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Grade 4WritingW-4.1

KCAS Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use dialogue and description to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words and phrases to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.

Accommodations and Supports (Should align with IEP)

KCAS-KAAP Content Assessment Standard: Communicate real experiences by orienting the reader, introducing characters, organizing a sequence of events, using descriptions with concrete words to convey experiences, and provide a conclusion. What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary, sequencing events of a story, ) identify transition words, able to determine relevant information, identify characters, plot, setting, and main idea, describe character, plot, setting and main idea, concrete words, understand writing as a form of communicationWhat will the student be able to do? (student outcomes) Student will describe real life experiences using concrete words and providing a conclusion.

How will you task analyze the skill?

How will you teach this? (SDI, strategies) Story mapping, guided practice, task analysis, pair pictures with words, model creating and telling stories, practice teaching sequencing, use of graphic organizers, assistive technology, CBI for real life experiences, Writing it real, highlighting strategies

What materials will you need? Graphic organizer, Assistive technology

What will daily checks for understanding look like (formative assessment)?

What were the outcomes of your practice test (summative assessment)?

Reflections (what worked well, what will you change next time)

Grade 4WritingW-4.2

KCAS Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Produce clear and organized writing.

What does the student need to know to begin? (pre-requisite skills) Understanding syntax, content/topic specific vocabulary, sentence structure, punctuation, grammar (nouns, adj., adv., verbs, plurals), knowledge of various genre, understand writing as a form of communication

What will the student be able to do? (student outcomes) Student will be able to produce clear and organized writing pieces.


How will you teach this? (SDI, strategies) Paula Kluth’s Framed Paragraphs, cloze procedures, pictures/photos/objects paired with text, graphic organizers, technology (read write gold, word wizard, word prediction, classroom suite, intellikeys), modeling, writing prompts, seven stages of writing, mind mapping, outlines, descriptive writing techniques (give students a piece of bubble gum and have them come up with words to describe the various aspects of the gum, flavor, smell, texture, etc.), highlighting strategies, Four Paragraphs to Passing, IBC strategy

What materials will you need? Graphic organizers, Technology, Pictures, Websites, Computer




Grade 4WritingR-4.3

KCAS Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: With guidance and support from peers and adults, develop

and strengthen writing as needed by planning, and revising.

What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary (planning, revising), understand writing as a form of communication, understand sentence structure

What will the student be able to do? (student outcomes) Given a writing prompt student will develop a writing piece and rewrite as needed.


How will you teach this? (SDI, strategies) Marzano, Kansas strategies, graphic organizers, formatted writing samples of various types, visual supports for outlining writing process, modeling, chunking, Technology (board maker, WWS, I Pad, Kidspiration, Inspiration software), DRAFT development, organize information, revise, “The Write Way” by Donna Vincent, Coach books, 7 Stages of Writing, use picture symbols/visual supports, writing centers, You Speak/ I Write

What materials will you need? Technology, Graphic organizer, Pictures/visual supports




Grade 4WritingW-4.4

KCAS Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.

Accommodations and Supports (Should align with IEP )

KCAS-KAAP Content Assessment Standard: With some guidance and support from adults, use technology, including the Internet, to produce writing as well as to interact and collaborate with others.

What does the student need to know to begin? (pre-requisite skills) Able to determine appropriate resources, sequencing, able to communicate relevant thoughts, sentence structure, types of writing, understanding of character development, editing/revision skills

What will the student be able to do? (student outcomes)


How will you teach this? (SDI, strategies) Graphic organizers, Marzano strategies, modeling, story mapping, journaling, brainstorming, guided practice, technology (word prediction, writing software), pair text with photos, pictures, or objects

What materials will you need?




Grade 4WritingW-4.5

KCAS Standard: Conduct short research projects that build knowledge through investigation of different aspects of a topic.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Conduct short research projects that build knowledge

through investigation of different aspects of a topic.

