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MIDDLE SCHOOL WRITING CURRICULUM
The Middle School Writing Mission is to solidify and expand on the foundation provided at the
elementary level in order to foster writings use as a tool for expression and persuasion.
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LOOP SKILLS GRADES SIX THROUGH EIGHT
Conventions: Eight parts of SpeechQuotations in dialog and source passagesCommasApostrophesAgreement subject/verb and number
Composition/Style: Complete SentenceParagraphOutliningEssay 5-paragraph form with emphasis on introductions, transitions,conclusionsWrite with audience in mindWrite with purposeUtilize varied sentence structure
Process: Pre-writing
Organizing
Research
Drafting
Revision
Editing
Use of available writing support resources
Final Copy
Instill use of entire writing process as an ethic
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SIXTH GRADE LEARNING OBJECTIVES
6TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERYMETHODS
YEAR-END PROFICIENCIES
CONVENTIONS Eight parts of Speech definition,concept and identification focus onnoun, verb, adjective and adverb
Proper use of comparative versus
superlative adjectivesQuotations as supporting details inresearch
Subject/PredicateAgreement subject/verb, number andtense
Commas in appositives and to set offdirect address
Apostrophes to show quotation within aquotation in dialog
ParenthesisSemi-colons between independentclauses connected by a conjunctiveadverb (e.g., I studied late intothe night; consequently, I passedthe test.)
Capitalization of races, languages,
nationalities, religionsSpelling using strategies such asvisual patterns, homophones,affixes, Greek and Latin roots
Usage consistent person, agreementbetween pronoun and its referent(e.g., A person needs his or her ownspace.), parallel construction
Using resources to correctconventions, usage and grammar
Citing sources according to prescribedformat
Directinstruction
Expositorywriting
Persuasivewriting
Personalwriting
Writing aboutliterature
Creativewriting
PoetryWriting to aprompt
5-paragraphessay format
Literaryanalysis
Vocabularysentences
Punctuation rules fromprevious grades
Usage rules fromprevious grades
Defines and identifiesnouns, verbs andadjectives
Identifies simplesubject and predicate
Simple subject/verbagreement
Capitalizations usesrules from previousgrades, capitalizeslanguages, races,nationalities,religions
Uses spelling strategiesfrom current andprevious grades
Maintains consistent
size, spacing,formation andappropriate case inhandwriting
Uses consistent person,agreement betweenpronoun and itsreferent (e.g., Aperson needs his orher own space.),parallel construction
Spelling usesstrategies such asvisual patterns,homophones, affixes,Greek and Latin roots
Uses resources to
correct conventions,usage and grammar
Cites sources accordingto prescribed format
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6TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERYMETHODS
YEAR-END PROFICIENCIES
COMPOSITION/STYLE
Complete sentencesWriting unified, cohesive paragraphsOrganizing writing based upon form,genre and purpose
Selecting and synthesizing informationfrom documents for inclusion inwriting
Selecting relevant details to extend
ideas and elaborateUsing personal experiences,observations and research to supportopinions and ideas
Using detailed labeling, captions,headings and subheadings whenappropriate
Audience identify audience, includeinformation audience needs to know,determining emphasis based oninterest in and knowledge of topic,anticipate information needed byaudience, consistently using voiceappropriate to audience
Writing for different purposes andincluding different forms/genres ina single piece
Using more than one mode within apiece to address purposeWriting in forms associated withspecific tasks
Word Choice using precise andspecialized language in contentwriting, using persuasivetechniques, using literary devices(e.g., simile, metaphor,personification), using poeticdevices (e.g., repetition, rhythm,rhyme), searching for alternativesto commonly used words
Explaining accuracy of content andvocabulary for specific purposes andaudiences
Sentence Fluency writing sentences of
various length with differentstructure, using rhythm and cadencein sentences to influence meaning inprose and poetry
Identifying styles and techniques ofprofessional authors
Identifying and critiquing elements ofpersuasion in a peers writing
Essay 5 paragraph formThesis statement that narrows topicwith controlling idea
Introductions using variousapproaches (e.g., question,statistic, interesting fact, briefhistory)
Transitions obvious and subtletransitions to link ideas, events,
reasons within and betweenparagraphsConclusions that go beyond repetitionof the introduction
Narrative varying methods fordeveloping character and setting,varying leads, ending and types ofconflict
Writing in a characters voiceUsing first and third person inexpository and persuasive writing
