3-6 piece by piece

PPIIEECCEE BBYY PPIIEECCEE

Ideas

Organization

Word Choice

Voice

Sentence Fluency

Conventions

Brevard County Schools Elementary Writing Plan Grades 3-6 Revised Edition, 2008

B r e v a r d Wr i t i n g P l a n

Overview

The Brevard County scope and sequence writing plan, Piece by Piece, offers professionals an overview of the writing tenets endorsed by the district. Six Traits, Writing Application, and Writing Process combine essential components to assure student success. Each component must be implemented in this instructional process, giving students a complete picture of proficient writing procedure. This grade‐level pacing guide directs instruction for maximum support, resulting in student writing mastery. The publication, Developing the Craft, 2nd Edition, provides enrichment lessons and serves as a companion guide. Developing Ideas and Extreme Makeover: Convention and Writing Skills Edition are also referenced in this publication as elementary writing resources. All district created publications for writing instruction may be found in the “Teacher Portal” on the Brevard County School web site under the “Handbooks and Documents” heading.

Acknowledgements

Many thanks to the teachers of the district writing cadres that dedicated countless hours to give their peers a developmentally‐appropriate writing guide that reflects the reading series, Macmillan/McGraw‐Hill, and the new Sunshine State Standards.

Primary Writing Cadre Members: Norma Alberty, Terry Bozza, Deb Connaughton, Alison Fletcher, Jane Mosher, Christine Ward, and Julie Wilkinson

Intermediate Writing Cadre Members: JoAnn Edson, Julie Fletcher, Barbara Glinski, Deb Haer, Patti Henning, Barbara Lane, and Lainey Newell

Publication Designer: Christine Ward

Coordinator: Theresa Phelps, Brevard County Elementary Writing Resource Teacher

p. 1

The FCAT Writing + assessment is scored by a holistic method. Trained scorers consider four elements then arrive at a score by considering the whole work. FOCUS refers to how clearly the paper presents and maintains a main idea, theme, or unifying point. • Papers receiving high scores demonstrate a consistent awareness of the topic and avoid

loosely related or extraneous information. • Papers receiving low scores may contain information that is loosely related, extraneous, or

both. ORGANIZATION refers to the structure or plan of development (beginning, middle, and end) and the relationship of one point to another. Organization refers to the use of transitional devices to signal both the relationship of the supporting ideas to the main idea, theme, or unifying point, and the connections between and among them. • Papers receiving high scores contain an effective organizational plan. • Papers receiving low scores may lack or misuse an organizational plan or transitional devices. SUPPORT refers to the quality of details used to explain, clarify, or define. The quality of support depends on word choice, specificity, depth, relevance, and thoroughness. • Papers receiving high scores generally provide elaborated examples and fully developed

illustrations. The relationship between the supporting ideas and the topic is clear. • Papers receiving low scores may contain support that is a bare list of events or reasons,

support that is not extended by detail, or both.

CONVENTIONS refer to the punctuation, capitalization, spelling, usage, and sentence structure. These conventions are basic writing skills included in Florida’s Sunshine State Standards. • Papers receiving high scores generally follow the basic conventions of punctuation,

capitalization, and spelling, using a variety of sentence structures to present ideas. • Papers receiving low scores often contain errors in punctuation, capitalization, spelling, and

sentence structure. They may have little variation in sentence structure.

IDEAS: • the heart of the message • original, the writers own • strong ideas = clear message • the content of the piece • rich and developed • unusual, extraordinary, and unpredictable • interesting, informative details • layered, extended

ORGANIZATION: • internal structure • events proceed logically • connections are strong • strong organization = reader’s anticipation

of purpose fulfillment • the pattern fits the central idea • information is given in right doses • satisfying closure leaves reader thinking

VOICE: • heart and soul of writing • writer coming through the words • writer is personally engaged with the

topic • like the writer’s fingerprints‐specific to

one person • the magic, wit, feeling, life, and breath

WORD CHOICE: • moves reader to envision • uses every day words well • clarifies and expands ideas • rich, colorful precise language • moves and enlightens the reader • vocabulary not used just to impress

SENTENCE FLUENCY: • sentence variety • sound of word patterns • writing plays to the ear • sounds good when read aloud • rhythm and flow of the language • crafted for ease of reading experience • free of awkward word patterns • has cadence, power, rhythm, and

movement

CONVENTIONS: • ready for publication • mechanical correctness • spelling, grammar, usage • punctuation and capitalization • proofread and edited with care

FCAT FOCUS ORGANIZATION SUPPORT CONVENTIONS

Six Traits Stimulating IDEAS Logical ORGANIZATION Stimulating IDEAS Personal VOICE Original WORD CHOICE

Smooth‐reading sentences SENTENCE FLUENCY

Correct, accurate copy CONVENTIONS

Six Traits of Writing Defined FCAT Writing Defined

How FCAT and Six Traits Overlap

p. 2

Revised Edition, 2008

August thru May Third Grade

p. 3

WRITING PROCESS SSS FORMS OF WRITING

Prewriting Generate ideas and formulate a plan

• Multiple sources (e.g., text, brainstorming, graphic organizers, drawing, writer’s notebook, group discussion, printed material)

• Determine purpose/audience • Organizational strategies (e.g., graphic organizers, KWL chart, log) to make a plan that

includes a main idea Drafting Write a draft appropriate to the topic, audience, and purpose

• Pre‐writing plan to develop the main idea with supporting details that describe or provide facts and/or opinions

• Sequential, using time‐order words and cause/effect transitions Revising Revise and refine draft for clarity and effectiveness

• Evaluate draft for use of ideas and content, logical organization, voice, point of view, and word choice

• Combination of sentence structures (i.e., simple, compound) • Add supporting details (e.g., dialogue, similes, etc.) • Modify word choice (e.g., dictionary, thesaurus) • Refine the draft (e.g., peer review, checklists, rubrics, conferencing)

Editing Edit and correct the draft for standard language conventions

• Spelling using patterns and generalizations • Capitalization for proper nouns • Punctuation (end punctuation, apostrophes, commas, colons, quotation marks) • Present and past verb tense, noun‐pronoun agreement, noun‐verb agreement,

subjective and objective pronouns, and plurals of irregular nouns • Subject/verb and noun/pronoun agreement in simple and compound sentences

Publishing • Prepare writing in an appropriate format • Add graphics to finished product • Share writing

‐ Discovering Quality Literature Day and Young Author’s Conference

LA 3.3.1.1

LA 3.3.1.2 LA 3.3.1.3

LA 3.3.2.1

LA 3.3.2.2

LA 3.3.3.1

LA 3.3.3.2 LA 3.3.3.3 LA 3.3.3.4 LA.3.3.3.4

LA 3.3.4.1 LA 3.3.4.2 LA 3.3.4.3 LA.3.3.4.4

LA 3.3.4.4

LA.3.3.5.1 LA.3.3.5.2 LA.3.3.5. LA 3.3.5.3

Creative

• Chapter books • Short stories & Tall Tales • Poetry • Skits • Song lyrics • Journals • Narrative essays

Informative

• Rules • Summaries • Directions & Procedures • Recipes • Notes • Messages • Labels • Instructions • Graphs/Tables • Experiments • Rubrics • Observations • Lists • Charts • Map labels • Legends • Friendly letters • Thank you notes • Formal letters • Invitations • Expository essays

Persuasive

• Advertisement • Paragraph


August thru September Third Grade

Focus: Creative (Narrative), Informative (Expository) p. 4

WRITING APPLICATION/SIX TRAITS SSS RESOURCES

IDEAS: • Brainstorm list of ideas • Analyze picture book read‐alouds for ideas/details • Determine the purpose of writing and audience • Narrow the topic • Sensory Details • Elaboration with supporting details

ORGANIZATION: • Narrative and Expository graphic organizers

Narrative

• Beginning, middle, and end (B‐M‐E), setting, characters, plot, sequenced events, problem/resolution

• Friendly letter (topic sentence) • Personal narrative

Expository

• Topic sentence w/supporting details • Write to a prompt (Special Friend) • Write About a Place (important details)

• Write About Waking Up (unimportant details)

LA.3.3.1.1 LA.3.1.7.1 LA.3.3.1.2 LA.3.3.1.3 LA.3.4.1.1

LA.3.3.2.1

LA.3.3.1.1

LA.3.4.1.1 LA.3.4.2.4 LA.3.3.1.2

LA.3.4.2.3 LA.3.4.2.3 LA.3.4.2.3

LA.3.4.2.3

Ideas M/MH Unit 1: 36‐37; DC 46, 47, 50 Literary Devices/Writing Skills See PbP Purpose DC 75 Narrowing topic DC 52 Sensory details DC 28, 29, 53, 80 87, 90; DI 15, 17, 35 Sensory chart DC 16 Elaboration DC 48, 49, 69; DI 8, 9, 13, 14, 19, 20, 24, 25, 36, 37

Graphic organizers: Narrative DC 17; Expository DC 5, 12‐15

B‐M‐E DC 59; Characters DC 51, 64 Topic sentence DC 42‐45; M/MH Unit 1: 72‐73 Personal narrative DC 53 A Good Paragraph M/MH Unit 1: 36‐37A Prompt M/MH Unit 1: 84‐85 (Model) Important details M/MH Unit 1: 114‐115A (Model) Unimportant details M/MH Unit 1: 146,‐147A (Model)

WORD CHOICE: • Nouns (specificity), verbs (vivid), adjectives (dazzling color words, mature words),

and adverbs (ly words)

• Employ literary devices: all caps, imagery, metaphor, nifty names, onomatopoeia, sensory words

• Modify word choice using resources • Word Wall • Vocabulary

CONVENTIONS: • Correct spelling (words w/short vowels, CVCe pattern, words with /ā/, /ō/, /ī/) • Capitalization of sentence beginnings • Types of sentences: statements, questions, commands, exclamations, compound • Ending punctuation • Commas in compound sentences • Subjects • Predicates • Checklist

LA.3.3.3.1

LA.3.3.3.3

LA.3.3.3.3 LA.3.3.3.1 LA.3.1.6.1

LA.3.3.4.1

LA.3.3.4.2 LA.3.3.4.6

LA.3.3.4.3 LA.3.3.4.3

LA.3.3.4.4

Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12 Adjectives/Adverbs DC 39, 81 Dazzling color words DC 27 Literary Devices See PbP Imagery M/MH Unit 1: 104, 112, 113 Metaphor M/MH Unit 1: 98 Sensory words M/MH Unit 1: 98 Onomatopoeia DC 68, 78, 79 Resources DC 76 Word wall DC18‐21 Extreme Makeover

M/MH Grammar Unit 1; Extreme Makeover Spelling DC 113 Capitalization DC 112 Punctuation DC 107‐111, 114 Checklist DC 115

M/MH Macmillan/McGraw‐Hill DC Developing the Craft DI Developing Ideas PbP Piece by Piece

p. 5

Revised Edition, 2008 September District Writing Assessment

October thru November Third Grade

Focus: Creative (Narrative), Informative (Expository), Persuasive p. 6


IDEAS: • Brainstorm list of ideas • Analyze picture book read‐alouds for ideas/details • Determine the purpose of writing and audience • Narrow the topic • Sensory details

• Elaboration with supporting details

ORGANIZATION: • Narrative & Expository graphic organizers

• Hooks, effective endings Narrative

• Beginning, middle, and end (B‐M‐E), setting, characters, plot, sequenced events, problem/resolution

• Write About a Performance (good topic) • Write About a Talking Animal (B‐M‐E) • Write to a prompt (Tried Something New) • Journal entry (word choice)

• Narrative transitions

Expository

• Book report (strong conclusion) • Expository transitions

Persuasive

• Radio ad (informal language) • Persuasive paragraph (figurative language)

LA.3.3.1.1 LA.3.1.7.1 LA.3.3.1.2 LA.3.3.1.3 LA.3.4.1.1

LA.3.3.2.1

LA.3.3.1.1

LA.3.4.1.1

LA.3.4.1.2 LA.3.4.1.2 LA.3.4.1.2 LA3.4.1.2

LA.3.3.2.2

LA.3.4.2.3 LA.3.3.2.2

LA.3.4.3.1 LA.3.4.3.1

Ideas DC 46, 47, 50 Literary Devices/Writing Skills See PbP Purpose DC 75 Narrowing topic DC 52 Sensory details DC 28, 29, 53, 80 87, 90; DI 15, 17, 35; Sensory chart DC 16 Elaboration DC 48, 49 DI 8, 9, 13, 14, 19, 20, 24, 25, 36, 37, 69

