Yellow – 1st grading period pink – 2nd grading period green – 3rd grading period

blue – 4th grading period red - 5th grading period violet - 6th grading period

Harrison County Schools

Course/Subject Name: Writing Grade Level Targeted: Primary

Kentucky
Core Content
Version 4.1 / Student Outcomes /

Key/Common Vocabulary

/ Activities
and
Assessments / Resources /

Writing Content

WR-E-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by
·  Narrowing the topic to present an idea or them
·  Choosing a perspective authentic to the writer
·  Analyzing and addressing the needs of the intended audience
·  Adhering to the characteristics of the form
·  Applying a suitable tone
·  Allowing voice to emerge when appropriate
DOK 4 / Students will understand that
• there are many reasons for all primary students to write, including writing-to-learn, writing-todemonstrate
learning, and writing for authentic purposes and audiences.
• different forms of writing are appropriate for different purposes and audiences across the content
areas and have different features (e.g., journals, narratives, procedures).
• to be effective, writing must be a sufficiently developed, coherent unit of thought to address the
needs of the intended audience.
• writing can be used to make meaning of one’s own experience, as well as of other information/
ideas. / purpose
audience
topic
focus
explanation
sensory details
spelling
punctuation
tone
voice
analyzing
main ideas
elaboration
reflection
noun
verb
capitalization
documentation
ideas
transitions
closure
sentences
varied
word choice
Writing Processes
pre-writing
drafting
revising
editing
publishing
Reflective Writing
letter to reviewer
reflection
selection
goal
growth
influences
strategies
Personal Writing
life experiences
personal narrative
memoir
sensory details
first person point-of-view
thoughts
feelings
dialogue
Literary Writing
poems
short story
scripts
character and rhyme
events
comedy
rhythm
stage directions
descriptive language
personification
similes
metaphors
descriptions
suspense
horror
Transactive Writing
variety of forms
transactive
information
engage
clarify
justify purposes
explanation
author's purpose
effective conclusion
well organized
Transactive Writing
diagrams
facts, examples, reasons
comparisons
anecdotes
descriptive detail
charts
Students will understand that
• there are many reasons for all primary students to write, including writing-to-learn, writing-todemonstrate
learning, and writing for authentic purposes and audiences.
• different forms of writing are appropriate for different purposes and audiences across the content
areas and have different features (e.g., journals, narratives, procedures).
• to be effective, writing must be a sufficiently developed, coherent unit of thought to address the
needs of the intended audience.
• writing can be used to make meaning of one’s own experience, as well as of other information/
ideas. / Audience and purpose
Writes for authentic purposes
Reflects personal choice and interest in topic
Writes to convey message to self and others (audience)
Identifies and addresses what audience needs to know
Begins to show appropriate voice in text
Sustains focus throughout piece
Reflects content of piece in title
Focus: personal narrative, reflective, informational, opinion,
persuasive, practical, imaginative and poetry
Personal Expressive:
DOK 1
ID audience and purpose, brainstorming and teacher modeling, interest inventory, list possible topic ideas, recognize first person
DOK 2
purpose statement, webbing, outlining, semantic mapping in logical sequence, produce appropriate transitions, engage audience, express first draft in first person (narrative/memoir), choose language that shows appropriate tone/voice
DOK 3
Strong verbs, snapshots, thoughtshots, exploding the moment, metaphors, similes, establish dialogue, sensory/concrete details, edit, (apply correct spelling, punctuation, capitalization), revise (develop variety of sentence structures and lengths, apply correct, concise, and appropriate grammar and usage; compare to rubric and benchmark paper/models)
DOK 4 peer/teacher conferencing, self evaluations, publishing, connect to self and reflection
Apply Scoring Guide
Literary Writing:
DOK 1
ID audience and purpose, brainstorming and teacher modeling, list possible topic ideas, narrow topic, ID story elements (short story/play/poetry)
DOK 2
Apply characteristics of fiction to students’ writing in a logical sequence, story mapping, first draft, character mapping, describe settings,
DOK 3
Develop characters and traits, develop the setting, establish dialog, develop hook or lead, personification
alliteration, onomatopoeia, edit, (apply correct spelling, punctuation, capitalization); create rhyming and/or non-rhyming poetry, sequencing, create effective closure/conclusion, compare to rubric and benchmark paper/models)
DOK 4 peer/teacher conferencing, self evaluations, publishing,
Apply Scoring Guide
Transactive writing:
DOK 1
ID audience and purpose and determine suitable tone/voice, define format (informative/persuasive), choose a perspective when appropriate (persuasive), brainstorming and teacher modeling, KWL chart, interest inventory, list possible topic ideas, narrow topic, anticipation guide
DOK 2