Expositorywriting
Persuasivewriting
Personalwriting
Researchreports
LiteraryanalysisReadingresponsejournal
Creativewriting
PoetryWriting to aprompt
5-paragraphessay format
BiographyBusinessletters
Poetry
Five-paragraph essayform (minimum length,2 pages)
Organizes writing basedupon form, genre andpurpose
Applies understanding ofmultiple and varied
audiences affectwriters voiceDemonstratesunderstanding ofdifferent purposes forwriting
Uses appropriatelanguage for specificaudiences and purposes
Uses a variety ofsentences
Uses a variety offorms/genres
Writes in formsassociated withspecific tasks
Produces documents used
in a career settingEvaluates own andothers writing usingestablished criteria
Essay 5 paragraph formThesis statement thatnarrows topic withcontrolling idea
Uses various approachesto the introduction
Links ideas, events,reasons within andbetween paragraphsusing transitions
Conclusions go beyondrepetition of theintroduction
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6TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERYMETHODS
YEAR-END PROFICIENCIES
PROCESS Research gathering information froma range of resources and analyzing,synthesizing and evaluatinginformation for use in writing
Pre-writing generating ideas prior toorganization and adjustingstrategies
Maintaining a journal to collect
ideas, record observations, dialogor description for later use as abasis for writing
Organizing using a variety of pre-writing strategies (e.g., storymapping, lists, webs, jotting,outlining, free writing,brainstorming)
Drafting referring to a prewritingplan to handwrite or type a draft,rereading text and drafting overtime, returning to text later
Revision rereading work several timesfor different reasons with differentfoci, seeking, recording, evaluatingand using feedback from adults andpeers, using resources (e.g.,
writing guide, rubric, checklists)to identify needed changesEditing identifying and correctingerrors in conventions usingresources (e.g., dictionary, peers,adults, writing/style guide,textbook), proofreading final draftfor errors
Final Copy selecting from a varietyof publishing options, using a rangeof graphics and illustrations,publishing in appropriate form
Creating a management timeline,flowchart or action plan for writtenprojects
Adapting time spent drafting inresponse to an on-demand prompt
Adjusting number of drafts tocompensate for allotted timeIncreasing time for prewriting,drafting, revising and editing whileworking for clarity and effectivepresentation
Meeting deadlinesUsing available technology as a partof publication
Revising/editing at any stage ofprocess as needed
Collaborating in writing process tocreate a group product
Identifying and explaining strengthsand weaknesses of own writing citingcriteria
Rereading own work for the craft of
writing (e.g., sentence opening andvariety) and for content (e.g.,clear accurate information)
Critiquing peers writing usingrubrics and supporting opinions
Setting and maintaining a log of goalsbased on own writing and writingcriteria, providing evidence thatgoals have been met in a portfolio,reflecting about growth in writingskill
Instill use of entire writing processas an ethic
Use of Six Traits process andvocabulary
Expositorywriting
Persuasivewriting
Personalwriting
Writing aboutliterature
CreativewritingPoetryWriting to aprompt
On-demand andextendedwriting
Uses writing process asdirected by teacher
Can describe writingprocess verbally andin writing
Uses writing process asdirected
Applies more than one
strategy forgenerating ideas andplanning writing
Analyzes ideas, selectsa narrow topic, andelaborates usingspecific detailsand/or examples
Uses an effectiveorganizationalstructure
Produces multiple draftsRevises text, includingchanges in words andsentences, paragraphsand ideas
Applies understanding of
editing appropriatefor grade levelApplies understanding ofthe recursive natureof writing process
Analyzes own writing andwriting of othersusing establishedcriteria
Uses knowledge of timeconstraints to adjustwriting process
Describes writingprocess verbally andin writing
Uses available resourcesto edit writing
Uses CUPS editingstrategyUses criteria to assessown writing
Uses Six Traits processand vocabulary
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SEVENTH GRADE LEARNING OBJECTIVES
7TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERY METHODS YEAR-ENDPROFICIENCIES
CONVENTIONS Review eight parts of focus onadverb, conjunction, and preposition
Parallel construction in a listSimple subject and predicateCompound subject and predicate
Agreement subject/verb, number andtense
Quotations in dialog and sourcepassages
Using fragments intentionally foreffect or to emulate speech
Commas in phrases, clauses, dialog,and to separate and interrupter(e.g., The teacher, however, was notimpressed.)
Semicolons to separate lists groupsthat contain commas (e.g., TheSeahawks traveled to Washington, DC;Foxburough, MA; and Denver, CO.)
