Elementary School Integrated Language Arts Outcomes

International School Bangkok

Elementary School Integrated Language Arts Outcomes

Grade 3

/ Grade 4 / Grade 5 /
Learner Outcomes:

W – Students will write a range of text types with meaning and purpose across a number of different contexts.

W1-Uses different types of writing

· a. -Chooses the appropriate form for the purpose and audience
· b. -Writes to inform/explain, logically organizing and presenting information (informative report, lab report, friendly letter, directions)
· c. -Writes to investigate/analyze (literature response)
· d. -Writes to influence/persuade with some persuasive evidence (opinion piece)
· e. -Writes to entertain/inspire, beginning to develop character and actions (realistic narrative fiction, poetry)
· f.-Writes to reflect (diary/journal)

W2-Uses the writing process appropriately in written compositions

· a.-Plans written work by prewriting (generates topic, purpose, audience and form)
· b.-Composes a draft copy focusing on a single topic
· c.-Revises to improve content and clarity of writing using resources and teacher/peer conferencing
· d.-Edits for sentence structure, conventions, spelling, and word choice
· e.-Produces final copy for presentation and sharing
· f.-Reflects upon own writing using criteria with guidance
W3-Uses content and details that are consistent
· a.-Establishes a context and topic for the written work
· b.-Uses events, actions, and ideas which fit the established context
· c.-Uses supporting details and information that are generally effective for the context

W4-Demonstrates organization in written compositions

· a.-Uses a beginning to establish characters, events and setting connected to the writing
· b.-Begins to arrange paragraphs to organize ideas
· c.- Maintains some connections between events, actions, details, and/or characters
· d.- Provides somewhat smooth transition by using connecting words between sentences
· e.- Uses an ending that is predictable or connected to events and actions and provides an appropriate finish
W5-Uses a variety of sentence structures
· a.-Exhibits control of sentence structure ( few run-ons or fragments)
· b.-Uses a variety of sentence beginnings
· c.- Begins to use a variety of sentence lengths and types including simple and compound sentences
· d.-Uses declarative, interrogative, and explanatory sentences
W6-Uses words and expressions that are clear in written compositions
· a.-Uses strong verbs and expressions and dialogue with guidance
· b.-Effectively uses different parts of speech (nouns, verbs, adjectives, adverbs)
· c.-Evidence of voice in writing

W7- Uses conventions properly

· a.-Uses punctuation marks correctly such as periods, commas, apostrophes, quotation marks, exclamation marks, and question marks
· b.-Capitalizes names, proper nouns, and the heading, salutation, and closing of a letter
· c.-Spells correctly frequently used words appropriate to grade level
· d.-Applies spelling patterns and rules to unfamiliar words
· e.-Uses parts of speech correctly (subject-verb agreement)
· f. – Writes legibly using cursive handwriting (D’Nealian method)
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Common/ School-wide Assessments:
· International School Assessment
· Alberta Writing Assessment
· Bonnie Campbell Hill writing continuum
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Adopted Resources:
· Write Away
· Rebecca Sitton Spelling / Learner Outcomes:
W- Students will write a range of text types with meaning and purpose across a number of different contexts
W1-Uses different types of writing
· a.- Chooses the appropriate form for the purpose and audience
· b.-Writes to inform/explain logically organizing and presenting information ( friendly letter, newspaper report, research report lab report, procedural writing)
· c.- Writes to investigate/analyze (literature response) that
· d.-Writes to influence /persuade with a controlling idea and some persuasive evidence (opinion piece, persuasive letter)
· e.-Writes to entertain/inspire establishing tone and mood and developing character and specific narrative actions (realistic narrative fiction, comic strip/cartoon)
· f. - Writes to reflect (diary/journal)

W2-Uses the writing process appropriately in written compositions

W3-Uses content and details that are consistent

· a.-Establishes a context or topic which fits the written work
· b.-Establishes events, actions, and ideas which fit the established context
· c.-Uses supporting details and information that are specific and generally effective for the context

W4-Demonstrates organization in written compositions

· a.-Uses an introduction that presents information about characters, events, and setting
· b.-Arranges paragraphs in a discernable order
· c.-Makes connections between events, actions, and details
· d.-Begins to use transitional sentences to connect paragraphs
· e. -Uses an ending that is predictable or connected to events and actions