Graphic organizers: Narrative DC 17; Expository DC 5, 12‐15 Hooks, Endings DC 41, 54, 60 B‐M‐E DC 59, Characters DC 51, 64 Good topic M/MH Unit 2: 176‐177A B‐M‐E M/MH Unit 2: 210‐211 Prompt M/MH Unit 2: 222‐223 Word choice M/MH Unit 3: 312‐313 Transitions DC 24, 25, 26, 100‐104; DI 21 Strong conclusion M/MH Unit 2: 276‐277 Transitions DC 23, 25, 26 Informal language M/MH Unit 2: 254‐255 Figurative language M/MH Unit 3: 338‐339


and adverbs (ly words) • Employ literary devices: all caps, alliteration, consonance, idiom, metaphor, nifty

names, onomatopoeia, repetition, specificity • Introduce FCAT terminology: focus, organization, support, and conventions • Word Wall • Vocabulary

VOICE: • Point of View

CONVENTIONS: • Continue prior convention skills • Correct spelling (words with /ē/, /ch/, th, wh, sh, consonant blends, /n/, gn, kn,

/r/, wr, /är/, /ôr/, /â/) • Capitalization of proper nouns and titles • Apostrophes • Common, proper, singular, plural, irregular plural nouns, and singular possessive

nouns • Subject/verb agreement • Action verbs, present tense • Combining sentences • Commas: dates and places • Convention checklist

LA.3.3.3.1

LA.3.3.3.3

LA.3.1.6.1 LA.3.3.3.1 LA.3.1.6.1

LA.3.3.3.1

LA.3.3.4.1

LA.3.3.4.2 LA.3.3.4.3 LA.3.3.4.4

LA.3.3.4.5 LA.3.3.4.4 LA.3.3.4.5 LA.3.3.4.3

Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12 Adjectives/Adverbs DC 39, 81 Dazzling color words DC 27 Literary devices See PbP

Alliteration M/MH Unit 2: 274‐275 Consonance M/MH Unit 3: 336‐337 Idiom M/MH Unit 3: 332 DI 22 Metaphor M/MH Unit 3: 336‐337 Repetition M/MH Unit 2: 274‐275 Terminology DI 5 Word wall DC 18‐21 Extreme Makeover Voice DC 77,85 Point of view DC 86; DI 17 M/MH Grammar Practice: Unit 2, lessons 1‐2; Unit 3; Extreme Makeover Spelling DC 113

Capitalization DC 106, 112 Proper nouns DC 106

Punctuation DC 107‐111, 114 Checklist DC 115


p. 7

Revised Edition, 2008 November District Writing Assessment

December thru January Third Grade



IDEAS: • Brainstorm list of ideas • Analyze picture book read‐alouds for ideas/details • Determine the purpose of writing and audience • Narrow the topic • Sensory details

• Elaboration with supporting details

ORGANIZATION: • Narrative and expository graphic organizers

Narrative

• Beginning, middle, and end (B‐M‐E), setting characters, plot, events, problem/resolution

• Write a story w/dialogue • Tall Tale (mood) • Write About a Family Meal (vary sentences)

• Narrative transitions

Expository

• Hook, introductory paragraph, body paragraphs w/topic sentence and supporting elaboration, concluding paragraph

• Write to a prompt (Special Day) • Write directions (precise words) • Expository transitions

LA.3.3.1.1 LA.3.1.7.1 LA.3.3.1.2 LA.3.3.1.3 LA.3.4.1.1

LA.3.3.2.1

LA.3.3.1.1

LA.3.4.1.1

LA.3.4.1.2 LA.3.4.1.2 LA.3.4.1.2

LA.3.3.2.2

LA.3.4.2.3

LA.3.4.2.3 LA.3.4.2.5 LA.3.3.2.2

Ideas DC 46, 47, 50 Literary Devices/Writing Skills See PbP Purpose DC 75 Narrowing topic DC 52 Sensory details DC28, 29, 53, 80, 87, 90; DI 15, 17, 35 Sensory chart DC 16

Elaboration DC 48, 49; DI 8, 9, 13, 14, 19, 20, 24, 25, 36, 37

Graphic organizers: Narrative DC 17 Expository DC 5, 12‐15 B‐M‐E DC 59 Characters DC 51, 64 Dialogue M/MH Unit 3: 382‐383A Mood M/MH Unit 3: 416‐417A Vary sentences M/MH Unit 4: 44‐45A Transitions DC 24, 25, 26, 100‐104 DI 21

Essay DC 39 Prompt M/MH Unit 3: 350‐351 Precise words M/MH Unit 4: 76‐77 Transitions DC 23


and adverbs (ly words) • Review FCAT terminology: focus, organization, support, and conventions • Employ literary devices: all caps, alliteration, consonance, idiom, metaphor, nifty

names, onomatopoeia, personification, repetition, simile, specificity • Word wall • Vocabulary

FLUENCY: • Vary sentence types/beginnings

VOICE: • Dialogue • Point of View

CONVENTIONS: • Continue previous convention skills • Spelling (words with /ûr/, /ü/, /ū/, /ů/, /oi/, /ô/, /ou/) • Linking verbs, verb tenses (past‐tense, future‐tense) • Noun/verb agreement • Subject/verb agreement • Punctuation – commas in a series, colon, and quotation marks • Convention checklist

LA.3.3.3.1

LA.3.1.6.1 LA.3.3.3.3

LA.3.3.3.1 LA.3.1.6.1

LA.3.3.3.2

LA.3.3.3.3 LA.3.3.3.1

LA.3.3.4.1 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.5 LA.3.3.4.3

Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80 DI 11, 12 Adjectives/Adverbs DC 39, 81 Dazzling color words DC 27 Terminology D15 Literary Devices/Writing Skills, see PbP Personification M/MH Unit 4: 60‐61 Simile M/MH Unit 3: 365, 417B Unit 4: 64, 72 Word wall DC 18‐21 Extreme Makeover

Sentence structure DC 95‐99

Dialogue M/MH Unit 3: 382‐383 Point of view DC 86 DI 17

M/MH Grammar Practice Unit 3, lessons 3‐5; Unit 4, lessons 1‐2; Extreme Makeover

Spelling DC 113 Punctuation DC 107‐111, 114 Checklist DC115


p. 9


February thru March Third Grade



IDEAS: • Brainstorm list of ideas • Analyze picture book read‐alouds for ideas/details • Determine the purpose of writing and audience • Narrow the topic • Sensory details • Elaboration with supporting details

ORGANIZATION: • Narrative and expository graphic organizers • Hooks, effective endings

Narrative

• B‐M‐E, setting, characters, plot, events, problem/resolution • Write to a prompt – (Unusual Day) • Write About a Family (transition words) • Narrative transitions

Expository • Hook, introductory paragraph, body paragraphs w/topic sentence and

supporting elaboration, concluding paragraph • Write About Your Community (strong opening) • Write directions (time‐order words) • Write About Alike and Different (multiple paragraphs)

• Expository transitions

LA.3.3.1.1 LA.3.1.7.1 LA.3.3.1.2 LA.3.3.1.3 LA.3.4.1.1

LA.3.3.2.1

LA.3.3.1.3

LA.3.4.1.1 LA.3.4.1.2 LA.3.4.1.2

LA.3.3.2.2

LA.3.4.2.3

LA.3.4.2.3 LA.3.4.2.5 LA.3.4.2.3

LA3.3.2.2

Ideas DC 46, 47, 50 Literary Devices/Writing Skills, see PbP Purpose DC 75 Narrowing topic DC 52 Sensory details DC 28, 29, 53, 80, 87, 90; DI 15, 17, 35 Sensory chart DC 16 Elaboration DC 48, 49; DI 8, 9, 13, 14, 19, 20, 24, 25, 36, 37

Graphic organizers: Narrative DC 17 Expository DC 5,12‐15 Hooks, Endings DC 41, 54, 60 B‐M‐E DC 59 Characters DC 51, 64 Prompt M/MH Unit 4: 88‐89 Transition words M/MH Unit 5: 216‐217A Transitions DC 24, 25, 26, 100‐104 DI 21 Essay DC39 Strong opening M/MH Unit 4: 110‐111A Time‐order words M/MH Unit 4: 144‐145A Multiple paragraphs M/MH Unit 5: 182‐183 Transitions DC 23, 25, 26



• Employ literary devices: all caps, alliteration, consonance, hyperbole, idiom, metaphor, nifty names, onomatopoeia, personification, repetition, rhythm, simile, specificity

• Review FCAT terminology: focus, organization, support, and conventions • Word Wall • Vocabulary

FLUENCY: • Varying sentence types/beginnings

VOICE: • Dialogue • Point of View • Emotion

CONVENTIONS: • Continue previous convention skills • Correct spelling (words with soft c and g, homophones, plurals, compound words,

and inflected endings) • Noun/pronoun agreement • Verbs – helping, irregular • Contractions, apostrophes • Pronouns – singular, plural • Proper nouns • Subjective/objective pronouns • Convention checklist

LA.3.3.3.1

LA.3.3.3.3

LA.3.1.6.1 LA.3.3.3.1 LA.3.1.6.1

LA.3.3.3.2

LA.3.3.3.3 LA.3.3.3.1 LA.3.3.3.1

LA.3.3.4.1

LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.4 LA.3.3.4.2 LA.3.3.4.4

Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80; DI 11, 12 Adjectives/Adverbs DC 39, 81 Dazzling color words DC 27

Literary Devices/Writing Skills, see PbP Hyperbole M/MH Unit 5: 176 Idiom M/MH Unit 5: 170; DI 22 Repetition/Rhythm M/MH Unit 4: 108‐ 109 Simile M/MH Unit 4: 138, 162, 210 Terminology DC 15 Word wall DC 18‐21 Extreme Makeover

Sentence structure DC 95‐99

Dialogue M/MH Unit 3: 382‐383 Point of view DC 86; DI 71 Emotion DC 87, 90

M/MH Grammar Practice: Unit 4, lessons 3‐5; Unit 5, lessons 1‐2; Extreme Makeover Spelling DC 113

Proper Nouns DC 106 Checklist DC 115


p. 11

Revised Edition, 2008 February District Writing Assessment

April thru May Third Grade



IDEAS: • Brainstorm list of ideas • Analyze picture book read‐alouds for ideas/details • Narrow the topic • Sensory details • Elaboration with supporting details

ORGANIZATION: • Narrative and expository graphic organizers

• Hooks, effective endings Narrative

• Beginning, middle and end (B‐M‐E), setting, characters, plot, events, problem/resolution

Prompt – A Time You Played in the Playground or Park • Write About an Animal (Tone)

Expository • Hook, introductory paragraph, body paragraphs w/topic sentence and

supporting elaboration, concluding paragraph • Introductory speech (fact and opinion) • Business letter (formal language) • News story (transition words) • Prompt – Good Citizen • Interesting job (strong opening)

Poetry • Free Verse • Descriptive poem (figurative language)



LA.3.3.1.1 LA.3.1.7.1

LA.3.3.1.3 LA.3.4.1.1 LA.3.3.2.1

LA.3.3.1.1

LA.3.4.1.1 LA.3.4.1.2 LA.3.4.1.2

LA.3.4.2.3

LA.3.4.2.4 LA.3.4.2.4 LA.3.4.2.4 LA.3.4.2.3 LA.3.4.2.3

LA.3.4.1.2 LA.3.4.1.2

LA.3.3.3.1

Ideas DC 46, 47, 50 See PbP Literary Devices/Writing Skills Narrowing topic DC 52, Sensory details DC 28, 29, 53, 80, 87, 90 DI 15, 17, 35 Sensory chart DC 16 Elaboration DC 48, 49 DI 8, 9, 13, 14, 19, 20, 24, 25, 36, 37 Graphic organizers: Narrative DC 17 Expository DC 5, 12‐15 Hooks, Endings DC 60 B‐M‐E DC 59 Characters DC 51, 64 Prompt MM/H Unit 5: 228‐229 Tone MM/H Unit 6: 402‐403A Essay DC39 Fact/Opinion MM/H Unit 5: 258‐259A Formal Lang. MM/H Unit 6: 320‐321A Transition words MM/H Unit 6:344‐345 Prompt MM/H Unit 6: 356‐357 Strong opening MM/H Unit 6:382‐383 Free Verse Poetry DC 89 Figurative lang MM/H Unit 5: 284‐285 Verbs DI 16, 18 Adjectives DC 70, 71, 72, 73, 74, 80 DI 11, 12 Adjectives/Adverbs DC 39, 81

