcia Miller, Scholastic) June 2003 Page 4 of 8 Douglas County School District

5 Word choice use a variety of interesting, precise or exciting words in writing Voice = express at least one of the following: personality personal involvement awareness of reader or audience style in the following types of writing: Summaries demonstrate in writing the ability to retell the main sequence of events from a piece of fictional writing, an event or experience Personal Letter date greeting/ salutation body closing and signature B Introduce use of variety of words (nouns, verbs and pronouns) by referring to word banks and environmental print B Introduce idea of audience in whole group (Interactive Writing) Introduce reading and sharing writing with others B Introduce retelling a story orally in sequence B Introduce Introduce Introduce Introduce Journals Writing Traits with Picture Books, Judy Arter (Quick and Fun Writing Activities Just for Young Learners Grades 1-3, Martin Lee and Marcia Miller, Scholastic) (Word Walls) (Interactive Writing) Rubrics for Elementary Assessment, Nancy Osborne, 1998 (letter forms) Literature about letters (ex: Dear Mr. Blueberry, The Jolly Postman, etc.) June 2003 Page 5 of 8 Douglas County School District

6 See B11 B9-1 Critiques B10-1 express written opinions with supporting statements a variety of age appropriate topics Introduce concept of opinion and expressing an opinion with reason (ex: I like Factual summaries and reports demonstrate in writing the ability to retell at least three facts from a piece of non-fiction writing, event, or experience Use a source to write a simple, informative paper with teacher assistance Technical writing three and four step directions for a simple task Legible, on-demand writing with resources available in specified time frame clear, readable product in response to prompt, question or task description Narrative writing, with graphic organizers or story maps available character(s) setting problem or conflict solution three-sequenced events Read to detect errors in own and others writing Spelling B B B B C1-1 because.) Introduce concept of fact and retelling a fact from non-fiction and write whole group (Interactive Writing) Introduce whole group (Interactive Writing) (StAR folder) On-Demand Classroom Assessment Checklist Introduce concepts of character, setting and problem in their reading Write simple stories Introduce with whole group editing (Interactive Writing and DOL/DLR) grammar usage See B1 June 2003 Page 6 of 8 Douglas County School District 2 nd 2 nd

7 Utilize a variety of strategies proofreading technological applications/ aids using dictionaries, thesauruses, grammar resources to correct errors in spelling vocabulary grammar usage Handwriting Print legibly using left-to-right, top-to-bottom directionality and correct spacing between letters and words C Introduce editing strategies by asking, Does this make sense? Introduce how to use resources such as Word Wall words, environmental print, and picture dictionaries/ Quick Words Introduce with editing for spelling of own High Frequency Words and Word Wall words 3 rd grade Introduce editing for period and capital letter in a given single sentence (DOL/ DLR or dictation) Introduce editing for complete thought in whole group (Handbook for Beginning Writers, Curriculum Associates) (Teacher Reading and Writing with Word Walls, Janiel Wagsstaff, Scholastic; The Scholastic Big Book of Word Walls, Mary Beth Spann, Scholastic; and Ellen s word wall books) (Addison-Wesley Picture Dictionary, ISBN ) Mastery D Neillian Handwriting June 2003 Page 7 of 8 Douglas County School District

8 Listening and Speaking Identify purposes for listening (i.e. obtain information, enjoyment) Follow simple oral directions to complete a task Speak clearly, respond to presentations, recount experiences, retell stories, present own ideas, and use varied vocabulary to communicate Give clear directions to complete a task, ask and answer questions, and share ideas in groups D1# D1# D1#1 D1# , , D1#1 D1# Practice Practice Practice Practice June 2003 Page 8 of 8 Douglas County School District