webbing, outlining, notetaking, summarize/ research topic, arrange ideas in logical/meangingful order with transitions when appropriate, first draft in proper format (bullets, subheadings, white space, layout, charts, diagrams, labels, pictures, captions, fonts),
DOK 3
Distinguish fact and opinion, edit, (apply correct spelling, punctuation, capitalization), revise (develop variety of sentence structures and lengths, apply correct, concise, and appropriate grammar and usage; support & defend position
DOK 4 peer/teacher conferencing, self evaluations, publishing, support with documentation
Apply Scoring Guide
Reflective Writing:
DOK 1 brainstorming, teacher modeling, ID audience and purpose and determine suitable voice/tone, list acquired skills
DOK 2
explain and give examples strategies and skills, express growth in a logical sequence using transitions when appropriate, first draft (letter to reviewer)
DOK 3
Analyze and point out growth, compare past and present work, revise (develop variety of sentence structures and lengths, apply correct, concise, and appropriate grammar and usage, create effective conclusion, distinguish and select best pieces for portfolio
DOK 4
Peer/teacher conferencing, self evaluation, make recommendations, support inclusion of portfolio pieces
Apply Scoring Guide / http://www.manatee.k12.fl.us/sites/elementary/palmasola/rcmi1.htm
Main Idea
http://www.uottawa.ca/academic/arts/writcent/hypergrammar/paragrph.html
Writing Paragraphs
http://www.harcourtschool.com/activity/language_arts/ideasforwriters_preview/gr4/writing_process4.html
The Writing Process
http://www.geocities.com/fifth_grade_tpes/edit.html
Editing Your Writing
http://www.snaithprimary.eril.net/perseph.htm
Persephone
http://www.bbc.co.uk/education/revisewise/english/writing/13_act.shtml
Writing A Letter
WR-E-1.2.0
Idea Development/Support: Students will support main ideas and deepen the audience’s understanding of purpose by
·  Developing logical, justified, and suitable explanations
·  Providing relevant elaboration
·  Explaining related connections or reflections
·  Applying idea development strategies appropriate for the form
DOK 4 / Students will
• use complete and correct sentences of various structures and lengths (e.g. simple, compound) to
enhance meaning throughout a piece of writing; apply unconventional sentence structures to
achieve intended effect on audience
• develop analytical structures appropriate to purpose (e.g., sequence, problem/solution,
description, question/answer)
• establish a context for the reader and a controlling idea in the introduction; arrange ideas in
meaningful order; and have an effective conclusion
• create paragraphs that maintain focus on one central idea; apply paragraph structures (block and
indented) consistently
• use a variety of transitional words/phrases (e.g. time, order of sequence)
• incorporate text features (e.g., numbering, pictures, labels, diagrams, charts, shape in poetry) to
enhance clarity and meaning / Students will understand that
• sentences must be complete and clear. Variety in sentence structure helps to engage the reader
and make meaning more clear. Sometimes, unconventional sentence structure is appropriate for
an intended effect upon the reader.
• different types of structures (e.g., paragraphs, stanzas) are appropriate for different purposes,
audiences and different forms of writing. Paragraphs maintain focus on one central idea.
• structural elements such as context, meaningful order of ideas, transitional words/phrases and
conclusions all help make meaning clear for the reader. / Idea development
Uses specific details relevant to ideas
Rereads writing to revise by addition, removal, or change of
information
Supports text by adding pictures, captions, graphs, labels, diagrams,
etc
Begins to use figurative language to show instead of tell
Begins to use dialogue
Writing Structure
WR-E-2.3.0
Organization: Students will create unity and coherence to accomplish the focused purpose by
·  Engaging the audience
·  Establishing a context for reading when appropriate
·  Communicating ideas and support in a meaningful order
·  Applying transitions and transitional elements to guide the reader through the piece
·  Developing effective closure
DOK 3 / Students will
• choose precise and descriptive language for clarity and its effect on the reader (words with
multiple meanings, strong nouns and verbs, concrete and sensory details, figurative language –
similes)
• use specialized content vocabulary and words used for specific contexts, as needed
• apply correct grammar skills (e.g., complete sentences, various sentence structures, subject/verb
agreement); mechanics (e.g., capitalization, punctuation); and usage (e.g., to/too/two; there/their)
• use grade-appropriate spelling (beginning with pictures/marks/signs that represent print and
moving to correct beginning and ending sounds, to developmental spelling, to correct spelling in
final drafts)
• use resources (e.g., picture dictionary, word wall) to correct spelling in final drafts
• document ideas from outside sources (e.g., citing authors or titles within the text)
• write legibly (e.g., print, cursive) leaving space between letters in a word, words in a sentence
and words at the end of the edges of the paper / Students will understand that
• writers need to choose their language with care, depending on the content, purpose and
audience.
• language should be concise and precise. Strong verbs and nouns, concrete details and sensory