• Employ literary devices: all caps, alliteration, assonance, consonance, hyperbole, idiom, metaphor, moral, nifty names, onomatopoeia, personification, repetition, rhythm, sensory words, simile, specificity

• Word wall • Vocabulary

FLUENCY: • Varying sentence beginnings/types

VOICE: • Point of view • Emotion

CONVENTIONS: • Continue prior convention skills • Correct spelling (words with endings y to I, vc/cv, v/cv, vc/v patterns, final / ,

prefixes re‐, un‐, dis‐, pre‐, final / r/, suffixes –ful, ‐less, ‐ly, accented syllables) • Possessive pronouns • Articles • Sentence combining w/adjectives and adverbs • Pronoun‐verb agreement • Abbreviations • Adjectives/Adverbs • Commas after introductory words, greeting & closing of letters • Convention Checklist

LA.3.3.3.3

LA.3.3.3.1 LA.3.1.6.1

LA.3.3.3.2

LA.3.3.3.1 LA.3.3.3.3

LA.3.3.4.1

LA.3.3.4.4 LA.3.3.4.5 LA.3.3.4.4 LA.3.3.4.3 LA.3.3.4.4 LA.3.3.4.4 LA.3.3.4.3

Literary Devices/Writing Skills, see PbP Assonance M/MH Unit 6: 400‐401 Idiom M/MH Unit 6: 310, 314 DI 22 Metaphor M/MH Unit 6: 378 Moral M/MH Unit 6: 380‐381 Onomatopoeia M/MH Unit 5: 285F DC 68, 78, 79 Personification M/MH Unit 6: 338, 380, 381, 400, 401 Rhythm M/MH Unit 5: 282, 283, 400, 401 Sensory words M/MH Unit 5: 252 Simile M/MH Unit 5: 282, 283, 304 Word wall DC 18‐21 Extreme Makeover Sentence structure DC 95‐99 Point of view DC 86, DI 17 Emotion DC 28, 87 90 DI 3 MM/H Grammar Practice: Unit 5, lessons 3‐5; Unit 6; Extreme Makeover Spelling DC 113 Punctuation DC 107‐111, 114 Checklist DC 115


p. 13

Revised Edition, 2008 April District Writing Assessment

Third Grade FCAT Writing Rubric p. 14

Score 1 2 3 4 5 6

Focus Focus refers to how clearly the paper presents the main idea.

Minimally addresses the topic

Slightly related to the topic

Offers little relevant information

Generally focused on the topic

Includes extraneous or loosely related material


May include extraneous or loosely related material

Focused on the topic Focused strongly on topic

Organization Organization refers to a clear sequential pattern. In a story, it would have a beginning, middle, and end with sequenced events.

Does not exhibit organizational pattern

Has few, if any transitional devices

Shows little evidence of organizational pattern

May lack sense of wholeness

Has an attempted organizational pattern

Has some transitional devices

Lapses occur

Shows an organizational pattern

May have some lapses occurring

Demonstrates a sense of completeness

Has an organizational pattern

May have a few lapses

Has an organizational pattern with a logical progression of idea

Expresses a senses of wholeness/ completeness

Support Support refers to word choice used to create a more descriptive piece. It also refers to elaborating with details to “paint a picture” with words.

Contains few, if any supports ideas

Limited or immature word choice

Inadequately supported or illogical


Details without elaboration

Grade level vocabulary

May contain specifics and details, although development is uneven

Shows inadequate word choice

Has adequately developed supporting ideas

Has word choice that is adequate, but lacks precision.

Has ample development of supporting ideas Reveals a mature command of language Communicates a precise choice of words

Conventions Conventions refer to punctuation, capitalization, spelling, spacing and sentence structure.

Frequent errors in sentence structure may impede communication

Common words may be misspelled

Simple sentence structure

Little variation in sentence structure

Frequent errors in basic capitalization and punctuation


Shows an attempt to use variety in sentence structure

Shows knowledge of conventions, and usage is usually demonstrated.

Has commonly used words spelled correctly

Shows an attempt to use variety in sentence structure Has proper conventions, and spelling is generally correct

Various sentence structures

Proper convections and spelling is generally correct

Occasional errors do not impede communication


Complete sentences

Shows subject/verb agreement and correct verb/noun forms


Third Grade Sunshine State Standards p. 15

WRITING PROCESS WRITING APPLICATION Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan. The student will prewrite by: LA.3.3.1.1 – generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material); LA.3.3.1.2 – determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA.3.3.1.3 – using organizational strategies (e.g., graphic organizer, KWL chart, log) to make a plan for writing that includes a main idea. Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by: LA.3.3.2.1 – using a prewriting plan to develop the main idea with supporting details that describe or provide facts and/or opinions; and LA.3.3.2.2 – organizing information into a logical sequence through the use of time‐order words and cause/effect transitions. Revising Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by: LA.3.3.3.1 – evaluating the draft for use of ideas and content, logical organization, voice (e.g., formal or informal), point of view, and word choice; LA.3.3.3.2 – creating clarity by using a combination of sentence structures (e.g., simple, compound) to improve sentence fluency in the draft and by rearranging words, sentences, and paragraphs to clarify meaning; LA.3.3.3.3 – creating interest by adding supporting details (e.g., dialogue, similes) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and LA.3.3.3.4 – applying appropriate tools or strategies to refine the draft (e.g., peer review, checklists, rubrics). Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student will edit for correct use of: LA.3.3.4.1 – spelling, using spelling patterns and generalizations (e.g., word families, diphthong, consonant digraphs, CVC words, CCVC words, CVCC words, affixes) and using a dictionary or other resources as necessary; LA.3.3.4.2 – capitalization for proper nouns, including holidays, product names, titles used with someone’s name, initials, and geographic locations; LA.3.3.4.3 – punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA.3.3.4.4 – present and past verb tense, noun‐pronoun agreement, noun‐verb agreement, subjective and objective pronouns, and plurals of irregular nouns; LA.3.3.4.5 – subject/verb and noun/pronoun agreement in simple and compound sentences; LA.3.3.4.6 – end punctuation for compound, declarative, interrogative, and exclamatory sentences. Publishing Standard: The student will write a final product for the intended audience. The student will: LA.3.3.5.1 – prepare writing in a format appropriate to audience and purpose (e.g., manuscript, multimedia); LA.3.3.5.2 – add graphics where appropriate; and LA.3.3.5.3 – share the writing with the intended audience.

Creative Standard: The student develops and demonstrates creative writing. The student will: LA.3.4.1.1 – write narratives based on real or imagined events or observations that include characters, setting, plot, sensory details, and a logical sequence of events; and LA.3.4.1.2 – write a variety of expressive forms (e.g., chapter books, short stories, poetry, skits, song lyrics) that may employ, but not be limited to, figurative language (e.g., simile, onomatopoeia), rhythm, dialogue, characterization, plot, and appropriate format. Informative Standard: The student develops and demonstrates technical writing that provides information related to real‐world tasks. The student will: LA.3.4.2.1 – write in a variety of informational/expository forms (e.g., rules, summaries, procedures, recipes, notes/messages, labels, instructions, graphs/tables, experiments, rubrics); LA.3.4.2.2 – record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate; LA.3.4.2.3 – write informational/expository essays that contain at least three paragraphs and include a topic sentence, supporting details, and relevant information; LA.3.4.2.4 – write a variety of communications (e.g., friendly letters, thank‐you notes, formal letters, messages, invitations); and LA.3.4.2.5 – write simple directions to familiar locations using cardinal directions and landmarks, and create an accompanying map. Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. LA.3.4.3.1 The student will write persuasive text (e.g., advertisement, paragraph) that attempts to influence the reader.

August thru May Fourth Grade

p. 16



• Brainstorming • Graphic organizers • Determine purpose/audience • Narrow the topic • Writer’s notebook

Drafting Main ideas with ample development of supporting details through descriptions, details, examples, anecdotes, visualization, facts and statistics, expert testimony, literary devices, and/or emotional appeal‐loaded words, glittering generalities, bandwagon appeal, celebrity testimony

• Logical sequence with time order words (transitions) and cause/effect transitions • Interesting hooks and effective endings

Revising • Add details & modify word choice for mature vocabulary • Revise for sentence variety • Repetition of words for emphasis • Create clarity by using a combination of sentence structures (e.g. simple, compound) and rearranging

words, sentences, and paragraphs • Delete extraneous information • Use of rubrics, resources (thesaurus, dictionary), & conferencing

Editing • Correct spelling & indentations • Capitalization of proper nouns and sentence beginnings • Ending punctuation, apostrophes, commas, quotations, semi‐colons, and colons • Present and past verb tense; subject/verb agreement; pronoun/verb agreement • Rubrics

Publishing • Share writing

• Multi‐media presentations

• Publish books

• Discovering Quality Literature Day and Young Author’s Conference

LA.4.3.1.1 LA.4.3.1.1 LA.4.3.1.3 LA.4.3.1.2

LA.4.3.2.1 LA.4.4.1.1 LA.4.4.2.3

LA.4.3.2.2

LA.4.3.3.1 LA.4.3.3.2 LA.4.3.3.1 LA.4.3.2.2

LA.4.3.3.2 LA.4.3.3.4

LA.4.3.4.1 LA.4.3.4.2 LA.4.3.4.3 LA.4.3.4.4 LA.4.3.3.4

LA.4.3.5.3 LA.4.3.5.1 LA.4.3.5.2

Creative• Short story • Haiku & Cinquain • Skit & Song lyrics • Narrative essay • Journal

Informative

• Summaries • Recipes & Procedures • Instructions • Graphs/Tables • Experiments • Rubrics • How‐To manuals • Friendly & Formal letters • Observations • Notes & Lists • Charts • Map labels & Legends • Thank you notes • Messages • Invitations • Directions • Expository essay • Short response • Extended response • Technical writing • Journal

Persuasive

• Advertisement • Essay • Letter


August thru September Fourth Grade

Focus: Creative (Narrative) p. 17


IDEAS: • Analyze picture book read‐alouds for ideas/details • Generate list of ideas/Brainstorm (ABC list‐whole class of possible topics) • Determine the purpose of writing and audience • Narrow the topic • Sensory details

• Elaboration through description and example

ORGANIZATION: • Graphic organizers • Hooks, effective endings • Transitional words and phrases

Narrative • B‐M‐E, setting, characters, plot, sequenced events, problem/resolution • Additional writing genres to be worked on during 90 min. reading block in response to text:

• Paragraph • Cinquain • E‐mail • Radio ad • Essay • Concrete poem • Book review


and adverbs (ly words) • Word wall

LA.4.1.7.5 LA.4.3.1.1 LA.4.3.1.2 LA.4.3.1.3 LA.4.4.1.1

LA.4.3.2.1

LA.4.3.1.1 LA.4.3.2.3

LA.4.4.1.1

LA.4.4.1.2 LA.4.4.1.2 LA.4.4.1.2 LA.4.4.1.2 LA.4.4.1.2 LA.4.4.1.2 LA.4.4.1.2

LA.4.3.3.1

LA.4.1.6.1

Ideas DC 37‐54 Literary Devices/Writing Skills, see PbP RAFT strategy DC 75 Narrow topic DC 52 Sensory words DC 28, 29, 80, 87, 90; DI 15, 17, 28, 31, 35 Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30, 32, 33, 34, 36, 37, 40 Organization DC 55‐60; M/MH Unit 2: 247A, Unit 6:716B

Organizers Narrative DC 17, Expository DC 5, 12‐15 Hooks/Endings DC 54, 60 Transitions DC 24, 25, 26, 100‐104 B‐M‐E DC 59; Characters DC 51 M/MH Unit 1: Writer’s Workshop Personal Narrative 147A