What does the student need to know to begin? (pre-requisite skills) Knowledge of vocabulary and scientific method, able to determine an appropriate source for chosen topic, data analysis, entry and display



How will you teach this? (SDI, strategies) Graphic organizers, modeling, chunking, guided practice, journaling, brainstorming, KWL chart, problem solving strategies, questioning strategies





Grade 4WritingW-4.6

KCAS Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

Accommodations

KCAS-KAAP Content Assessment Standard: Recall relevant information from experiences or gather relevant information from print and digital sources and categorize information.

What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary (“note taking, research, summarizing, paraphrasing, relevant, sources, writing, plagiarism, credibility, reliability”), mode of communication/AT



How will you teach this? (SDI, strategies) Connect to real life, include high interests and strengths, articles in various formats, Marzano’s and Kansas strategies, visual outline of writing process, Kidspiration and Inspiration software





Grade 5WritingW-5.1

KCAS Standard: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences. a. Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally. b. Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations. c. Use a variety of transitional words, phrases, and clauses to manage the sequence of events. d. Use concrete words and phrases and sensory details to convey experiences and events precisely. e. Provide a conclusion that follows from the narrated experiences or events.


KCAS-KAAP Content Assessment Standard: Communicate real experiences by orienting the reader, introducing characters, organizing sequence of events naturally, using dialogue with concrete words and phrase to convey experiences, and provide a conclusion.

What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary, sequencing events of a story, identify transition words, able to determine relevant information, understand that writing is a form of communication, turn taking, knowledge of concrete words and phrases, identify character, plot and setting

What will the student be able to do? (student outcomes) Student will use sequencing of events with dialogue to communicate real life experiences and provide a conclusion.


How will you teach this? (SDI, strategies) Story mapping, guided practice, task analysis, pair pictures with words, graphic organizers, modeling, assistive technology, Kansas Strategies

What materials will be needed? Technology, graphic organizer, pictures/visual supports




Grade 5WritingW-5.2

KCAS Standard: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Produce clear and organized writing in which the

development is appropriate to task.

What does the student need to know to begin? (pre-requisite skills) understanding syntax content/topic specific vocabulary sentence structure punctuation knowledge of various genre grammar (nouns, adj., adv., verbs, plurals)

What will the student be able to do? (student outcomes) When given a writing prompt student will be able to develop and organize a writing piece appropriate to the task.


How will you teach this? (SDI, strategies) Paula Bluth’s Framed Paragraphs, cloze procedures, pictures/photos/objects paired with text, graphic organizers, technology (read write gold, word wizard, word prediction, classroom suite, intellikeys), Kansas Strategies

What materials will be needed? Graphic organizer, Pictures/visual supports, technology




Grade 5WritingW-5.3

KCAS Standard: With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: With guidance and support from peers and adults, develop

and strengthen writing as needed by planning, revising, and rewriting.What does the student need to know to begin? (pre-requisite skills) Identified mode of communication and necessary technology, content specific vocabulary (planning, revising), understand writing as a form of communication, understand sentence structure

What will the student be able to do? (student outcomes) Given a writing prompt student will develop a writing piece and strengthen by planning, writing and revising.


How will you teach this? (SDI, strategies) Marzano, Kansas strategies, graphic organizers, formatted writing samples of various types, visual supports for outlining writing process, modeling, chunking, Technology (board maker, WWS, I Pad, Kidspiration, Inspiration software), DRAFT development, rganize information, revise, “The Write Way” by Donna Vincent, Coach books, 7 Stages of Writing, teach using picture symbols/visual supports, writing centers, You Speak/ I WriteWhat materials will be needed? Technology, Graphic organizer, Pictures/visual supports




Grade 5WritingW-5.4

KCAS Standard: Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Recall relevant information from experiences or gather

relevant information from print and digital sources; summarize or paraphrase information in notes.





What materials will be needed?