ApostrophesUsing hyphens to prevent confusion(e.g., re-election)
Using bullets in lists and othertextual markers (e.g., table ofcontents, title and subtitle)
Capitalization rules from previousgrades, capitalizing correctly in anoutline or list
Spelling rules from previous grades,homophones (e.g., principal,principle), affixes, roots,frequently misspelled words (e.g.,occasion, recommendation,sincerely), using resources tocorrect own spelling
Using resources to check punctuation,spelling, conventions, and usage
Citing sources according to prescribedformat
Direct skillsinstruction
Expositorywriting
Persuasive
writingPersonal writingWriting aboutliterature
Creativewriting/poetry
Writing to aprompt
Sentenceexpansion
Book review
Punctuation rulesfrom previousgrades
Usage rules fromprevious grades
Define and identifyadverbs andconjunctions
Identification andcorrection of run-on sentences
Spells accurately infinal draft
Appliescapitalization,punctuation, andusage rulesintroduced/practiced during the year
Applies paragraphconventions
Maintains consistent
size, spacing,formation andappropriate case inhandwriting
Applies conventionalforms for citations
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7TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERY METHODS YEAR-ENDPROFICIENCIES
COMPOSITION/STYLE
Simple and compound sentencesWriting unified, cohesive paragraphsOrganizing writing based upon form,genre and purpose
Selecting and synthesizing informationfrom technical documents forinclusion in writing
Selecting relevant details to extend
ideas and elaborateUsing personal experiences,observations and research to supportopinions and ideas
Audience identify audience andconsistently use audience-appropriate voice in narrative,informational and persuasive writing
Writing to pursue personal interestand for self expression, to explain,to persuade, to inform and toentertain
Writing for different purposes andincluding different forms/genres ina single piece
Using more than one mode within apiece to address purpose
Word Choice using precise language inpoetic and narrative writing, usingprecise and specialized language topersuade or inform, using persuasivetechniques (e.g., direct audienceappeal, rhetorical questions), usingliterary devices (e.g., simile,metaphor, personification), usingpoetic devices (e.g., repetition,rhythm, rhyme), using vernacularappropriately
Explaining accuracy of content andvocabulary for specific purposes andaudiences
Sentence Fluency writing sentences ofvarious length for effect, sentenceswith different structure, using a
variety of line lengths andstructures in poetry for effectIdentifying styles/techniques ofprofessional authors
Identifying and critiquing elements ofpersuasion in a peers writing
Narrative varying methods fordeveloping character and setting,varying leads, ending and types ofconflict, writing in charactersvoice
Using more than one perspective/pointof view
Using first and third person inexpository and persuasive writing
Integrating more than one form/genrein a single piece (e.g., a research
paper with charts/graphs)Essay 5 paragraph formIntroductions present a centralidea, theme, or thesis whilemaintaining consistent focus
Body selecting specific, relevantdetails to extend and supportthesis, using personal experiencesand research to support ideas andopinions
Transitions obvious and subtleConclusion that is more than arepetition of introduction
Writing in forms associated withspecific tasks
Expositorywriting
Persuasivewriting
Personal writingWriting aboutliterature
Creative writing
PoetryWriting to aprompt
Sentenceexpansion
Book reviewAnalyzinginformationaland literarytexts
Story mapsOral historiesFictional journalentries
Film and dramareviews
Letters to the
editorBrochuresPoetry
Compound sentencesWrites unified,cohesive paragraphs
Parallel constructionDemonstratesunderstanding ofdifferent purposesfor writing
5 paragraph essaystructureExpository andpersuasive as per7th grade WASL
Analyzes andevaluates own andothers writingusing establishedcriteria
Writes in formsassociated withspecific tasks
Produces documentsused in a careersetting
Evaluates own and
others writingusing establishedcriteria
Essay 5 paragraphform
Thesis statement thatnarrows topic withcontrolling idea
Uses variousapproaches to theintroduction
Links ideas, events,reasons within andbetween paragraphsusing transitions
Conclusions go beyondrepetition of the
introduction
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7TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERY METHODS YEAR-ENDPROFICIENCIES
PROCESS Research gathering and paraphrasinginformation from resources andanalyzing, synthesizing andevaluating information for use inwriting
Pre-writing generating ideas prior toorganization and adjustingprewriting strategies, explaining
purpose and selecting effective formMaintaining a journal to collectideas, record observations, dialogor description for later use as abasis for informational or literarywriting
Organizing using a variety of pre-writing strategies (e.g., storymapping, lists, webs, jotting,outlining, free writing,brainstorming)
Drafting referring to a prewritingplan to handwrite or type a draft,rereading text and deciding tocontinue draft or start a new draft
Revision using effective revisiontools (e.g., reading draft out
loud), rereading work several timesfor different reasons with differentfoci, seeking, recording, evaluatingand using feedback from adults andpeers, using resources (e.g.,writing guide, checklists) toidentify needed changes
Editing identifying and correctingerrors in conventions usingresources (e.g., dictionary, peers,adults, writing/style guide,textbook), proofreading final draftfor errors
Final Copy selecting from a varietyof publishing options includingavailable technologies to produce,design and publish a finished
product, using a range of graphicsand illustrations, publishing inappropriate form
Use of writing support resources toidentify needed changes (e.g.,writing guide, checklist, criteria,adult, peer)
Creating a management timeline,flowchart or action plan for writtenprojects
Adapting time spent drafting inresponse to an on-demand prompt
Adjusting number of drafts tocompensate for allotted time
Increasing time for prewriting,drafting, revising and editing whileworking for clarity and effective
presentationUsing available technology as a partof publication
Revising/editing at any stage ofprocess as needed
Collaborating to create a groupproduct
Identifying and explaining strengthsand weaknesses of own writing citingcriteria
Critiquing peers writing usingrubrics and supporting opinions
Setting and maintaining a log of long-range goals based on own writing andwriting criteria, providing evidencethat goals have been met in aportfolio, reflecting about growth
in writingInstill use of entire writing processas an ethic
Use of Six Traits process and
Expositorywriting
Persuasivewriting
Personal writingWriting aboutliterature
Creative
writing/poetryWriting to aprompt
Uses writing processon own and asdirected by teacher
Selects effectivestrategies forgenerating ideasand planningwriting
Analyzes ideas,selects amanageable topicand elaboratesusing specificrelevant details
Chooses an effectiveorganizationalstructure
Analyzes tasks andcomposes multipledrafts whenappropriate
Writes with differentvoice depending onaudience andpurpose
Revises text,including changesin words,sentences,paragraphs andideas
Edits for conventionsSpells accurately infinal draft
Appliescapitalization,punctuation, andusage rules
Publishes in formatsthat areappropriate forspecific audiences
and purposesEvaluates and adjustswriting goals usingcriteria
Creates a managementtimeline and adaptsthe writing processto complete writtenprojects ondeadline
Uses available,appropriatetechnology as partof publication
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EIGHTH GRADE LEARNING OBJECTIVES
8TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERY METHODS YEAR-END PROFICIENCIES
CONVENTIONS Review eight parts of speech focuson articles, prepositions andprepositional phrases,interjections, and subordinate andcorrelative conjunctions
Quotation marks in dialog and source
passagesPeriods and commas inside quotationmarks
Ellipses pointsCommas to set off phrases, clausesand interjections, to enclosetitles, for clarity (e.g., What thecook does, does matter.)