Paragraph M/MH Unit 1: 42 Cinquain M/MH Unit 1: 66 E‐mail M/MH‐Unit 1: 106 Radio ad M/MH Unit 2: 206 Essay M/MH Unit 2: 218 Concrete poem M/MH Unit 2: 244 Book review M/MH Unit 2: 246

Word choice DC 61‐81 Strong verbs DI 16, 18, 33; DC 18‐21, 30; Color words DC 27; Adjectives DC 71, 72 DI 11, 12 Word wall DC 18‐21

• Review FCAT terminology: focus, organization, support, conventions • Employ literary devices: alliteration, metaphors, similes, hyperbole,

onomatopoeia, sensory words

• Vocabulary (mature word choice) VOICE: • Point of view

CONVENTIONS: • Correct spelling (short vowels, long a, long e, long i, long o, ch, tch, th, sh, wh, ph,

complex consonants) • Capitalization of proper nouns • Singular/plural nouns • Ending punctuation, apostrophes, commas in complex sentences, colons • Present and past verb tense • Subject/verb agreement • Noun/pronoun agreement • Sentence types: simple/compound • Sentence combining • Indenting paragraphs

LA.4.1.6.1 LA.4.3.3.3

LA.4.1.6.1

LA.4.3.1.2

LA.4.3.4.1

LA.4.3.4.2

LA.4.3.4.6 LA.4.3.4.3 LA.4.3.4.4 LA.3.3.4.5 LA.3.3.4.5 LA.3.3.4.5

Terminology DI 5 Word choice DC 61‐81; Alliteration M/MH Unit 5:645‐650, Unit 6: 754; Similes M/MH‐Unit 3: 313, 319, 356, Unit 4: 545B, Unit 5: 558; Metaphors M/MH Unit 1: 66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5: 652‐655 Voice DC 82‐91 Point of view DC 86 Conventions DC 105‐115 M/MH Grammar Practice Unit 1 Extreme Makeover


p. 18

Revised Edition, 2008 September District Writing Assessment

October thru November Fourth Grade

Focus: Informative (Expository) p. 19


IDEAS: • Analyze picture book read‐alouds for ideas/details • Determine purpose of writing and audience • Sensory details

• Elaboration through descriptions, examples, details, visualization

ORGANIZATION:

• Narrative & expository graphic organizers • Hooks, elaborated middles, effective endings • Sequencing events • Transitional words and phrases

Expository • Hook, introductory paragraph, body paragraphs with topic sentence and

supporting elaboration, concluding paragraph o Concrete poem o Map Labels/Charts o Book review o Paragraphs o Essays o Articles



LA.4.1.7.5 LA.4.3.1.2 LA.4.4.1.1

LA.4.3.2.1

LA.4.3.1.1 LA.4.3.2.3 LA.4.3.2.2

LA.4.4.2.3

LA.4.4.2.1 LA.4.4.2.2 LA.4.4.2.1 LA.4.4.2.1 LA.4.4.2.1 LA.4.4.2.1

LA.4.3.3.1

Ideas DC 37‐54 Literary Devices/Writing Skills, see PbP RAFT strategy DC 75 Sensory words DI 15, 17, 28, 31, 35; DC 28‐29, 53, 80, 87, 90 Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30, 32, 33, 34, 36, 37, 40 Organization DC 55‐60; M/MH Unit 2: 247A, Unit 6: 716B Organizers Narrative DC 17, Expository DC 5, 12‐15 Transitions‐DI 21, 100‐104 Expository transitions‐DC 23, 25, 26, 100‐104 M/MH Unit 4: 469A Unit 1: 25

Concrete poem M/MH Unit 2: 244 Book review M/MH Unit 2: 246 Essays M/MH Unit 3: 328 Articles M/MH Unit 2: Writing Workshop 275A

Word choice DC 61‐81 Strong verbs DI 16, 18, 33; DC 18‐21, 30; Color words DC 27

• Word Wall • Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,

onomatopoeia, sensory words, personification, general to specific, all caps, aphorisms, assonance, idioms

FLUENCY: • Sentence variation

VOICE: • Point of view • Dialogue • Emotion & Reaction

CONVENTIONS: • Correct spelling (/är/, /ôr/, /âr/, /îr/, /ûr/, silent letters, soft c & g, plural endings) • Continue prior convention skills • Capitalization of titles, sentence beginnings, proper nouns • Ending punctuation, quotations, ellipses, abbreviations, commas in a series • Contractions • Linking/helping/action verbs • Common/proper/singular/plural/possessive nouns

LA.4.3.3.1 LA.4.3.3.3

LA.4.3.3.1

LA.4.3.3.1 LA.4.3.3.1 LA.4.4.1.2 LA.4.4.1.1

LA.4.3.4.1

LA.4.3.4.2 LA.4.3.4.6

LA.4.3.4.4

Word wall DC 18‐21 Word choice DC 61‐81; Alliteration M/MH Unit 5: 645‐650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356, Unit 4: 545B, Unit 5: 558; Metaphors M/MH‐Unit 1: 66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5: 652‐655; Aphorisms M/MH Unit 6: 746, Assonance M/MH Unit 1: 66‐67, Unit 6: 680, Repetition M/MH Unit2: 255, 264, 462, Unit 6: 754‐755, Dialogue M/MH Unit 3: 400, Unit 7: 27, 100; Idioms DI 22; Personification M/MH Unit 4: 491; Literary devices, see PbP Fluency DC 92‐104 Voice DC 82‐91 Point of view DC 86 Conventions DC 105‐115 M/MH Grammar Practice Unit 2 & 3 Extreme Makeover


p. 20

Revised Edition, 2008 November District Writing Assessment

December thru January Fourth Grade

Focus: Informative (Expository), Creative (Narrative) p. 21


IDEAS: • Analyze picture book read alouds for ideas/details • Sensory details & reactions • Elaboration through descriptions, examples, details, visualization, anecdotes • Determine the purpose and audience

ORGANIZATION:

• Narrative & expository graphic organizers • Hooks, elaborated middles, effective endings • Sequencing events • Transitional words and phrases

Expository • Hook, introductory paragraph, body paragraphs with topic sentence and

supporting elaboration, concluding paragraph o Essays

Narrative • Beginning, middle and end (B‐M‐E), setting, characters, plot, sequenced events,

problem/solution o Essays



LA.4.1.7.5 LA.4.4.1.1

LA.4.3.2.1

LA.4.3.1.2

LA.4.3.1.1 LA.4.3.2.3 LA.4.3.2.2

LA.4.4.2.3

LA.4.4.2.3

LA.4.4.1.1

LA.4.3.3.1

Literary Devices/Writing Skills, see PbP Ideas DC 37‐54 Sensory words DI 15, 17, 28, 31, 35; DC 28‐29, 53, 80, 87, 90

Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30, 32, 33, 34, 36, 37, 40 RAFT strategy DC 75 Organization DC 55‐60; M/MH Unit 2: 247A, Unit 6: 716B

Organizers Narrative DC 17, Expository DC 5, 12‐15 Transitions DI 21, 100‐104 Expository transitions DC 23, 25, 26, 100‐104 M/MH Unit 4: 469A Unit 1: 25

Expository essays M/MH Unit 3: 404; Unit 4: 442 Narrative essays M/MH Unit 3: Writer’s Workshop 409A

Word choice DC 61‐81 Strong verbs DI 16, 18, 33; DC 18‐21, 30 Color words DC 27

• Word wall • Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,

onomatopoeia, sensory words, personification, general to specific, all caps, assonance, aphorisms, idioms

FLUENCY: • Sentence variation • Foreshadowing, flashback, anadiplosis

VOICE: • Point of View • Dialogue • Emotion • Engaging phrases • All caps

CONVENTIONS: • Correct spelling (compound words, inflected endings, change y to I, /ü/, /ū/, /u/) • Continue prior convention skills • Antecedents • Pronoun types • Pronoun/verb agreement • Homophones

LA.4.3.3.1 LA.4.3.3.3

LA.4.3.3.2

LA.4.3.3.1 LA.4.3.3.1 LA.4.4.1.2 LA.4.4.1.1

LA.4.3.4.1

LA.4.3.4.4 LA.4.3.4.5

Word wall DC 18‐21 Word choice DC 61‐81; Alliteration M/MH Unit 5: 645‐650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356, Unit 4: 545B, Unit 5: 558; Metaphors M/MH‐Unit 1: 66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5: 652‐655; Aphorisms M/MH Unit 6: 746, Assonance M/MH Unit 1: 66‐67, Unit 6: 680, Repetition M/MH Unit 2: 255, 264, 462, Unit 6: 754‐755, Dialogue M/MH Unit 3: 400, Unit 7: 27, 100; Idioms DI 22; Personification M/MH Unit 4: 491; Literary Devices/Writing Skills, see PbP Fluency DC 92‐104

Voice DC 82‐91 Point of view DC 86 Emotion DC 87, 90

Conventions DC 105‐115 M/MH Grammar Practice Units 3 & 4 Extreme Makeover


p. 22


February thru March Fourth Grade

Focus: Informative (Expository), Creative (Narrative) p. 23


IDEAS: • Analyze picture book read‐alouds for ideas/details • Sensory details & reactions • Elaboration through descriptions, examples, details, visualization, anecdotes

• Determine the purpose and audience

ORGANIZATION: • Narrative & expository graphic organizers • Hooks, elaborated middles, effective endings • Sequencing events • Transitional words and phrases Expository • Hook, introductory paragraph, body paragraphs with topic sentence and

supporting elaboration, concluding paragraph • Essays • Cinquain • Poster • Multiple paragraphs • Friendly letter • Directions

Narrative • B‐M‐E, setting, characters, plot, sequenced events, problem/solution

• Limerick • Free verse poetry



LA.4.1.7.5 LA.4.4.1.1 LA.4.3.2.1

LA.4.3.1.2

LA.4.3.1.1 LA.4.3.2.3 LA.4.3.2.2

LA.4.4.2.3

LA.4.4.2.1 LA.4.4.2.1 LA.4.4.2.1 LA.4.4.2.1 LA.4.4.2.4 LA.4.4.2.5

LA.4.4.1.1 LA.4.4.1.1 LA.4.4.1.1

LA.4.3.3.1

Literary Devices/Writing Skills, see PbP

Ideas DC 37‐54

Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30, 32, 33, 34, 36, 37, 40 RAFT strategy DC 75

Organization DC 55‐60; M/MH Unit 2: 247A, Unit 6: 716B Organizers Narrative DC 17, Expository DC 5, 12‐15 Transitions DI 21, 100‐104, DC 24 Essay M/MH Unit 4: 468, 506 Cinquain M/MH Unit 4: 534 Poster M/MH Unit 5: 590 Multiple paragraphs M/MH Unit 5: 560

Limerick M/MH Unit 4: 504 Free verse poetry M/MH Unit 5: 558 Word choice DC 61‐81

Strong verbs DI 16, 18, 33; DC 18‐21, 30; Color words DC 27

• Word wall • Reinforce literary devices: alliteration, metaphors, similes, hyperbole, repetition,

onomatopoeia, sensory words, personification, general to specific, all caps, assonance, aphorisms, idioms

FLUENCY: • Sentence variation • Anadiplosis

VOICE: • Point of view • Dialogue • Emotion • Engaging phrases

CONVENTIONS: • Correct spelling ( /oi/, /ou/, /ô/, vccv, v/cv, vc/v) • Continue prior convention skills • Pronoun/verb agreement • Comparative/superlative forms • Comparing adjectives