Grade 5Writing

KCAS Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others;

Accommodations and Supports

W-5.5 demonstrate sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.

(Should align with IEP)

KCAS-KAAP Content Assessment Standard: With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others. What does the student need to know to begin? (pre-requisite skills) Able to determine appropriate resources, sequencing, able to communicate relevant thoughts, sentence structure, types of writing, understanding of character development, editing/revision skills








Grade 5WritingW-5.6

KCAS Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

Accommodations and Supports (Should align with

IEP)KCAS-KAAP Content Assessment Standard: Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic. What does the student need to know to begin? (pre-requisite skills) Knowledge of vocabulary and scientific method, able to determine an appropriate source for chosen topic, data analysis, entry and display



How will you teach this? (SDI, strategies) Graphic organizers, modeling, chunking, guided practice, journaling, brainstorming, ) KWL chart, problem solving strategies, questioning strategies





Grade 6Writing

KCAS Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. a. Engage


W-6.1 and orient the reader by establishing a context and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, and description, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence and signal shifts from one time frame or setting to another. d. Use precise words and phrases, relevant descriptive details, and sensory language to convey experiences and events. e. Provide a conclusion that follows from the narrated experiences or events.


KCAS-KAAP Content Assessment Standard: Communicate real experiences by engaging and orienting the reader, introducing characters, organizing a sequence of events that unfolds using dialogue, description, and pacing with precise words and phrases, using descriptive details, sensory language and basic transition words to convey experiences and manage time or setting change, and provide a reasonable conclusion. What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary, sequencing events of a story, identify transition words, identify singular viewpoints then multiple ones, able to determine relevant information, identify character, plot and setting

What will the student be able to do? (student outcomes) Able to organize and describe real events across time and settings using dialogue, description, pacing, details, sensory language, transition words and provide a reasonable conclusion.


How will you teach this? (SDI, strategies) Story mapping, guided practice, task analysis, pair pictures with words, graphic organizers, writing prompt, modeling

What materials will be needed? Graphic organizers, Pictures/ visual supports, technology




Grade 6WritingW-6.2

KCAS Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Produce clear and coherent writing in which the development

and organization are appropriate to task. What does the student need to know to begin? (pre-requisite skills) Understanding syntax, content/topic specific vocabulary, sentence structure, punctuation, grammar (nouns, adj., adv., verbs, plurals), knowledge of various genre








Grade 6WritingW-6.3

KCAS Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: With some guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising, editing, and rewriting.

What does the student need to know to begin? (pre-requisite skills) Identified mode of communication and necessary technology, content specific vocabulary (planning, revising), understand writing as a form of communication, understand sentence structure

What will the student be able to do? (student outcomes) Given a writing prompt student will develop a writing piece and strengthen by planning, rewriting, editing and revising.


How will you teach this? (SDI, strategies) Marzano, Kansas strategies, graphic organizers, formatted writing samples of various types, visual supports for outlining writing process, modeling, chunking, Technology (board maker, WWS, I Pad, Kidspiration, Inspiration software), DRAFT development, organize information, revise, “The Write Way” by Donna Vincent, Coach books, 7 Stages of Writing, teach using picture symbols/visual supports, writing centers, You Speak/ I Write

What materials will be needed? Technology, Graphic organizer, Pictures/visual supports




Grade 6WritingW-6.4

KCAS Standard: Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Gather relevant information from multiple print and digital

sources; assess the credibility of each source and quote or paraphrase the data avoiding plagiarism.









Grade 6WritingW-6.5

KCAS Standard: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Use technology, including the Internet, to produce and

publish writing as well as to interact and collaborate with others.









Grade 6WritingW-6.6

KCAS Standard: Conduct short research projects to answer a question, drawing on several sources and refocusing the inquiry when appropriate.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Conduct short research projects to answer a question,

drawing on several sources and refocusing the inquiry when appropriate.