SemicolonColon between title and subtitleUsing a slash (/) correctly in afraction and to show choice
Apostrophes to form plurals ofletters and numbers (e.g., Know yourABCs.), in possessive compound noun(e.g., mother-in-laws birthday)
Agreement subject/verb, number and
tenseCapitalization of the title of aspecific course
Spelling rules from previous grades,homophones (e.g., capitol, capital),affixes, Greek and Latin roots,words from other languages,frequently misspelled words (e.g.,accommodation, cemetery, receive),using resources to correct ownspelling
Usage application of usage rulesfrom previous grades, identificationand correction of past grammaticaland usage issues, using fewer versus less correctly, usingparallel construction when listing
infinitive phrasesUsing resources to check punctuation,spelling, conventions, and usage
Citing sources according toprescribed format
Direct skillsinstruction
Expositorywriting
Persuasivewriting
Personal writingWriting aboutliterature
Creative writingPoetryWriting to aprompt
Punctuation rules fromprevious grades
Usage rules fromprevious grades
ArticlesQuotation marks in
dialog and sourcepassages
Periods and commasinside quotationmarks
Ellipses pointsCommas to set offphrases, clauses andinterjections, toenclose titles, forclarity (e.g., Whatthe cook does, doesmatter.)
SemicolonColon between titleand subtitle
Using a slash (/)
correctly in afraction and to showchoice
Apostrophes to formplurals of lettersand numbers (e.g.,Know your ABCs.),in possessivecompound noun (e.g.,mother-in-lawsbirthday)
Agreement subject/verb, numberand tense
Capitalization of thetitle of a specificcourse
Capitalization fromprevious grades
Prepositions andprepositionalphrases
InterjectionsQuotation marks indialog and sourcepassages
ApostrophesMaintains consistentsize, spacing,formation andappropriate case inhandwriting
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8TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERY METHODS YEAR-END PROFICIENCIES
COMPOSITION/STYLE
Simple, compound, complex andcompound-complex sentences, usingfragments intentionally for effect
Use and concept dependent andindependent phrases and clauses
Identify and correct sentencefragments
Writing unified, cohesive paragraphsAudience identify and properly
address audience, analyze its needs,anticipate and address readersquestions, respect culturalbackgrounds, describe how aparticular audience may interpret atext, write from more than one pointof view or perspective
Writing to pursue personal interestand for self expression, to explain,persuade, entertain, inform, toexamine opposing perspectives
Writing for different purposes andincluding different forms/genres ina single piece
Using more than one mode within apiece to address purpose
Analyzing informational and literary
textsProducing technical and non-technicaldocuments for career audiences inappropriate format
Outlining to provide supportingdetails and to organize thinking asdetermined by purpose
Essay expand the 5 paragraph formIntroductions writing compellingintroduction presenting a centralidea, theme, or manageable thesiswhile maintaining consistent focus
Body selecting specific, relevantdetails to extend and supportthesis, using personal experiences,observations and research to supportideas and opinions
Transitions obvious and subtle thatshow logical relationships amongideas
Conclusion more than a repetition ofintro
Emphasizing key ideas throughappropriate use of text features(e.g., headings, diagrams, bullets)
Explaining accuracy of content andvocabulary for specific purposes andaudiences
Word Choice using precise languagein poetic, narrative and persuasivewriting, using precise andspecialized language to persuade orinform, using persuasive techniques,using literary devices, using poetic
devices, considering connotationversus denotation, using vernacularappropriately
Sentence Fluency writing sentencesof various length and with differentstructure to create a cadenceappropriate for audience, purposeand form, using a variety of linelengths and structures in narrativepoetry for effect
Limiting use of pronounsAppropriate use of active and passivevoice
Developing convincing characters andsettings within a range of narrativeplots
Expositorywriting
Persuasivewriting
Personal writingWriting aboutliterature
Creativewriting/poetry
Writing to apromptPoetryReviewsEditorialcartoons
Graphicorganizers
JournalsFictional storiesScriptsEssaysSpeeches
Reports
Writes a 3-page essayEssay expands the 5paragraph formIntroductions writes compellingintroductionpresenting a centralidea, theme, ormanageable thesis
while maintainingconsistent focusBody selectsspecific, relevantdetails to extendand support thesis,uses personalexperiences,observations andresearch to supportideas and opinionsTransitions obviousand subtle that showlogicalrelationships amongideasConclusion is more
than a repetition ofintroductionComplex sentencesApplies understandingof multiple andvaried audiences towrite effectively
Demonstratesunderstanding ofdifferent purposesfor writing
Uses a variety offorms/genres
Utilizes variedsentence structureconsistent withaudience, purpose
and form
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8TH
GRADE INTRODUCED/PRACTICED DURING YEAR DELIVERY METHODS YEAR-END PROFICIENCIES
PROCESS Research gathering and paraphrasinginformation from a range ofresources and analyzing,synthesizing and evaluatinginformation for use in writing