language help make meaning clear to the reader.
• standard grammar and usage are important in making meaning clear to the reader; nonstandard
grammar may be used for intended effect.
• writers need to use correct spelling, punctuation and capitalization.
• writers need to document sources /give credit for the ideas of others. / Organization
Prewrites to plan drafts
Uses logical approach to organization that fits type of writing (e.g.:
plots, sequential, compare and contrast)
Begins to group ideas into paragraphs
Provides lead and conclusion to piece
Begins to use smooth transitions to connect ideas, events, and sections
in piece
WR-E-2.4.10
Sentence Structure: Students will create effective sentences by
·  Applying a variety of structures and lengths
·  Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate
DOK 3 / Students will
• focus: establish and maintain a controlling idea on a selected topic
• prewrite:
o determine the most appropriate form to meet needs of purpose and audience
o generate ideas to support and develop controlling idea (e.g., webbing, free writes,
researching print and non-print sources, interviewing, observing, imagining and creating
novel ideas)
o organize and present ideas by taking notes and summarizing
• draft:
o determine how, when and whether to use visuals (e.g., illustrations, diagrams) in addition to
written text
o logically incorporate information
• revise:
o reflect on own writing
o confer with peers and other writing conferencing partners to critically analyze one’s own work
and the work of others
o confer to determine where to add, delete, rearrange, define/redefine or elaborate content so
that writing is clear for intended audience, then make revisions
o make sure paragraphs are supported appropriately with relevant details and that sentences
are in sequential order; develop introductions and conclusions
• edit for appropriate language usage, sentence structure, spelling, capitalization, punctuation and
appropriate documentation of sources
• publish
o produce products for intended audience
o present final work in a neat, legible form and share with intended audience
• reflect and evaluate personal progress and skills in writing / Students will understand that
• the writing process is a helpful tool in constructing and demonstrating meaning of content
(whether personal expressive, literary, academic or practical) through writing.
• the stages are sometimes recursive (e.g., In the process of revising, a writer sometimes returns to
earlier stages of the process).
• writers work through the process at different rates. Often, the process is enhanced by
conferencing with others. / Sentences
Writes in complete sentences
Matches subject verb agreement (nouns, verbs, pronouns)
Varies sentence types and structures (compound sentences)
Writing Conventions
WR-E-3.5.0
Language: Students will exemplify effective language choices by
·  Applying correct grammar and usage
·  Applying concise use of language
·  Incorporating strong verbs, precise nouns, concrete details, and sensory details
·  Applying language appropriate to the content, purpose, and audience
DOK 2 / Primary Skills and Concepts
In formal speaking situations, students will
• create oral presentations that
o are appropriate for the purpose (e.g., to inform, persuade, entertain), audience, context and
occasion
o use appropriate details to support ideas
o maintain a consistent focus
o organize ideas in a coherent, meaningful way including an introduction and a conclusion that
are appropriate to audience and purpose
• apply delivery techniques
o both verbal (e.g., tone, volume, rate, articulation, pacing) and nonverbal (e.g., gestures, facial
expressions, eye contact)
o avoid distracting delivery behaviors (e.g. excessive verbal pauses, fidgeting)
o use language appropriate to audience; use specialized content vocabulary as needed
o adhere to standard guidelines for grammar, usage, mechanics or use non-standard language
for effect when appropriate (e.g., word plays, slang, similes)
o choose language for its effect on the audience (e.g., strong nouns, active verbs, concrete and
sensory details, figurative language)
• use visual aids, media and tools of technology to support oral communication
• give credit to sources used (e.g., identifying authors, titles)
In informal speaking situations, students will
• give spoken instructions to perform specific tasks
• ask and respond to questions as a way to participate in class discussions
• play a variety of roles in group discussions (e.g., discussion leader, facilitator, responder)
• use different voice level, phrasing and intonation for different situations (e.g., small group
settings, discussions)
When listening, students will
• follow spoken instructions to perform specific tasks
• identify specific information (e.g., main idea, supporting details)
• respond to information appropriately/respectfully in a variety of ways (e.g., summarizing orally,
taking useful notes, organizing and recording that which is meaningful and useful)
• follow the organization of a presentation
• interpret the effectiveness of verbal and nonverbal delivery techniques, including visual cues
• build on the ideas of others and contribute appropriate information or ideas
• use self-evaluations and feedback from teachers/peers to improve presentations