LA.4.3.3.1 LA.4.3.3.3

LA.4.3.3.2

LA.4.3.3.1 LA.4.3.3.1 LA.4.4.1.2 LA.4.4.1.1

LA.4.3.4.1

LA.4.3.4.5 LA.4.3.4.4

Word wall DC 18‐21 Word choice DC 61‐81; Alliteration M/MH Unit 5: 645‐650, Unit 6: 754; Similes M/MH Unit 3: 313, 319, 356, Unit 4: 545B, Unit 5: 558; Metaphors M/MH‐Unit 1: 66, 67, Unit 3: 380, 388, 403, Unit 4: 535B, Unit 6: 752, 755; Onomatopoeia DC 68, 78, 79; Hyperbole M/MH Unit 5: 652‐655; Aphorisms M/MH Unit 6: 746, Assonance M/MH Unit 1: 66‐67, Unit 6: 680, Repetition M/MH Unit 2: 255, 264, 462, Unit 6: 754‐755, Dialogue M/MH Unit 3: 400, Unit 7: 27, 100; Idioms DI 22; Personification M/MH Unit 4: 491; Literary Devices/Writing Skills, see PbP Voice DC 82‐91 Point of view DC 86 Emotion DC 87, 90 Conventions DC 105‐115 M/MH Grammar Practice Units 5 & 6 Extreme Makeover


p. 24

Revised Edition, 2008 February District Writing Assessment

April thru May Fourth Grade

Focus: Persuasive p. 25


IDEAS: • Analyze picture book read‐alouds for ideas/details • Sensory details & reactions • Elaboration through facts and statistics, expert testimony, and emotional appeal:

loaded words, glittering generalities, bandwagon appeal, celebrity testimony • Determine the purpose and audience

ORGANIZATION: Persuasive • Persuasive graphic organizer‐OREO • Hooks, elaborated middles, effective endings • Transitional words and phrases • Hook, opinion statement, elaborated support, conclusion

• Essay • Article • Interview



LA.4.1.7.5 LA.4.4.1.1

LA.4.3.2.1 LA.4.3.1.2

LA.4.3.1.3 LA.4.4.3.1

LA.4.4.3.2

LA.4.3.3.1

Literary Devices/Writing Skills, see PbP Ideas DC 37‐54

Elaboration DI 8, 9, 13, 14, 19, 20, 24, 25, 26, 27, 29, 30, 32, 33, 34, 36, 37, 40

RAFT strategy DC 75 Organization DC 55‐60; M/MH Unit 2: 247A, Unit 6: 716B Transitions DI 21, 100‐104, DC 24

Essay M/MH Unit 4: Writer’s Workshop 539A Article M/MH Unit 6: 716 Interview M/MH Unit 6: 756 Word Choice DC 61‐81 Strong verbs DI 16, 18, 33; DC 18‐21, 30; Color words DC 27

FLUENCY: • Sentence variation

VOICE: • Point of view • Emotion • Engaging phrases

CONVENTIONS: • Correct spelling (accented syllables, /ər/, /əl/, /ən/, homophones, prefixes,

suffixes, /ûr/, /ər/) • Continue prior convention skills • Capitalization of initials • Ending punctuation, quotations, apostrophes, commas, colons, ellipses,

abbreviations • Sentence combining with prepositions • Comparing adjectives/adverbs • Negatives/Double negatives

LA.4.3.3.2 LA.4.3.3.1 LA.4.3.3.1 LA.4.4.1.2 LA.4.4.1.1

LA.4.3.4.1

LA.4.3.4.2 LA.4.3.4.6

LA.4.3.2.2

Fluency DC 92‐104 Voice DC 82‐91

Point of view DC 86 Emotion DC 87, 90 Conventions DC 105‐115 M/MH Grammar Practice Units 5 & 6 Extreme Makeover


p. 26

Revised Edition, 2008 April District Writing Assessment

Fourth Grade FCAT Writing Rubric p.27

Score 1 2 3 4 5 6

Focus Refers to how clearly the paper presents the main idea.









Organization Organization refers to a clear sequential pattern. In a story it would have a beginning, middle, and end with sequenced events.







Lapses occur




Has an organizationalpattern


Has an organizational pattern with a logical progression of ideas



Contains few, if any supporting ideas









Has word choice that is adequate, but lacks precision



Frequent errors in sentence structure may impede communication







Shows knowledge of conventions, and usage is usually demonstrated


Shows an attempt to use variety in sentence structure Has proper conventions and spelling is generally correct



Occasional errors, but do not impede communication

Various sentence structure

Complete sentences



Fourth Grade

p. 28

WRITING PROCESS WRITING APPLICATION Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan.The student will prewrite by: LA.4.3.1.1 ‐ generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion) based upon teacher directed topics and personal interests; LA.4.3.1.2 determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and the intended audience of a writing piece; and LA.4.3.1.3 organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log) to make a plan for writing that prioritizes ideas and addresses the main idea and logical sequence. Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by: LA.4.3.2.1 ‐ using a prewriting plan to focus on the main idea with ample development of supporting details that shows an understanding of facts and/or opinions; LA.4.3.2.2 ‐ organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA.4.3.2.3 ‐ creating interesting leads through the use of quotations, questions, or descriptions. Revising Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by: LA.4.3.3.1 ‐ evaluating the draft for development of ideas and content, logical organization, voice (e.g., formal or informal), point of view, word choice, and sentence variation; LA.4.3.3.2 ‐ creating clarity by deleting extraneous or repetitious information and organizing and connecting related ideas (e.g., order of importance, chronological order, compare/contrast, repetition of words for emphasis); LA.4.3.3.3 ‐ creating precision and interest by expressing ideas vividly through varied language techniques (e.g., imagery, simile, metaphor, sensory language) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and LA.4.3.3.4 ‐ applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics). Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student will edit for correct use of: LA.4.3.4.1 ‐ spelling, using spelling rules, orthographic patterns, and generalizations (e.g., r‐ controlled, diphthong, consonant digraphs, vowel digraphs, silent e, plural for words ending in –y, doubling final consonant, i before e, irregular plurals, CVC words, CCVC words, CVCC words, affixes) and using a dictionary, thesaurus, or other resources as necessary; LA.4.3.4.2 ‐ capitalization for proper nouns, including titles used with someone’s name, initials, and words used as names (e.g., Uncle Jim, Mom, Dad, Jr.); LA.4.3.4.3 ‐ punctuation, including end punctuation, apostrophes, commas, colons, quotation marks in dialogue, and apostrophes in singular possessives; LA.4.3.4.4 ‐ present and past verb tense, noun‐pronoun agreement, noun‐verb agreement, subjective and objective pronouns, demonstrative pronouns and conjunctions; LA.4.3.4.5 ‐ subject/verb and noun/pronoun agreement in simple and compound sentences, and LA.4.3.4.6 ‐ end punctuation for declarative, interrogative, imperative, and exclamatory sentences. Publishing Standard: The student will write a final product for the intended audience. The student will: LA.4.3.5.1 ‐ prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia); LA.4.3.5.2 ‐ use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate; and LA.4.3.5.3 ‐ share the writing with the intended audience.

Creative Standard: The student develops and demonstrates creative writing.The student will: LA.4.4.1.1 ‐ write narratives based on real or imagined ideas, events, or observations that Include characters, setting, plot, sensory details, a logical sequence of events, and a context to enable the reader to imagine the world of the event or experience; and LA.4.4.1.2 ‐ write a variety of expressive forms (e.g., short story, poetry, skit, song lyrics) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification), rhythm, dialogue, characterization, plot, and/or appropriate format. Informative Standard: The student develops and demonstrates technical writing that provides information related to real‐world tasks. The student will: LA.4.4.2.1 ‐ write in a variety of informational/expository forms (e.g., summaries, procedures, recipes, instructions, graphs/tables, experiments, rubrics, how‐to manuals); LA.4.4.2.2 ‐ record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids as appropriate; LA.4.4.2.3 ‐ write informational/expository essays that contain introductory, body, and concluding paragraphs; LA.4.4.2.4 ‐ write a variety of communications (e.g., friendly letters, thank‐you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and LA.4.4.2.5 ‐ write simple directions to familiar locations using cardinal directions, landmarks, and distances, and create an accompanying map. Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will: LA.4.4.3.1 ‐ write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea, supporting arguments for the validity of the proposed idea with detailed evidence; and LA.4.4.3.2 ‐ include persuasive techniques (e.g., word choice, repetition, emotional appeal).

August thru May Fifth Grade

p. 29



• Brainstorming • Graphic organizers • Determine purpose/audience • Narrow the topic • Writer’s notebook

Drafting Main ideas with ample development of supporting details through descriptions, details, examples, anecdotes, visualization, facts and statistics, expert testimony, literary devices, and/or emotional appeal‐loaded words, glittering generalities, bandwagon appeal, celebrity testimony

• Logical sequence with time order words (transitions) and cause/effect transitions • Interesting hooks and effective endings

Revising • Add details & modify word choice for mature vocabulary • Revise for sentence variety • Repetition of words for emphasis • Create clarity by using a combination of sentence structures (e.g. simple, compound) and rearranging

words, sentences, and paragraphs • Delete extraneous information • Use of rubrics, resources (thesaurus, dictionary), & conferencing

Editing • Correct spelling & indentations • Capitalization of proper nouns and sentence beginnings • Ending punctuation, apostrophes, commas, quotations, semi‐colons, and colons • Present and past verb tense; subject/verb agreement; pronoun/verb agreement • Rubrics

Publishing • Share writing

• Multi‐media presentations

• Publish books

• Discovering Quality Literature Day and Young Author’s Conference

LA.5.3.1.1 LA.5.3.1.1 LA.5.3.1.3 LA.5.3.1.2

LA.5.3.2.1 LA.5.4.1.1 LA.5.4.2.3

LA.5.3.2.2

LA.5.3.3.1 LA.5.3.3.2 LA.5.3.3.1 LA.5.3.2.2

LA.5.3.3.2 LA.5.3.3.4

LA.5.3.4.1 LA.5.3.4.2 LA.5.3.4.3 LA.5.3.4.4 LA.5.3.3.4

LA.5.3.5.3 LA.5.3.5.1 LA.5.3.5.2

Creative• Short story • Haiku & Cinquain • Skit & Song lyrics • Narrative essay • Journal

Informative

• Summaries • Recipes & Procedures • Instructions • Graphs/Tables • Experiments • Rubrics • How‐To manuals • Friendly & Formal letters • Observations • Notes & Lists • Charts • Map labels & Legends • Thank you notes • Messages • Invitations • Directions • Expository essay • Short response • Extended response • Technical writing • Journal

Persuasive

• Advertisement • Essay • Letter


August thru October Fifth Grade



IDEAS: • Generating ideas from multiple sources (e.g., brainstorming, drawing,

writers notebook, group discussion, printed material) based upon teacher‐directed topics and personal interests

• Determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece

• Using a prewriting plan to focus on the main idea with ample development of supporting details

ORGANIZATION: • Organizing ideas using strategies and tools (e.g., technology, graphic

organizers, KWL chart, log) • Organizing information into a logical sequence • Creating interesting leads, elaborated middles, and effective endings • Use appropriate transitional words and phrases

Creative: • Write a variety of narrative expressive forms(e.g., fiction, short story,

autobiography, science fiction, haiku) • Beginning, middle, and end (B‐M‐E), setting, characters, characterization,

plot, rising action, conflict/resolution

Informative: • Write in a variety of informational/expository forms(e.g., summaries,

procedures, experiments, rubrics, how‐to manuals, assembly instructions)

• Write a variety of communications(e.g., friendly letters, thank you notes, formal letters, messages, invitations)

• A thesis with a narrow focus, introductory paragraph, body paragraphs including supporting details (e.g, topic sentence, extensions, personal anecdote/examples)

• Write directions using cardinal directions with landmarks and distances, and create a map to go with it

LA.5.3.1.1

LA.5.3.1.2

LA.5.3.2.1

LA.5.3.1.3

LA.5.3.2.2 LA.5.3.2.3 LA.5.3.3.2

LA.5.4.1.1

LA.5.4.1.2

LA.5.4.2.1

LA.5.4.2.4

LA.5.4.2.3

LA.5.4.2.5

Narrative definition of DC 31 Prompts DC 34 Expository definition of DC 31 Prompts DC 35 Expository essay DC 39

Review topics/Prompts to determine purpose for writing

Narrative DC 17 Expository DC 5‐15 Thinking Maps Topic sentences M/MH Unit 1: 77A‐77B Interesting leads DC 60 Leads M/MH Unit 2: 255B Transitions DC 22‐26 Literary Devices/Writing Skills, see PbP

Narrative journal entry M/MH Unit 1: 138‐139; Plot Unit 1: 51A‐51B, 52‐71; Unit 2: 190‐191; Narrative letter Unit 1: 110‐111; Short Story Unit 2: 202‐203; Characterization Unit 3: 288‐289; Haiku Unit 6: 732‐733