Pre-writing generating ideas priorto organization, adjustingprewriting strategies
Maintaining a journal to collect
ideas, record observations, ordescription for later use as a basisfor informational or literarywriting
Organizing determining purpose,analyze audience, select form,formulate theme or thesis toorganize text
Drafting referring to a prewritingplan to handwrite or type a draftaccording to audience purpose andtime, assessing draft and/orfeedback to decide if multipledrafts are necessary
Revision selecting and usingeffective revision tools, rereadingwork several times for different
reasons with different foci,seeking, recording, evaluating andusing feedback from adults andpeers, using resources (e.g.,writing guide, rubric, checklists)to identify needed changes, decidingif revision is warranted, revisingtypographic devices to clarify text
Editing identifying and correctingerrors in conventions usingresources (e.g., dictionary, peers,adults, writing/style guide,textbook), editing with a criticaleye using a self-initiated checklistor editing guide, proofreading finaldraft for errors
Final Copy publishing in appropriate
form, selecting from a variety ofpublishing options includingavailable technologies to produce,design and publish a finishedproduct, using a range of graphicsand illustrations, using visual anddramatic presentations
Collaborating in to create a groupproduct
Use of writing support resources toidentify needed changes (e.g.,writing guide, peer)
Creating a management timeline,flowchart or action plan for writtenprojects
Revising/editing at any stage ofprocess as needed
Identifying and explaining strengthsand weaknesses of own writing citingcriteria
Critiquing work, independently and ingroups, according to detailedscoring guide
Identifying persuasive elements inpeers writing and critiques theeffectiveness
Rereading own work for the craft ofwriting (e.g., sentence opening andvariety) and for content
Setting, evaluating and adjustinggoals
Instill use of entire writing processas an ethic
Use of Six Traits process and
vocabulary
Expositorywriting
Persuasivewriting
Personal writingWriting aboutliterature
Creativewriting/poetry
Writing to apromptReflectivejournals
Fictional storiesScriptsEssaysSpeechesReportsPoetry
Uses writing processindependently and asdirected by teacher
Analyzes and selectseffective strategiesfor generating ideasand planning writing
Analyzes ideas,selects a manageable
topic and elaboratesusing specificrelevant details
Analyzes and selectsan effectiveorganizationalstructure
Analyzes tasks andcomposes multipledrafts whenappropriate
Writes with differentvoice depending onaudience and purpose
Revises text,including changes inwords, sentences,
paragraphs and ideasEdits for conventionsSpells accurately infinal draft
Appliescapitalization,punctuation, andusage rules
Publishes in formatsthat are appropriatefor specificaudiences andpurposes
Evaluates and adjustswriting goals usingcriteria
Uses Six Traits
process andvocabularyUses available,appropriatetechnology as partof publication
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APPENDICES
INSTRUCTIONAL MATERIALS
GLOSSARY OF TERMS
OVERVIEW OF STUDENT WRITERS (OSPI)
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INSTRUCTIONAL MATERIALS
ELEMENTARY
P-K through Grade 5: Instructor designed thematic units
Grades 1 through 5: Rebecca Sittons Sourcebook for Teaching Spelling and Word Skills, Egger
Publishing
Grade 1: Read Well Comprehension and Skills Sheets, Sopris West (penmanship, word families,
punctuation)
Grade 5: Language for Daily Use, Harcourt Brace; Write Source, Great Source Education Group
MIDDLE SCHOOL
Instructor designed activities
Write Source 2000, Great Source Education Group (Resource only)
Elements of Writing, Holt Rinehart and Winston (Resource only)
HIGH SCHOOL
Instructor designed activities
Writers Inc. (2006), Great Source Education Group
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GLOSSARY OF TERMS
Academic writing: Writing based on formal study and conforming to traditional rules ofcomposition
Adjective: A word that describes a person, place, thing or idea
Adverb: Can give more information about a verb, adjective or other adverb, typically answers thequestion how or to what extent. Examples: quickly, very
Alliteration: The repetition of initial consonant sounds at the beginning of two or more words
of a sentence or line of poetry; used to draw attention to words or ideas or to create musicwith the language
Anchor paper: A student paper that is an example of a score point described on a rubric
Anecdote: A short narrative account of an interesting or humorous incident or a short narrativeused as an example in expository or persuasive writing
Apostrophe: Punctuation mark that shows missing letters in a contraction or possession whenaccompanied by the letter s. Examples: didnt, dogs bone
Article: A word used with a noun to limit or give definiteness for the use of the word,examples: a, and, the
Assonance: A repetition of vowel sounds without the repetition of consonant sounds (e.g., dance,clap)
Audience: The expected readers of a writing piece
Authors chair: One student shares his or her writing orally with the entire class. This studentthen asks other students to either share a comment on what they thought or ask a question aboutthe writing. Use of an author's chair gives children feedback on their writing, modelsconferencing, and develops a sense of community for writing.