Grade 8Writing

KCAS Standard: Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well structured event sequences. a. Engage and orient the


W-8.1 reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically. b. Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters. c. Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events. d. Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events. e. Provide a conclusion that follows from and reflects on the narrated experiences or events.


KCAS-KAAP Content Assessment Standard: Communicate real experiences by engaging an orienting the reader by establishing a singular point of view, introducing characters, organizing a sequence of events that unfolds naturally using dialogue, descriptions, and pacing with precise words and phrases, using descriptive details, sensory language basic transition words and phrases to convey experiences and manage time and setting changes and show relationships between experiences, and provide a reasonable conclusion and reflect on the experiences. What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary, sequencing events of a story, identify transition words, identify singular viewpoints then multiple ones, able to determine relevant information, identify and describe character, plot and settingWhat will the student be able to do? (student outcomes) Given a writing prompt the student will be able to organize and describe real events across time, experiences and settings using dialogue, description, pacing, details, sensory language, transition words and provide a reasonable conclusion and reflection.How will you task analyze the skill?

How will you teach this? (SDI, strategies) Story mapping, guided practice, task analysis, pair pictures with words, graphic organizers, writing prompt, modeling, Cloze Strategy, Kansas Strategies, The Your Words/Their Words strategies, The You Speak/I Write Strategies, Follow the Footsteps, The CD strategy

What materials will be needed? Pictures/ visual supports, Technology, Graphic organizers




Grade 8WritingW-8.2

KCAS Standard: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and information into broader categories; include formatting (e.g., headings), graphics (e.g., charts, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with relevant, well-chosen facts, definitions, concrete details,


quotations, or other information and examples. c. Use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to inform about or explain the topic. e. Establish and maintain a formal style. f. Provide a concluding statement or section that follows from and supports the information or explanation presented.

KCAS-KAAP Content Assessment Standard: Write informative/explanatory texts to examine a topic and analyze relevant content. What does the student need to know to begin? (pre-requisite skills) Identify features of text, research skills, formatting, transitions (words that writers use to move from topic to topic), content specific vocabulary (“formatting, graphics, text features, transitions, style, organization, informative, explanatory”) What will the student be able to do? (student outcomes) When given a writing prompt student will be able to write informative/explanatory text to examine a topic and analyze relevant content.How will you task analyze the skill?

How will you teach this? (SDI, strategies) Practice using text feature icons (literacy snapshot on KDE website for text feature activities), sentence strips to use when developing writing pieces (practice organization), technology (Microsoft PowerPoint to organize ideas on slides and use slide sorter feature, add graphics, Board maker, writing with symbols), read write gold has a research feature to aid in selecting and organizing relevant details from passages, main idea/supporting details activities to establish common theme and a conclusion that supports it, Cloze strategy, Kansas Strategies, see KCAS standard for more detailWhat materials will be needed? Technology, Pictures/visual supports, Graphic organizers




Grade 8WritingW-8.3


Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Produce clear and coherent writing in which the

development, organization, and style are appropriate to task.

What does the student need to know to begin? (pre-requisite skills) Understanding syntax, content/topic specific vocabulary, sentence structure, punctuation, grammar (nouns, adj., adv., verbs, plurals), knowledge of various genre








Grade 8WritingW-8.4

KCAS Standard: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: With some guidance and support from peers and adults,

develop and strengthen writing as needed by planning, revising, editing, and rewriting, focusing on how well purpose and audience have been addressed.