Expository essay M/MH Unit 1: 76‐77 Write to a prompt Unit 1: 88‐89 Expository essay/Main idea and details M/MH Unit 1: 92‐107 Unit 2: 226‐227

WORD CHOICE: • Elaborate on organized information using descriptive language and

supporting details. • Varied language techniques(e.g, simile, metaphor, sensory language,

connotation, denotation

• Modify word choices using resources and reference materials (e.g., dictionary, thesaurus)

• Employ figurative language and other literary devices(e.g. onomatopoeia, simile, metaphor, alliteration, personification, hyperbole, idioms)

• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid), adjectives, adverbs, dazzling color words

VOICE: • Word choices appropriate to the selected tone and mood • Creating precision and interest by expressing ideas vividly through varied

language techniques(e.g., foreshadowing, imagery) • Literary devices(e.g., dialogue, ALL CAPS, point of view, specific emotion

words, engaging phrases)

FLUENCY: • Sentence variation • Vary rhythm and sentence structure • Literary devices(e.g., anadiplosis, flashback)

CONVENTIONS: • Spelling using spelling rules, root words, prefixes, suffixes • Capitalization including literary titles, nationalities, ethnicities,

languages, religions, geographic names and places • Punctuation including commas in clauses, hyphens, cited sources,

quotations for exact words from sources • Four basic parts of speech plus subjective, objective, and

demonstrative pronouns, singular and plural possessives of nouns • Subject/verb and noun/pronoun agreement

LA.5.3.2.1

LA.5.3.3.3

LA.5.3.3.3 LA.5.4.1.2

LA.5.3.2.1 LA.5.3.3.3

LA.5.4.1.2

LA.5.3.3.1 LA.5.3.3.2

LA.5.3.4.1

LA.5.3.4.2

LA.5.3.4.3

LA.5.3.4.4

LA.5.3.4.5

Levels of support DC 33 Adding Relevant Details DI 9 Sensory language DC 29; Literary Devices/Writing Skills, see PbP; Denotation/Connotation M/MH Unit 1: 111B Similes Unit 2: 152‐155, 250 Thesaurus M/MH Unit 2: 169B Onomatopoeia DC 68 Metaphors M/MH Unit 1: 118,121 Unit 2: 198 Personification Unit 2: 188, 191Q, 238 Idioms Unit 2: 14 PBP Literary Devices/Writing Skills Color words DC 27; Vivid verbs DC 30; Verbs M/MH Unit 2: 213 Literary Devices/Writing Skills, see PbP

Tone M/MH Unit 1: 64, 101 Foreshadowing M/MH Unit 1: 25; Dialect Unit 2: 162

Emotion words DC 28 Try Tags DI 34 PbP Literary Devices/Writing Skills

Sentence triangles DC 95‐97

Tempo and Expression Unit 1: 65,108‐109 Repetition Unit 2: 252‐253 Sentence fluency Unit 2: 255B

Root words M/MH Unit 1: 96

(Use Units 1 and 2 Spelling and Grammar lessons to teach all the convention standards) Punctuation bingo DC 107‐108

Parts of speech review/activity DI 11

p. 31

September District Writing Assessment Revised Edition, 2008


November thru December Fifth Grade








organizers, KWL chart, log) • Organizing information into a logical sequence • Creating interesting leads, elaborated middles, and effective endings • Use appropriate transitional words and phrases

Creative: • Write a variety of narrative expressive forms(e.g., fiction, short story,

autobiography, science fiction, haiku) • Beginning, middle, and end (B‐M‐E), setting, characters, characterization,

plot, rising action, conflict/resolution




• A thesis with a narrow focus, introductory paragraph, body paragraphs including supporting details (e.g, topic sentence, extensions, personal anecdote/examples)


LA.5.3.1.1

LA.5.3.1.2

LA.5.3.2.1

LA.5.3.1.3

LA.5.3.2.2

LA.5.3.2.3

LA.5.3.3.2

LA.5.4.1.2

LA.5.4.1.1 LA.5.4.1.2

LA.5.4.2.1

LA.5.4.2.4

LA.5.4.2.3

LA.5.4.2.5

Expository, definition of DC 31 DC prompt DC 35 Narrative, definition of DC 31 DC prompt 34

Review topics/prompts to determine purpose for writing Brainstorming DC 46

Narrative DC 17, Expository DC 5‐15, Thinking Maps Webs M/MH Unit 3: 325A‐325B Hooks DC 60 PbP Literary Devices/Writing Skills

Expository essay/Transitions M/MH Unit 3: 386‐387A PbP Literary Devices/Writing Skills

Personal narrative M/MH Unit 4: 458‐459 Descriptive poem M/MH Unit 5: 632‐633 Fictional narrative writing M/MH Unit 3: 391A‐391E

Characterization, dialogue M/MH Unit3: 354‐355B Characterization DC 51 Friendly letters DC 42



connotation, denotation) • Modify word choices using resources and reference materials (e.g.,

dictionary, thesaurus) • Employ figurative language and other literary devices(e.g.

onomatopoeia, simile, metaphor, alliteration, personification, hyperbole, idioms)

• Vocabulary/mature word choice (e.g., nouns(specificity), verbs(vivid), adjectives, adverbs, dazzling color words




FLUENCY: • Sentence variation • Vary rhythm , length, sentence beginnings, and sentence structure • Literary devices(e.g., anadiplosis, flashback)





LA.5.3.2.1

LA.5.3.3.3

LA.5.3.3.3

LA.5.4.1.2

LA.5.3.2.1

LA.5.3.3.3

LA.5.4.1.2

LA.5.3.3.1

LA.5.3.3.2

LA.5.3.4.1

LA.5.3.4.2

LA.5.3.4.3

LA.5.3.4.4

LA.5.3.4.5

Show Don’t Tell DC 69 Elaboration DI 14 Sensory details DI 15 & 41; Literary Devices/Writing Skills, see PbP; Denotation/Connotation M/MH Unit 3: 328‐329 Figurative Language M/MH Unit 5: 633A Alliteration Unit 3: 284‐287 Personification Unit 3: 338‐340 Simile Unit 3: 367 PBP Literary Devices/Writing Skills Adjectives DC 71 Collecting Powerful Words DI 12 Verbs DI 16 Verbs M/MH Unit 3: 289B PBP Literary Devices/Writing Skills

Emotion words DC 67 DI 35 Point of view DC 88 Dialogue M/MH Unit 3: 382; Literary Devices/Writing Skills, see PbP Sentence Structure Practice DC 98 Anadiplosis/Repetition M/MH Unit 3: 279 Literary Devices/Writing Skills, see PbP (Use Unit 3 Spelling and Grammar lessons to teach all the convention standards)

Punctuation DC 109‐110 Sentence Stretching DI 39


p. 33


November District Writing Assessment

January thru February Fifth Grade

Focus: Informative (Expository), Persuasive p. 34







organizers, KWL chart, log) • Organizing information into a logical sequence • Creating interesting leads, elaborated middles, and effective endings • Use appropriate transitional words and phrases Persuasive: • Write persuasive text that develops an idea and supporting arguments with

detailed evidence to make the writing valid (e.g., essay, written communication)

• Include persuasive techniques(e.g.,word choice, repetition, emotional appeal, hyperbole)

• Format( hook, opinion, statement, elaborated support, call to action, conclusion) Elaborated through facts and statistics, expert testimony, and emotional appeal: loaded words, glittering generalities, band wagon appeal, celebrity testimony


procedures, experiments, rubrics, how‐to manuals, assembly instructions) • Write a variety of communications(e.g., friendly letters, thank you notes,

formal letters, messages, invitations) • A thesis with a narrow focus, introductory paragraph, body paragraphs

including supporting details (e.g, topic sentence, extensions, personal anecdote/examples)

LA.5.3.1.1

LA.5.3.1.2

LA.5.3.2.1

LA.5.3.1.3

LA.5.3.2.2 LA.5.3.2.3 LA.5.3.3.2

LA.5.4.3.1

LA.5.4.3.2

LA.5.4.2.1

LA.5.4.2.4

LA.5.4.2.3

Expository definition of DC 31 prompts DC 35 Persuasive definition of DC 31 prompts DC 36 Review topics/prompts to determine purpose for writing Expository DC 5‐15, Thinking Maps RAFT DC 75 Using transitions DC 100 Transitions DC 22‐26 Literary Devices/Writing Skills, see PbP Review features of a persuasive essay (yellow box)Unit 6: 734 Writing a review M/MH Unit 2: 254‐255

Writing workshop M/MH Unit 2: 259A‐259F

Scientific observations M/MH Unit 4: 446‐447B Write About Weather Unit 4: 480‐481 Writing workshop/Research report Unit4: 513A‐513F




connotation, denotation • Modify word choices using resources and reference materials (e.g.,

dictionary, thesaurus) • Employ figurative language and other literary devices(e.g. onomatopoeia,

simile, metaphor, alliteration, personification, hyperbole, idioms) • Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid),

adjectives, adverbs, dazzling color words





CONVENTIONS: • Spelling using spelling rules, root words, prefixes, suffixes • Capitalization including literary titles, nationalities, ethnicities, languages,

religions, geographic names and places • Punctuation including commas in clauses, hyphens, cited sources,

quotations for exact words from sources • Four basic parts of speech plus subjective, objective, and demonstrative

pronouns, singular and plural possessives of nouns • Subject/verb and noun/pronoun agreement

LA.5.4.2.5

LA.5.3.2.1

LA.5.3.3.3

LA.5.3.3.3

LA.5.4.1.2

LA.5.3.2.1 LA.5.3.3.3

LA.5.4.1.2

LA.5.3.3.1 LA.5.3.3.2

LA.5.3.4.1 LA.5.3.4.2

LA.5.3.4.3

LA.5.3.4.4

LA.5.3.4.5

Similes/Metaphors M/MH Unit 4: 404,410 Literary Devices/Writing Skills, see PbP Improving word choice DC 77 Onomatopoeia DC 79 Figurative language M/MH Unit 4: 478‐479; Literary Devices/Writing Skills, see PbP Adjectives DC 72 Power words DC 73 Verbs M/MH Unit 4: 440 Word Choice Through Music DC 77 Point of view DI 17

Super sentences DC 99 Rhythm/Fluency M/MH Unit 4: 481B

Capitalization Concentration DC 112 Punctuation Game DC 111 (Use Unit 4 Spelling and Grammar lessons to teach all the convention standards)

p. 35

February District Writing Assessment



March thru May Fifth Grade

Focus: Informative (Expository), Persuasive p. 36







organizers, KWL chart, log) • Organizing information into a logical sequence • Creating interesting leads, elaborated middles, and effective endings • Use appropriate transitional words and phrases Persuasive: • Write persuasive text that develops an idea and supporting arguments

with detailed evidence to make the writing valid (e.g., essay, written communication)

• Include persuasive techniques(e.g.,word choice, repetition, emotional appeal, hyperbole)




• A thesis with a narrow focus, introductory paragraph, body paragraphs including supporting details (e.g, topic sentence, extensions, personal anecdote/examples, mini‐stories)


LA.5.3.1.1

LA.5.3.1.2

LA.5.3.2.1

LA.5.3.1.3

LA.5.3.2.2 LA.5.3.2.3

LA.5.3.3.2

LA.5.4.3.1

LA.5.4.3.2

LA.5.4.2.1

LA.5.4.2.4

LA.5.4.2.3

LA.5.4.2.5

Expository definition of DC 31 prompts DC 35 Persuasive definition of DC 31 prompts DC 36

Review topics/prompts to determine purpose for writing Expository DC 5‐15, Thinking Maps

Transitions DC 22‐26 Transitions DI 21 Literary Devices/Writing Skills, see PbP Review features of a persuasive essay (yellow box) M/MH Unit 6: 734; Write to a prompt Unit 3: 324‐325; Write to a prompt Unit 6: 697F

Steps to solving a problem M/MH Unit 5: 758‐759 Writing a speech/BME Unit 5: 540‐541B Writing a summary for an observation Unit 5: 576‐577 Writing a how‐to M/MH Unit 6: 676‐697A Writing workshop, writing a how‐to M/MH Unit 6: 763A‐763F



connotation, denotation • Modify word choices using resources and reference materials (e.g.,

dictionary, thesaurus) • Employ figurative language and other literary devices(e.g.

onomatopoeia, simile, metaphor, alliteration, personification, hyperbole, idioms)

• Vocabulary /mature word choice (e.g., nouns(specificity), verbs(vivid), adjectives, adverbs, dazzling color words









LA.5.3.2.1

LA.5.3.3.3

LA.5.3.3.3

LA.5.4.1.2

LA.5.3.2.1 LA.5.3.3.3

LA.5.4.1.2

LA.5.3.3.1 LA.5.3.3.2

LA.5.3.4.1

LA.5.3.4.2

LA.5.3.4.3

LA.5.3.4.4

LA.5.3.4.5

Post It Revision DI 20 Elaboration DI 24 Sensory details DI 28 DI 31 M/MH Unit 5: 526, 560 Unit 6: 730; Literary Devices/Writing Skills, see PbP Thesaurus M/MH Unit 5: 569

Idioms DI 22; Personification M/MH Unit 5: 520; Similes Unit 5: 521,598,615; Metaphors Unit 5: 527, 611; Literary Devices/Writing Skills, see PbP Adjectives and adverbs in sport DC 81; Adverbs M/MH Unit 6: 667B

Mood M/MH Unit 5: 534, Unit 6: 678

Emotions DI 23 Imagery M/MH Unit 5: 614 Literary Devices/Writing Skills, see PbP

Improving simple sentences DC 114

Spelling strategies DC 113 (Use Units 5 and 6 Spelling and Grammar lessons to teach all the convention standards)

p. 37

April District Writing Assessment Revised Edition, 2008


Fifth Grade FCAT Writing Rubric p. 38

Score 1 2 3 4 5 6

















Lapses occur




















Conventions Conventions refer to punctuation, capitalization, spelling, spacing, and sentence structure.