Authors craft: Choices an author/poet makes regarding elements such as organizational patterns,vocabulary, images, symbols, and point of view to produce a desired effect
Composition/Style: Composition refers to the act of putting thoughts and information on paper.Style describes the sum of choices made in composition from word choice to sentence structure
Conventions: The rules that govern the English language including grammar, spelling andpunctuation
Claim: Thesis or main point, especially in persuasive writing
Class anthology: Collection of writing submitted by individual class members
Cluster or word web: A prewriting strategy where the writer maps thoughts about a topic usinglines or arrows to show how ideas are related -- intended to suggest an organizational patternfor main ideas and supporting details
Cohesion (cohesive adj.): Logical connectedness that holds parts of text together
Colloquial: Conversational, informal language
Conjunction: A word that joins two words, phrases, clauses or sentences. Examples include:either, or, but, while
Consonance: Repetition of consonant sounds particularly at the ends of words (e.g., to kick theblack rock).
Consonant Blends: when two letters with unique sounds are grouped in a word and gain a new sound ch in chin
Content-specific writing: Using writing as a tool for learning or writing within the commonlanguage of a discipline (e.g., writing in history or science, using the conventions appropriateto the discipline) writing within the common language of a discipline (e.g., writing in historyor science, using the conventions appropriate to the discipline)
Conventions: Rules of Standard English usage, capitalization, punctuation, paragraphing, andspelling; common features that have become traditional or expected within a specific form ordiscipline
CUPS Editing: Acronym for a directed set of editing foci. Capitalization, Usage, Punctuation,Spelling
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Decoding: Reading. The skills required to interpret written expression to gain meaning
Descriptive: Writing whose primary goal is to richly describe a place or event
Dialectical discourse: Writing focusing on systematic reasoning, exposition, or argument thatseeks to resolve conflict between opposed or contradictory ideas
Digraph: A group of two letters that make one sound. Examples: Vowel Digraph the ea inbread. Consonant Digraph ng in sing
Direct instruction: A lesson where a grammatical element or other skill is defined and its useis modeled and practiced in a very specific way
Directionality: Understanding that print progresses from left to right and top to bottom
Double-entry log: A form of learning log or journal in which a student keeps notes on the leftside of a double column and then responds, asks questions, analyzes the topic, or relates theinformation to other ideas on the right side
Draft: Verb compose, Noun preliminary version of a piece of writing
Editing: The step in the writing process when writers ensure neatness, legibility properspelling, usage, capitalization, paragraph indentation and punctuation. This step includes useof available resources such as a dictionary, thesaurus, or writing textbook as well as teacherfeedback and peer conferencing. Use of a computers spell-check program is of limitedusefulness.
Ellipses points: marks indicating an omission of words from a quote or a pause
Encoding: Writing. Putting thoughts, ideas or sound into written form
Environmental print: The print of everyday life (e.g., the symbols, signs, numbers, and colorsfound in McDonald's, Wal-Mart, Exxon, Pizza Hut, 7-Up, and on websites) offering excellent entrypoints for young children to begin to learn to read, write, and do math
Essay: an analytic or interpretative literary composition usually dealing with its subject froma limited or personal point of view
Extended metaphor: A metaphor continuing throughout an entire text; often used to create unityor rhetorical effect
Expository: Writing to explain
Figurative language: Word images and figures of speech not meant to be taken literally; used toenrich language (e.g., simile, metaphor, personification)
Final Copy: The most perfected piece of writing the student can produce, typically the result ofseveral drafts.
Flashback: Interruption in the chronological sequence of a narrative to tell about a relatedevent from an earlier time
Foreshadowing: A literary technique where the author gives hints or clues about an event beforeit happens
Form or genre: Organization of specific types of writing within a general category ofpurpose/mode (e.g., if the form is editorial, then purpose/mode is persuasive or possiblyexpository; or if the form is a tall tale, then purpose/mode is narrative)
Format: Most often used to refer to layout or visual presentation of text
Free writing: A prewriting technique in which the writer drafts quickly, without stopping,without editing or self-correcting, to discover what he or she knows, thinks, or feels
Graphic organizer: A visual representation of knowledge, concepts, and ideas and theirrelationships within an organized frame (e.g., concept maps, word webs, story boards)
Imagery: Figurative language used to produce mental pictures and appeal to the senses
Interjection: A word used to show emotion. Example: Wow!
Informational or expository writing: Writing that has as its primary purpose explanation or thecommunication of details, facts, and information
Introduced/ Practiced during Year: Introduced skills are those taught for the first time. Onceskills are introduced, they are practiced both in that year and subsequent years, to providestudents with an opportunity to become proficient at the skills.
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I-Search paper: Student poses a question to guide his or her personally motivated inquiry,develops a search plan that identifies how information will be gathered, follows search plan andgathers information (often through interviews) to construct knowledge, drafts, revises, edits,and publishes report. The I-Search report includes: My Search Questions, My Search Process, WhatI Learned, What This Means To Me, and References.