What does the student need to know to begin? (pre-requisite skills) Identified mode of communication and necessary technology, content specific vocabulary (planning, revising), understand writing as a form of communication, understand planning, revising, editing, purpose and audience



How will you teach this? (SDI, strategies) Marzano, Kansas strategies, graphic organizers, formatted writing samples of various types, visual supports for outlining writing process, modeling, chunking, Technology (board maker, WWS, I Pad, Kidspiration, Inspiration software), DRAFT development, organize information, revise, “The Write Way” by Donna Vincent





Grade 8WritingW-8.5

KCAS Standard: Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Use technology, including the Internet, to produce and

publish writing and present the information and ideas efficiently as well as to interact with others.What does the student need to know to begin? (pre-requisite skills) Able to determine appropriate resources, sequencing, able to communicate relevant thoughts, sentence structure, types of writing, understanding of character development7) editing/revision skills



How will you teach this? (SDI, strategies) Graphic organizers, Marzano strategies, technology (word prediction, writing software), pair text with photos, pictures, or objects





Grade 8WritingW-8.6

KCAS Standard: Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

Accommodations and Supports (Should align with IEP)KCAS-KAAP Content Assessment Standard: Conduct short research projects to answer a question

drawing on several sources and generating additional related, focused questions.






What will daily checks for understanding look like? (formative assessment)



Grade 10WritingW-10.1

KCAS Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole. d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.


KCAS-KAAP Content Assessment Standard: Create or communicate real experiences by engaging and orienting the reader by establishing a singular point of view, introducing characters, organizing a sequence of events that unfolds naturally and logically ,using dialogue, description and pacing with precise words and phrases, using descriptive details, sensory language, a variety of transition words and phrases to create a coherent whole and capture the action, and provide a reasonable conclusion and reflect on the experience. What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary, sequencing events of a story, identify transition words, identify singular viewpoints then multiple ones, able to determine relevant information, identify and describe character, plot and setting, events build upon each other to create a whole storyWhat will the student be able to do? (student outcomes)Given a writing prompt the student will be able to organize and describe real events across time, experiences and settings using dialogue, description, pacing, details, sensory language, transition words and provide a reasonable conclusion and reflection.Students will sequence events that build upon each other to create a coherent whole (story). How will you task analyze the skill?

How will you teach this? (SDI, strategies) Story mapping, guided practice, task analysis, pair pictures with words, Kansas Strategies, Cloze Strategy, Modeling

What materials will be needed? Graphic organizers, Pictures/visual supports, technology







KCAS-KAAP Content Assessment Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task and purpose.


What will the student be able to do? (student outcomes) When given a writing prompt student will be able to develop and organize a writing piece appropriate to the task and purpose.


How will you teach this? (SDI, strategies) Paula Bluth’s Framed Paragraphs, cloze strategy, pictures/photos/objects paired with text, graphic organizers, technology (read write gold, word wizard, word prediction, classroom suite, intellikeys), Kansas Strategies

What materials will be needed? Graphic organizer, Pictures/visual supports, technology,





KCAS Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


KCAS-KAAP Content Assessment Standard: Develop writing as needed by planning, revising, editing, rewriting, and focusing on what is significant for a specific purpose and audience.

What does the student need to know to begin? (pre-requisite skills) Content vocabulary, knowledge of pre-writing, editing, revising, audience, purpose (inform, persuade, entertain)

What will the student be able to do? (student outcomes) When given a prompt the student will develop writing by planning, revising, editing, rewriting and focusing on what is significant for purpose and audience.


How will you teach this? (SDI, strategies) Model pre-writing and brainstorming, model with marker papers (or other quality writing pieces), use sentence strip activities to teach organization and clarity, technology (PowerPoint…), matching/sorting activities, sentence writing strategies (Kansas, Marzano), Barry Lane book about revising, websites (internet4classrooms.com, abcteach.com, KDE striving readers), KCLM from literacy consultants, picture/visual supports






KCAS Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.


KCAS-KAAP Content Assessment Standard: Use technology, including the Internet, to produce, publish, and update writing products and to display information.










KCAS Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.


KCAS-KAAP Content Assessment Standard: Gather relevant information from multiple print and digital

sources; assess the usefulness and credibility of each source in answering the research question; integrate information selectivity to maintain flow of ideas.