Frequent errors in sentence structure impede communication

Common words misspelled













Complete sentences



Fifth Grade Sunshine State Standards p. 39

WRITING PROCESS WRITING APPLICATION Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan. The student will prewrite by: LA.5.3.1.1 ‐ generating ideas from multiple sources (e.g., text, brainstorming, graphic organizer, drawing, writer’s notebook, group discussion, printed material) based upon teacher‐directed topics and personal interests; LA.5.3.1.2 ‐ determining the purpose (e.g., to entertain, to inform, to communicate, to persuade) and intended audience of a writing piece; and LA.5.3.1.3 ‐ organizing ideas using strategies and tools (e.g., technology, graphic organizer, KWL chart, log). Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by: LA.5.3.2.1 ‐ using a prewriting plan to focus on the main idea with ample development of supporting details, elaborating on organized information using descriptive language, supporting details, and word choices appropriate to the selected tone and mood; LA.5.3.2.2 ‐ organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA.5.3.2.3 ‐ creating interesting leads by studying the leads of professional authors and experimenting with various types of leads (e.g., an astonishing fact, a dramatic scene). Revising Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by: LA.5.3.3.1 ‐ evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation; LA.5.3.3.2 ‐ creating clarity and logic by deleting extraneous or repetitious information and tightening plot or central idea through the use of sequential organization, appropriate transitional phrases, and introductory phrases and clauses that vary rhythm and sentence structure; LA.5.3.3.3 ‐ creating precision and interest by expressing ideas vividly through varied language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and LA.5.3.3.4 ‐ applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics). Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student will edit for correct use of: LA.5.3.4.1 ‐ spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary; LA.5.3.4.2 ‐ capitalization, including literary titles, nationalities, ethnicities, languages, religions, geographic names and places; LA.5.3.4.3 ‐ punctuation, including commas in clauses, hyphens, and in cited sources, Including quotations for exact words from sources; LA.5.3.4.4 ‐ the four basic parts of speech (nouns, verbs, adjectives, adverbs), and subjective, objective, and demonstrative pronouns and singular and plural possessives of nouns; and LA.5.3.4.5 ‐ subject/verb and noun/pronoun agreement in simple and compound sentences. Publishing Standard: The student will write a final product for the intended audience. The student will: LA.5.3.5.1 ‐ prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia); LA.5.3.5.2 ‐ use elements of spacing and design to enhance the appearance of the document and add graphics where appropriate; and LA.5.3.5.3 ‐ share the writing with the intended audience.

Creative Standard: The student develops and demonstrates creative writing.The student will: LA.5.4.1.1 ‐ write narratives that establish a situation and plot with rising action, conflict, and resolution. LA.5.4.1.2 ‐ write a variety of expressive forms (e.g., fiction, short story, autobiography, science fiction, haiku) that employ figurative language (e.g., simile, metaphor, onomatopoeia, personification, hyperbole), rhythm, dialogue, characterization, plot, and/or appropriate format. Informative Standard: The student develops and demonstrates technical writing that provides information related to real‐world tasks. The student will: LA.5.4.2.1 ‐ write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how‐to manuals, assembly instructions); LA.5.4.2.2 ‐ record information (e.g., observations, notes, lists, charts, map labels, legends) related to a topic, including visual aids to organize and record information on charts, data tables, maps and graphs, as appropriate; LA.5.4.2.3 ‐ write informational/expository essays that state a thesis with a narrow focus, contain introductory, body, and concluding paragraphs; LA.5.4.2.4 ‐ write a variety of communications (e.g., friendly letters, thank‐you notes, formal letters, messages, invitations) that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and LA.5.4.2.5 ‐ write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map. Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will: LA.5.4.3.1 ‐ write persuasive text (e.g., essay, written communication) that establish and develop a controlling idea and supporting arguments for the validity of the proposed idea with detailed evidence; and LA.5.4.3.2 ‐ include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole).

August thru May Sixth Grade

p. 40


Prewriting: • Generate ideas from multiple sources • Determine the purpose and audience • Organize ideas • Record information Drafting: • Develop main ideas using primary and secondary sources • Organize information into logical sequence to enhance clarity • Analyze language techniques of professional authors to enhance

descriptive language and word choice Revising: • Evaluate the draft • Create clarity • Express ideas through varied language • Refine the draft using peer review, checklists, rubrics Editing: • Spelling (spelling rules; pattern rules, prefix, suffix, root words) • Capitalization (titles, plays, movies, television programs • Punctuation (simple, complex, and compound sentences including

appositives, appositive phrases, cited sources, quotations) • 8 parts of speech (noun, pronoun, verb, adverb, adjective,

conjunction, preposition, interjection) • Consistency in verb tense in simple, compound, and complex

sentences

Publishing: • Prepare writing using technology appropriate to audience • Enhance document with graphics, etc. • Share the writing • Discovering Quality Literature Day and Young Author’s Conference

LA.6.3.1.1 LA.6.3.1.2 LA.6.3.1.3 LA.6.4.2.2

LA.6.3.2.1

LA.6.3.2.2

LA.6.3.2.3

LA.6.3.1.1 LA.6.3.3.2 LA.6.3.3.3 LA.6.3.3.4

LA.6.3.4.1 LA.6.3.4.2 LA.6.3.4.3

LA.6.3.4.4

LA.6.3.4.5

LA.6.3.5.1

LA.6.3.5.2 LA.6.3.5.3

Students will participate in composing a variety of writing, including but not limited to the following:

Creative • Personal/fictional

narrative • Short play • Song lyrics • Historical fiction • Limericks

Informative • Journals • Log • Summaries • Procedures • Instructions • Experiments • Rubrics • How‐to manuals • Assembly instructions • Scientific observations • Notes • Lists • Charts • Legends • Expository essays

• Friendly letter • Thank you notes • Messages • Business letters • Invitations • Directions to

locations • Recipes • Labels/graphs

Persuasive • Advertisements • Speech • Public service

announcements


August thru October Sixth Grade



IDEAS: • Generating ideas from multiple sources(e.g., prior knowledge, discussion,

writer’s notebook, research materials, reliable sources) based upon teacher directed topics and personal interests

• Develop main ideas using primary and secondary sources appropriate to purpose and audience and elaborate on ideas

ORGANIZATION: • Make a plan for writing that prioritizes ideas, addresses purpose, audience,

min idea, and logical sequence • Use organizational strategies and tools(e.g., technology, outline, chart,

table, graph, web, story map) • Create interesting leads, elaborated middles, and effective endings • Add transitional words and phrases • Connect conclusion to ending(e.g., use of the circular ending • Write in a variety of expressive forms(e.g., short plays, song lyrics, historical

fiction, limericks, ) Creative: • Beginning, middle, and end (B‐M‐E), setting, characters, characterization,

plot, rising action, conflict, climax, falling action, and resolution Informative: • Write in a variety of informational/Expository forms(e.g., summaries,

procedures, instructions, experiments, rubrics, how‐to‐manuals, assembly instructions)

• Write informational/Expository essays(e.g., process, description, explanation, comparison/contrast, problem/solution) that has a thesis statement, supporting details, and introductory, body, and concluding paragraphs

• Write informal and formal communications that follow a formal • Write directions to unfamiliar locations using cardinal and ordinal directions,

landmarks, and distances, and create an accompanying map

LA.6.3.1.1

LA.6.3.2.1

LA.6.3.2.1

LA.6.3.1.3

LA.6.3.3.2

LA.6.4.1.2

LA.6.4.1.1 LA.6.4.2.1

LA.6.4.2.1

LA.6.4.2.3

LA.6.4.2.4 LA.6.4.2.5

Definition of narrative DC 31 Definition of expository DC 31 Personal narrative M/MH Unit 1: 127A, 127F; prompt 127B; Unit 2: Narrative prompt 189 Fictional narrative prompt M/MH Unit 4: 425 Narrative DC 17, Expository DC 5‐15 Thinking Maps Writers workshop M/MH Unit 3: 363A‐363F, Narrative prompt 363B Interesting lead DC 60 Transition DC 22‐26 Literary Devices/Writing Skills, see PbP Transitions M/MH Unit 1:122A Cause/Effect 123A Write a scene from a play M/MH Unit 3: 358‐359B Narrative prompts DC 34 Topic sentence/Details M/MH Unit1: 65A Adding emotions DI 35 Write with a clear beginning, middle, and end M/MH Unit 3: 334‐335B Write a Character Sketch M/MH Unit 3: 272‐273B Time Order Word M/MH Unit 6: 620‐621 Write About A Process M/MH Unit 6: 682‐683

Diary entry M/MH Unit1:123A Friendly letter M/MH Unit 1: 65A See Social Studies (Holt)


supporting details • Multiple language techniques(e.g., foreshadowing, imagery, simile,

metaphor, sensory language, connotation, denotation) • Modify word choices using resources and reference materials (e.g.,

dictionary, thesaurus) • Employ figurative language and other literary devices(e.g., onomatopoeia,

simile, metaphor, alliteration, personification, hyperbole) • Vocabulary/mature word choice(e.g., specific nouns, vivid verbs, adjectives,

adverbs, dazzling color words)

VOICE: • Word choice appropriate to the selected tone and mood • Analyze language techniques of professional authors(e.g., point of view,

establishing mood) to enhance the use of descriptive language and word choice

• Creating precision and interest by expressing ideas vividly through varied language techniques(e.g., foreshadowing, imagery)

• Dialogue • Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional

appeal

FLUENCY: • Sentence variation • Vary rhythm, length, and sentence structure • Literary devices (e.g., anadiplosis, flashback)

CONVENTIONS: • Correct spelling using spelling rules, patterns, generalizations, knowledge of

root words, prefixes, suffixes, and knowledge of Greek and Latin root words • Capitalization of proper nouns • Punctuation in simple, compound, complex sentences, including appositives

and appositive phrases, and cited sources, including quotations • Identify and use correctly the eight parts of speech(e.g., noun, pronoun,

verb, adverb, adjective, conjunction, preposition, interjection • Consistency in simple, compound, and complex sentences and