Learning log: A journal or notebook in which a student records questions, problems, and thoughtsabout a particular subject, idea, or concept as it is studied or learned
Listening trio: Group of three students, one reading his or her paper while the other two offerfeedback during peer revision
Literary analysis: Discussion and writing about the literary devices used by an author in aparticular work
Literary devices: Techniques used to convey or enhance an authors message or voice (e.g.,idiom, figurative language, exaggeration, dialogue, and imagery)
Literary writing: Creating original writing rather than analyzing or synthesizing the writing ofothers (e.g., poetry, short stories, novels, plays, scripts)
Mentor text: Text models that exemplify elements of the writers craft that students can exploreand practice
Metaphor: A figure of speech indirectly comparing two essentially dissimilar things; used tocreate new connections for the reader (e.g., The fog creeps in on little cat feet.)
Methods of Delivery: This column provides examples of potential writing tasks assigned to buildskills listed in the Introduced/Practiced During Year column.
Mode: A type of writing determined by the writers purpose often used interchangeably withpurpose (e.g., If the writers purpose is to explain, then the mode is expository.)
Modeling: An instructional technique where the teacher shows a skill being used
Mood: Emotional atmosphere (e.g., suspenseful, peaceful, mysterious, terrifying) created by thewriters purposeful choice of vocabulary, pacing, and details
Narrate: To tell a story in detail
Narrative: Presentation of a series of events in a purposeful sequence to tell a story, eitherfictional or factual
Noun: Person, place, thing or idea
On-demand writing: Timed writing, often a first draft with minor revisions that demonstrates
students ability to apply writing strategies and skills independently on a single task in alimited time. Often the purpose, audience, topic, and form are specified in a common prompt.
Onomatopoeia: Words that imitate the sounds of movement, animals, or objects (e.g., buzz, hiss,clicketyclack) where the words pronunciation suggests its meaning
Onset and rime: Onset is the part of a word that precedes the vowel; rime is the part of theword after the initial consonants. It includes the vowels and final consonants (e.g., bat, cat,fat).
Organize: The activities undertaken to structure ideas for a piece of writing. These can includemind-maps, note cards and outlines
Paragraph: A unit of meaning signaled by indenting the first word or by inserting a line spacebetween sections of writing
Parallel structure: The repetition of phrases and sentences that are syntactically similar
(e.g., phrases all starting with verbs in the same tense)
Paraphrase: Restating the meaning in own words, retaining all of the ideas without making aninterpretation or evaluation
Patterned poetry: Poetry based on a prescribed syllable count, parts of speech, or shape (e.g.,diamond or diamante poem)
Patterned sentences: A construction used as a base to create new sentences or when young writerssubstitute a word while keeping the rest of the sentence the same (e.g., I likepizza. I likesnowflakes. I like whales.)
Person: Point of view; the perspective from which the author writes (e.g., first person, thirdperson)
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Persuasion: Writing that convinces the designated audience to support a point of view, make adecision, or take an action
Persuasive devices: Logical and/or emotional appeals in order to move an audience to action(e.g., imagery, rhetorical questions, parallelism, emotive language)
Phoneme: The smallest unit of sound in a spoken word that makes a difference in the wordsmeaning
Phonemic writing: A form of proto-writing characterized by attempts to spell words using astudents knowledge of sound/symbol relations.
Phonetic spelling: Spelling according to the sequence of sounds instead of according to spellingrules (e.g., fon instead ofphone)
Point-by-point comparison: A structure that discusses two subjects together, within the sameparagraph, around one criterion of comparison
Portfolio: A purposeful collection of student work that exhibits to the student (and/or others)the students efforts, progress, or achievement
Preposition: Provides information about the relationship of an object to a noun. Examplesinclude beneath, behind, through
Prewriting: (noun) The thinking and planning the writer does before drafting includingconsidering the topic, audience, and purpose, gathering information, choosing a form,determining the role of the writer, and making a plan
Pre-writing: (adjective) In the context of encoding (writing composition), pre-writing is an
activity characterized by those behaviors engaged in by students in pursuit of learning towrite, including drawing, scribbles, letter/line combinations, etc.
Process: used in the development of a piece of writing and refers to the steps that writers useto create a finished piece of writing. Not all steps are used in all writing applications. Thedistricts ultimate goal concerning process is to instill use of the writing system as an ethic,that is, that students will habitually use the appropriate aspects of this system whenever theywrite for any reason regardless of whether it is a school assignment or not.
Prompt: A specific topic or mode that defines a writing exercise
Proto-Writing: Any of a number of attempts at written communication that do not perfectly followaccepted conventions
Publishing: A final draft shared with an audience, large or small; displayed publicly; sent to anewspaper, contest, or magazine; posted on a website
Quatrain: A poem or a stanza within a poem that consists of four lines, often with alternatinglines rhyming (abab)
Read-around group: During peer revision, a small group of students take turns reading theirpieces and receiving feedback from the rest of the group.