KCAS Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


KCAS-KAAP Content Assessment Standard: Conduct short research projects or solve a problem,

demonstrating understanding of the subject under investigation.










KCAS Standard: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. a. Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events. b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters. c. Use a variety of techniques to sequence events so that they build on one another to


create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth, or resolution). d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

KCAS-KAAP Content Assessment Standard: Create or communicate real experiences by engaging and orienting the reader by establishing a singular point of view, introducing characters and organizes a sequence of events that unfolds naturally and logically, using dialogue, description and pacing to develop experiences and characters, using a variety of transition words and phrases, to create a coherent whole, using precise words and phrases, descriptive details, sensory language to capture the action and experiences and develop settings and characters, and provide a reasonable conclusion and reflect on the experiences. What does the student need to know to begin? (pre-requisite skills) Content specific vocabulary, sequencing events of a story, identify transition words, identify singular viewpoints then multiple ones, able to determine relevant information, identify and describe character, plot and setting, events build upon each other to create a whole storyWhat will the student be able to do? (student outcomes)Given a writing prompt the student will be able to organize and describe real events across time, experiences and settings using dialogue, description, pacing, details, sensory language, transition words and provide a reasonable conclusion and reflection.Students will sequence events that build upon each other to create a coherent whole (story)How will you task analyze the skill?

How will you teach this? (SDI, strategies) Story mapping, guided practice, task analysis, pair pictures with words, Kansas Strategies, Cloze Strategy, Modeling


What will daily checks for understanding look like? (formative assessment)




KCAS Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience


KCAS-KAAP Content Assessment Standard: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.


What will the student be able to do? (student outcomes)When given a writing prompt student will be able to develop and organize a writing piece appropriate to the task and purpose.


How will you teach this? (SDI, strategies) Paula Bluth’s Framed Paragraphs, cloze strategy, pictures/photos/objects paired with text, graphic organizers, technology (read write gold, word wizard, word prediction, classroom suite, intellikeys), Kansas Strategies






KCAS Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.


KCAS-KAAP Content Assessment Standard: Develop and strengthen writing as needed by planning, revising, editing, rewriting, and focusing on what is most significant for a specific purpose and audience.

What does the student need to know to begin? (pre-requisite skills) Content vocabulary, knowledge of pre-writing, editing, revising, audience, purpose (inform, persuade, entertain)



How will you teach this? (SDI, strategies) Model pre-writing and brainstorming, model with marker papers (or other quality writing pieces), use sentence strip activities to teach organization and clarity, technology (PowerPoint…), matching/sorting activities, sentence writing strategies (Kansas, Marzano), Barry Lane book about revising, websites (internet4classrooms.com, abcteach.com, KDE striving readers), KCLM from literacy consultantWhat materials will be needed?





KCAS Standard: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.


KCAS-KAAP Content Assessment Standard: Use technology including the internet to produce, publish and update shared writing products including new arguments and information.


What will the student be able to do? (student outcomes) When given a writing prompt student will be able to develop and organize a writing piece appropriate to the task and purpose.


How will you teach this? (SDI, strategies) Graphic organizers, Marzano strategies, modeling, story mapping, journaling, brainstorming, guided practice, technology (word prediction, writing software), pair text with photos, pictures, or objects, Kansas Strategies






KCAS Standard: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and over reliance on any one source and following a standard format for citation.


KCAS-KAAP Content Assessment Standard: Gather relevant information from multiple print and digital sources: use advanced searches effectively; assess the usefulness and credibility of each source in terms of

the task, purpose, and audience; integrate information selectivity to maintain flow of ideas, avoiding plagiarism.










KCAS Standard: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.


KCAS-KAAP Content Assessment Standard: Conduct short as well as more sustained research projects to answer a question or solve a problem; broaden the inquiry when appropriate; demonstrating understanding

of the subject under investigation.









€¦ · Web viewmodeling, writing prompts, seven stages of writing, mind mapping, outlines,...

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