OCPS Curriculum, Instruction, Assessment Alignment
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1 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Language Arts : 2 Strand 4: Writing Applications Standard 1: The student develops and demonstrates creative writing. Creative Writing Benchmarks LA : The student will write narratives based on real or imagined events that include a main idea, characters, a sequence of events and descriptive details. LA : The student will compose simple stories, poems, riddles, rhymes, or song lyrics. TASK ANALYSIS observes the teacher creating a logically sequenced narrative with a main idea based on real or imagined events and/or characters containing descriptive details (e.g., sensory words, 5W s, specific nouns, strong verbs, vivid adjectives), and using the writing process (prewriting, drafting, revising, editing, and/or participates in a shared writing activity in order to produce a logically sequenced narrative with a main idea based on real or imagined events and/or characters containing descriptive details (e.g., sensory words, 5W s, specific nouns, strong verbs, vivid adjectives), and using the writing process (prewriting, drafting, revising, editing, and/or produces a logically sequenced narrative with a main idea based on real or imagined events and/or characters containing descriptive details (e.g., sensory words, 5W s, specific nouns, strong verbs, vivid adjectives), and using the writing process (prewriting, drafting, revising, editing, and/or listens to and reads various simple stories, poems, rhymes, and song lyrics. observes the teacher model how to write a simple story, poem, riddle, rhyme and/or song lyrics, and using the writing process (prewriting, drafting, revising, editing, and/or participates in a shared writing activity of a simple story, poem, rhyme, riddle and/or song lyrics, and using the writing process (prewriting, drafting, revising, editing, and/or writes a simple story, poem, rhyme, riddle and/or song lyrics, and using the writing process (prewriting, drafting, revising, editing, and/or Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - create pictures with dictated words and phrases that tell a story about familiar persons, objects, or actions; and - contribute to group recitation of poetry, rhymes, songs, or chants. Independent: The student will: - create picture stories with dictated sentences about a main character; and - complete lines in poetry following patterns for rhythm and rhyme. Participatory: The student will: - communicate recognition of familiar persons and objects; and - respond to rhythm and rhyme in familiar poems, rhymes, or songs. Page 1 of 6
2 Beginning: The student will: - create a story by drawing characters and events with accompanying text; - illustrate a story, song or poem. English Language Proficiency Standards Intermediate: The student will: - create a story by drawing characters and events with accompanying text; and - illustrate or compose a story, song, or poem. Advanced: The student will: - create a narrative by writing or drawing characters and events in sequential order, including the main idea; and - illustrate or compose a story, song, or poem. Page 2 of 6
3 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Language Arts : 2 Strand 4: Writing Applications Standard 2: The student develops and demonstrates technical writing that provides information related to real-world tasks. Informative Writing Benchmarks LA : The student will write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables). LA : The student will record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic. LA : The student will write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information. LA : The student will write communications, including friendly letters and thank-you notes. LA : The student will write simple directions to familiar locations using left and right and create a map that matches the directions. TASK ANALYSIS observes the teacher modeling various forms of informational/expository writing (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables) using the writing process (prewriting, drafting, revising, editing, and participates in a shared activity involving various forms of informational/expository writing (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables) using the writing process (prewriting, drafting, revising, editing, and produces various forms of informational/expository writing (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables) using the writing process (prewriting, drafting, revising, editing, and observes as the teacher models how to record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic using the writing process (prewriting, drafting, revising, editing, and records information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic using the writing process (prewriting, drafting, revising, editing, and observes teacher modeling how to write informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information using the writing process (prewriting, drafting, revising, editing, and Page 3 of 6