Reading response journals: Booklets where students keep personal reflections about their reading Response journals can include lists of words to learn, goals for reading (e.g., number ofbooks or pages read), things they do well as readers, predictions made prior to and duringreading, thoughts, pictures, feelings, questions, or connections to other texts. Responses canbe made before, during, and after reading.
Recursive: The writing process is not a linear one (Emig, 1971; Flower and Hayes, 1981). The actof composing involves: prewriting, drafting, revising, editing, and publishing. Writers oftenperform these acts many times in a different order as a piece is completed. As authors write,they think a little, write a little, go back and cross out something already written or addsomething. They also may re-read and think some more. In this recursive process writers do NOT
have to start at the beginning they can start with the easiest or most difficult part whateveris conceptually ready.
Research: Finding information needed to present ideas well and fully. This activity can beaccomplished through various means including interviews, reading books and magazines orsearching the internet
Research report: An expository account of an event or findings about a topic that a student hasresearched
Resolution: The ending of a story where the conflicts are resolved and loose ends are tiedtogether
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Revise/revision: The process of reworking or re-seeingwriting, which includes: consideringchanges in audience, purpose, focus, organization, style; elaborating, emphasizing, clarifying,or simplifying text (adding, deleting, reordering, or substituting)
Rhetorical question: A question where an answer is not expected; often used in persuasivewriting to involve the audience and create interest
Rubric: Criteria for evaluation and descriptions of evidence for meeting that criteria -- Arubric allows for standardized evaluation according to specified criteria.
Run-together sentence: A sentence in which two independent clauses are written together withoutany punctuation to separate them as if they were a single sentence.
Shared writing: Teacher leads class or group to compose a text with teacher scribing for thestudents so they can focus on composing the text. The teacher may lead the class to explorevarious text types, construct more complex sentences, edit and proofread. The class isencouraged to contribute to the construction of the text.
Simile: A figure of speech directly comparing two essentially dissimilar things; the comparisonis signaled with like or as; used to make writing more vivid, fresh, or interesting (e.g., like ancient trees, we die from the top)
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Six Traits of Writing: A model of writing instruction and assessment that focuses on six traitscommonly found in exemplary writing. These traits, defined below, are ideas, organization,sentence fluency, voice, word choice, and conventions.
Ideas: The main components of a piece of writing, its point
Organization: The internal structure of a piece of writing, the sequence that ideas arepresented
Sentence fluency: Refers both to the use of varied sentence structure and to the flow orrhythm between sentences in a piece of writing
Voice: Writing that gives the reader the sense that a real person composed a piece. Voicealso embodies the stylistic and other choices that a writer uses to convey apurpose, communicate an idea or position, or that makes the writing come alive
Word Choice: The use of precise, richly descriptive and powerful words to communicate
Conventions: The proper application of the rules of writing including spelling,punctuation, usage and grammar
Sound devices: Use of assonance, consonance, alliteration, rhyme, and rhythm to produce themusical cadence in poetry
Sound/symbol association: A students ability to connect a sound to its language symbol (letter)
Spatial organization: Pattern for ordering descriptive writing where items are arrangedaccording to their physical position or relationships (e.g., front to back, left to right)
Story frame: Graphic organizer used to plan the development of a story or visual/multi-mediapresentation
Summarize: Determine what is important in the text, condense this information, and put it intoones own words
Symbol/sound association: Knowing that a given letter represents a sound
Syntax: The way words, phrases, and clauses are combined to form sentence order (e.g., InEnglish, subject-verb-object is a common pattern.)
Synthesize: Pulling together ideas or information to create a new idea or to develop a commonframework for understanding
T-chart: A graphic organizer composed of two columns with a heading for each column across thetop and a dividing line between the columns
Technical: Content or vocabulary directly related to specific knowledge or information in acareer or interest area
Technical writing: Type of expository writing most often used to convey information and givedirections for technical or business purposes
Transitions: Words, phrases, or full sentences that establish logical connections betweensentences, paragraphs, and sections of a piece of writing often used to signal relationshipsbetween ideas
Two-syllable rhyme (also called double or feminine rhyme): Rhyme that happens in two syllablesof a word rather than in one (e.g., yellow, fellow)
Verb: A word that shows action or a state of being
Vernacular: Language of a particular dialect or region
Voice: The sense of the person behind the writing (e.g., serious, honest, compassionate, orangry); writing that captures the correct level of distance, formality, or personality for thepurpose of the writing and the audience
Word bank: Storage place for learners to keep written words that they have learned. Students canrefer to the word bank as they are writing or editing to find out how to spell a word.
Word wall: A systematically organized collection of words (usually alphabetically and sometimesby topic) displayed in large letters on a wall or other large display place in the classroom Itis a tool to use, not just a display. Word walls are designed to promote group learning and beshared by a group of students.
Writing continuum: An articulation of developmental stages of written language growth as well asa source of information about the competencies that students are expected to learn. Thedescriptors list specific behaviors that are typical of development at particular ages or
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Writing guide: Expectations and guidelines for writing in general or for writing particulartypes of papers or assignments
Year-end proficiencies: This column lists skills that students will use properly andconsistently in their writing by the end of a given school year. These proficiencies will beconfirmed by targeted assessments at each grade level.