W5-Uses a variety of sentence structures

· a.-Exhibits control of sentence structure (few run-ons, fragments)
· b.-Uses a variety of sentence beginnings
· c.-Uses a variety of sentence lengths and types including simple, compound, and complex sentences
· d.-Uses declarative, interrogative, and explanatory sentences
W6-Uses words and expressions that are clear in written compositions
· a.-Uses describing words, details and similes, and dialogue to fulfill a purpose related to a general topic
· b.-Effectively uses different parts of speech (nouns, verbs, adjectives, adverbs)
· c.-Evidence of voice and tone in writing

W7- Uses conventions properly

· a.-Uses punctuation marks correctly such as periods, commas, apostrophes, quotation marks, exclamation marks, and question marks
· b.-Capitalizes titles, names, and proper nouns
· c.-Spells correctly frequently used words appropriate to grade level
· d.-Applies spelling patterns and rules to unfamiliar words
· e.-Uses parts of speech correctly (subject-verb agreement)
· f. – Writes legibly using a handwriting style that is consistent in alignment, shape and spacing
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Common/ School-wide Assessments:
· ITBS
· Alberta Writing Assessment
· Bonnie Campbell Hill writing continuum
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Adopted Resources:
· Writer’s Express
· Rebecca Sitton Spelling / Learner Outcomes:
W – Students will write a range of text types with meaning and purpose across a number of different contexts
W1-Uses different types of writing
· a.-Adapts the appropriate form for the purpose and audience independently
· b.-Writes to inform/explain logically organizing and presenting information (historical fiction log, research report, feature article, biography, newspaper report, flow chart, diagram)
· c.-Writes to investigate/analyze (literature response)
· d.-Writes to influence/persuade using a controlling idea and some persuasive supporting evidence (advertisement, persuasive piece)
· e. -Writes to entertain/inspire establishing tone and mood and developing believable characters and setting with specific narrative actions (poetry, realistic narrative fiction)
· f.- Writes to reflect (diary /journal)
W2-Uses the writing process appropriately in written compositions
· a.-Plans written work by using prewriting strategies to organize and strengthen writing (generates topic, purpose, audience and form)
· b.-Composes a draft copy focusing on a single topic
· c.-Incorporates suggestions from others on own writing independently
· d.-Revises, focussing on specific writing traits to improve content and clarity of writing
· e.-Edits for sentence structure, conventions, spelling, and word choice
· f.-Produces final copy for presentation and sharing
· g.-Reflects upon own writing using criteria with support

W3-Uses content and details that are consistent

· a.-Establishes a context or topic which is consistent throughout written work
· b.-Establishes believable events, actions, and ideas which fit the context
· c.-Uses supporting details and information that are specific and generally effective for the context

W4-Demonstrates organization in written compositions

· a.-Uses an introduction that directly presents information about characters, events, and setting
· b.-Arranges coherent paragraphs in a discernable order
· c.-Makes clear connections between events, actions, and details
· d.-Uses paragraph form including one main idea and supporting reasons and examples
· e.-Provides transition by using some connecting words between sentences and paragraphs
· f.-Uses an ending that is predictable or connected to events and actions

W5-Uses a variety of sentence structures

· a.-Exhibits control of sentence structure (no run-ons, fragments)
· b.-Uses a variety of sentence beginnings
· c.-Uses effectively a variety of sentence type and lengths including simple, compound, and complex sentences
· d.-Identifies and uses effectively imperative, declarative, interrogative, and explanatory sentences
W6-Uses words and expressions that are clear in written compositions
· a.-Uses dialogue, descriptive language, details, and similes, to fulfill a purpose related to a general topic
· b.-Effectively uses different parts of speech (nouns, verbs, adjectives, adverbs)
· c.-Establishes a personal voice and tone in writing

W7- Uses conventions properly

· a.- Uses complex punctuation correctly such as commas, apostrophes, quotation marks, colons, and semicolons with increasing accuracy
· b.-Capitalizes titles, names, and other proper nouns with accuracy
· c.-Spells correctly frequently used words appropriate to grade level
· d.-Applies spelling patterns and rules to unfamiliar words
· e.-Uses parts of speech correctly (agreement of subject-verb, pronoun-antecedent)
· f. – Writes legibly using a handwriting style that is consistent in alignment, shape, slant , and spacing.
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Common/ School-wide Assessments:
· International School Assessment
· Alberta Writing Assessment
· Bonnie Campbell Hill writing continuum
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Adopted Resources:
· Writer’s Express
· Rebecca Sitton Spelling

Curriculum and Staff Development August 3, 2009