4 TASK ANALYSIS participates in shared writing of informational/expository paragraphs that contain a topic sentence, supporting details, and relevant information using the writing process (prewriting, drafting, revising, editing, and writes an informational/expository paragraphs that contains a topic sentence, supporting details, and relevant information using the writing process (prewriting, drafting, revising, editing, and observes while teacher models writing communications including friendly letters, thank-you notes, cards, messages, using the writing process (prewriting, drafting, revising, editing, and participates in shared writing of communications including friendly letters, thank-you notes, cards, messages, using the writing process (prewriting, drafting, revising, editing, and writes communications including friendly letters, thank-you notes, cards, messages, using the writing process (prewriting, drafting, revising, editing, and receives direct instruction identifying elements of a map (symbols, pictorial representations, labels, title). participates in teacher-led discussion map reading (spacial relationships such as bird s eye view, and other map-related vocabulary). observes teacher model how to write simple directions to familiar locations using left and right, using the writing process (prewriting, drafting, revising, editing, and participates in shared group activity to write simple directions to familiar locations using left and right, using the writing process (prewriting, drafting, revising, editing, and writes simple directions to familiar locations using left and right, using the writing process (prewriting, drafting, revising, editing, and observes teacher model how to draw a map of a familiar location. participates in shared group activity to draw a map of a familiar location. draws a map of a familiar location and writes simple directions using left and right to that location, using the writing process (prewriting, drafting, revising, editing, and Access Points for Students with Significant Cognitive Disabilities Supported: The student will: - contribute to group recording of expository information by creating pictures and dictating labels or list; - contribute to group writing of messages and thank-you notes; and - produce functional text (e.g., one-step directions, instructions for daily activities) by creating pictures and dictating words and phrases. Independent: The student will: - produce expository texts (e.g., labels, lists, journals) by creating pictures with dictated information; - write a name or title for a picture with expository information; - produce thank-you notes and friendly messages using picture stories with dictated sentences; and - produce functional text (e.g., classroom directions, rules) by Participatory: The student will: - express wants and needs; - communicate recognition of familiar persons, objects, or actions in daily activities; and - communicate information about familiar persons, objects, or actions using nonverbal expression, gestures/signs, pictures, symbols, or words. Page 4 of 6
5 Access Points for Students with Significant Cognitive Disabilities creating instructions with pictures and dictated sentences. Beginning: The student will: - write a short letter, with teacher as scribe, to someone (parents, friend) on a topic; - follow one-step directions on a basic map; - take teacher guided notes on a topic; and - write or illustrate a topic sentence with one or two supporting details. English Language Proficiency Standards Intermediate: The student will: - write a letter to someone on a topic provided by the teacher; - find places on a map based on given directions; - take notes from a book or reading passage; and - write a topic sentence with supporting details. Advanced: The student will: - write a detailed letter or other correspondence to someone; - create a map that matches given directions; - take notes from a book, reading passage, or lecture; and - write a topic sentence and several supporting details. Page 5 of 6
6 OCPS Curriculum, Instruction, Assessment Alignment Subject Area: Language Arts : 2 Strand 4: Writing Applications Standard 3: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. Persuasive Writing Benchmarks LA : The student will draw a picture and use simple text to explain why this item (food, pet, person) is important to them. TASK ANALYSIS observes teacher drawing a picture and using simple text to explain why an item (food, pet, person) is important. participates in a group discussion using a teacher-made drawing of an item (food, pet, person) and simple text to show why it is important. draws a picture of an item (food, pet, person) and uses simple text to explain why it is important. Access Points for Students with Significant Cognitive Disabilities Supported: The student will choose a favorite item (e.g., food, pet, toy, person) and dictate a label for the item. Independent: The student will create a picture of a favorite item (e.g., food, pet, person) and use dictated words and phrases to explain why this item is important. Beginning: The student will draw and label a favorite pet, food, or person. English Language Proficiency Standards Intermediate: The student will: - draw and label a favorite pet, food, or person; and - include some identifying text that explains why it is the favorite. Participatory: The student will communicate preference for familiar persons, objects, or actions in daily activities. Advanced: The student will: - draw and label a favorite pet, food, or person; and - include descriptive text that identifies the favorite object and why it is the favorite. Page 6 of 6
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