LA.6.3.2.1

LA.6.3.3.3

LA6.3.3.3

LA.6.4.1.2

LA.6.3.2.1 LA.6.3.2.3

LA.6.3.3.3

LA.6.4.1.2 LA.6.3.3.1 LA.6.4.3.2

LA.6.3.4.1

LA.6.3.4.2 LA.6.3.4.3

LA.6.3.4.4

LA.6.3.4.5

Levels of support DC 33 Adding Relevant Details DI 9 Sharing Personal Experiences DI 15 Elaborating Events DI 24 Sensory Words DC 29 Poem, precise word choice M/MH Unit 1: 100 – 101A Onomatopoeia DC 68 Color words DC 27 Vivid verbs DC 30 Tone M/MH Unit 2: 201‐202 Foreshadowing M/MH Unit 1: 46, 50, Imagery M/MH Unit 1:118, 120‐121 Write Using Dialogue M/MH Unit 3: 300‐301B; DC 28 Try Tags DI 34 Adding Emotion DI 35 Sentence triangles DC 95‐97 (Use Unit 1 and 2 Spelling and Grammar lessons to teach all the Convention Standards) Punctuation Bingo DC 107‐108 Parts of speech/ Activity DI 11

p. 42

September District Writing Assessment Revised Edition, 2008


November thru December Sixth Grade





• Develop main idea using primary and secondary sources appropriate to purpose and audience and elaborate on ideas


min idea, and logical sequence • Use organizational strategies and tools(e.g., technology, outline, chart,

table, graph, web, story map) • Create interesting leads, elaborated middles, and effective endings • Add transitional words and phrases • Connect conclusion to ending(e.g., use of the circular ending • Write in a variety of expressive forms(e.g., short plays, song lyrics, historical

fiction, limericks, )

Creative: • Beginning, middle, and end (B‐M‐E), setting, characters, characterization,

plot, rising action, conflict, climax, falling action, and resolution Informative: • Write in a variety of informational/Expository forms(e.g., summaries,



• Write informal and formal communications that follow a formal • Write directions to unfamiliar locations using cardinal and ordinal directions,


LA.6.3.1.1

LA.6.3.2.1

LA.6.3.1.2

LA.6.3.1.3

LA.6.3.3.2 LA.6.3.3.2 LA.6.4.1.2

LA.6.4.1.1 LA.6.4.2.1

LA.6.4.2.1

LA.6.4.2.3

LA.6.4.2.4 LA.6.4.2.5

Expository definition DC 31 Expository writing: magazine articles using research M/MH Unit 2: 189A Unit 3: 313A Unit 4: 425A Brainstorming DC 46 Expository DC 5‐15 Thinking Maps Hooks DC 60 Transitions M/MH Unit 6: 634, 644‐645A Lyric poetry M/MH Unit 3: 332‐333

Narrative prompts DC 34 Write fictional narrative dialogue M/MH Unit 3: 300‐301B Expository prompts DC 35

Scientific observation M/MH Unit 4: 412‐413A; Thesis statement M/MH Unit 2: 177A Multiple paragraphs M/MH Unit 4:475A & 475 Transitions between paragraphs M/MH Unit 6: 645 Concluding paragraph M/MH Unit 4: 387A Expository prompts M/MH Unit 4: 387 Writing a letter DC 42‐45 See Social Studies (HOLT)


supporting details • Multiple language techniques(e.g., foreshadowing, imagery, simile,

metaphor, sensory language, connotation, denotation) • Modify word choices using resources and reference materials (e.g.,

dictionary, thesaurus) • Employ figurative language and other literary devices(e.g., onomatopoeia,




establishing mood) to enhance the use of descriptive language and word choice

• Creating precision and interest by expressing ideas vividly through varied language techniques(e.g., foreshadowing, imagery)

• Dialogue • Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional

appeal



root words, prefixes, suffixes, and knowledge of Greek and Latin root words • Capitalization of proper nouns • Punctuation in simple, compound, and complex sentences, including

appositives and appositive phrases, and cited sources, including quotations • Identify and use correctly the eight parts of speech(e.g., noun, pronoun,

verb, adverb, adjective, conjunction, preposition, interjection • Consistency in simple, compound, and complex sentences

LA.6.3.2.1

LA.6.3.3.3

LA6.3.3.3

LA.6.4.1.2

LA.6.3.2.1 LA.6.3.2.3

LA.6.3.3.3

LA.6.4.1.2 LA.6.3.3.1 LA.6.4.3.2

LA.6.3.4.1

LA.6.3.4.2 LA.6.3.4.3

LA.6.3.4.4

LA.6.3.4.5

Show Don’t Tell DC 69 Elaboration DC 14 Sensory details DC 15, 41 Alliteration M/MH Unit 1: 120‐121; Personification M/MH Unit 5: 526‐527, 529Q, 529S ; Metaphor M/MH Unit 2: 238‐239; Simile M/MH Unit 5: 588‐589; Hyperbole M/MH Unit 2: 212‐215; Adjectives DC 71; Collecting powerful words DC12; Verbs DC16 Voice M/MH Unit 1:127D Emotion words DC 67 Adding emotions DC 35 Point of view DI 8 Flashback M/MH Unit 1: 25‐27

Sentence Structure Practice DC 98 (Use Unit 2 and 3 Spelling and Grammar Lessons to teach all the convention standards) Punctuation DC 109‐110 Sentence Stretching DI 39

p. 44

November District Writing Assessment Revised Edition, 2008


January thru February Sixth Grade

Informative (Expository), Persuasive p. 45





ORGANIZATION: • Make a plan for writing that prioritizes ideas, addresses purpose, audience, min

idea, and logical sequence • Use organizational strategies and tools(e.g., technology, outline, chart, table,

graph, web, story map) • Create interesting leads, elaborated middles, and effective endings • Add transitional words and phrases • Connect conclusion to ending(e.g., use of the circular ending) • Write in a variety of expressive forms (e.g short plays, song lyrics, limericks) Persuasive: • Write persuasive text that establishes and develops a controlling idea and

supporting arguments for the validity of the proposed idea with detailed evidence

• Use persuasive techniques(e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity

• Format( hook, opinion, statement, elaborated support, call to action conclusion) Elaborated through facts and statistics, expert testimony, and emotional appeal: loaded words, glittering generalities, bandwagon appeal, celebrity testimony

Informative: • Write in a variety of informational/Expository forms(e.g., summaries,



• Write informal and formal communications that follow a formal

LA.6.3.1.1

LA.6.3.2.1

LA.6.3.1.2

LA.6.3.1.3

LA.6.3.3.2 LA.6.4.1.2

LA.6.4.3.1

LA.6.4.3.2

LA.6.4.2.1

LA.6.4.2.3

LA.6.4.2.4

Definition of persuasive DC 34 Definition of expository DC 31 Write an editorial M/MH Unit 2: 176‐177 Persuasive essay prompt M/MH Unit 2: 240‐241B Persuasive writing workshop M/MH Unit 2: 245A‐245F, Persuasive prompt M/MH Unit 5: 540 Expository DC 5‐15 RAFT DC 75 Thinking Maps OREO strategies (see writing contact) Write a point of view essay using a good opening M/MH Unit 2: 216‐217A Using transitions DC 100 Transitions DC 22‐26 Literary Devices/ Writing Skills, see PbP Persuasive prompts DC 36 Persuasive prompt M/MH Unit 3: 312‐313 Persuasion M/MH Unit 6: 709F Repetition M/MH Unit 5: 578, 589 Write a point of view essay using a good opening M/MH Unit 2: 216‐217A Literary Devices/ Writing Skills, see PbP

Expository prompt M/MH Unit 1: 77; DC 35 Expository writing workshop M/MH Unit 4: 479 A – 479F; Prompt 479B

• Write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map

WORD CHOICE: • Elaborate on organized information using descriptive language and supporting

details • Multiple language techniques(e.g., foreshadowing, imagery, simile, metaphor,

sensory language, connotation, denotation) • Modify word choices using resources and reference materials (e.g., dictionary,

thesaurus) • Employ figurative language and other literary devices(e.g., onomatopoeia,




establishing mood) to enhance the use of descriptive language and word choice • Creating precision and interest by expressing ideas vividly through varied

language techniques(e.g., foreshadowing, imagery) • Dialogue • Literary devices (e.g., specific emotions, ALL CAPS, point of view, emotional

appeal



root words, prefixes, suffixes, and knowledge of Greek and Latin root words • Capitalization of proper nouns • Punctuation in simple, compound, and complex sentences, including appositives

and appositive phrases, and cited sources, including quotations • Identify and use correctly the eight parts of speech(e.g., noun, pronoun, verb,

adverb, adjective, conjunction, preposition, interjection • Consistency in simple, compound, and complex sentences

LA.6.4.2.5

LA.6.3.2.1

LA.6.3.3.3

LA6.3.3.3

LA.6.4.1.2

LA.6.3.2.1 LA.6.3.2.1

LA.6.3.2.3

LA.6.3.3.3

LA.6.4.1.2 LA.6.3.3.1 LA.6.4.3.2

LA.6.3.4.1 LA.6.3.4.2

LA.6.3.4.3

LA.6.3.4.4

LA.6.3.4.5

See Social Studies (Holt)

Descriptive details M/MH Unit 2: 170 Connotation/Denotation M/MH Unit 2: 134, 142; Persuasive letter writing, Denotation/ Connotation M/MH Unit 2: 151

Alliteration M/MH Unit 2:146; Onomatopoeia DC 79 Idioms M/MH Unit 2: 199 Improving word choice DC 77; Adjectives DC 72; Power words DC 73 Tone M/MH Unit 2: 201

Dialogue M/MH Unit 4: 408‐410 Word Choice Through Music DC 77 Point of view DI 17 Sentence fluency M/MH Unit 3: 273D Sentence fluency M/MH Unit 4: 449B Super Sentences DC 99 (Use Unit 3 and 4 Spelling and Grammar lessons to teach all the convention standards) Capitalization Concentration DC 112

Punctuation Game DC 111

p. 46

February District Writing Assessment Revised Edition, 2008


March thru May Sixth Grade







main idea, and logical sequence • Use organizational strategies and tools(e.g., technology, outline, chart, table,

graph, web, story map) • Create interesting leads, elaborated middles, and effective endings • Add transitional words and phrases • Connect conclusion to ending(e.g., use of the circular ending • Write in a variety of expressive forms(e.g., short plays, song lyrics, historical

fiction, limericks, ) Persuasive: • Write persuasive text that establishes and develops a controlling idea and

supporting arguments for the validity of the proposed idea with detailed evidence

• Use persuasive techniques(e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement

• Format( hook, opinion, statement, elaborated support, call to action conclusion) Elaborated through facts and statistics, expert testimony, and emotional appeal: loaded words, glittering generalities, bandwagon appeal, celebrity testimony

Informative: • Write in a variety of informational/Expository forms(e.g., summaries,



LA.6.3.1.1

LA.6.3.2.1

LA.6.3.1.2

LA.6.3.1.3

LA.6.3.3.2 LA.6.4.1.2

LA.6.4.3.1

LA.6.4.3.2

LA.6.4.2.1

Expository definition DC 31 Persuasive definition DC 31 Persuasive editorial prompt M/MH Unit 6: 656‐657 Primary and secondary sources M/MH Unit 6: 613,618 Expository DC 5‐15 Thinking Maps Review OREO strategies( see writing contact)

Transitions DC 22‐26 Transitions DI 21 Literary Devices/ Writing Skills, see PbP Persuasive prompts DC 35

Persuasive techniques M/MH Unit 5: 536‐537 Literary Devices/Writing Skills, see PbP

Expository prompts DC 35 Writing directions M/MH Unit 6: 610‐611

• Write informal and formal communications that follow a format • Write directions to unfamiliar locations using cardinal and ordinal directions,


WORD CHOICE: • Elaborate on organized information using descriptive language and supporting

details • Multiple language techniques(e.g., foreshadowing, imagery, simile, metaphor,

sensory language, connotation, denotation) • Modify word choices using resources and reference materials (e.g., dictionary,

thesaurus) • Employ figurative language and other literary devices(e.g., onomatopoeia,




establishing mood) to enhance the use of descriptive language and word choice • Creating precision and interest by expressing ideas vividly through varied

language techniques(e.g., foreshadowing, imagery) • Dialogue • Literary Devices (e.g., specific emotions, ALL CAPS, point of view, emotional

appeal, appeal to authority, celebrity endorsements)



root words, prefixes, suffixes, and knowledge of Greek and Latin root words • Capitalization of proper nouns • Punctuation in simple, compound, and complex sentences, including appositives

and appositive phrases, and cited sources, including quotations • Identify and use correctly the eight parts of speech(e.g., noun, pronoun, verb,

adverb, adjective, conjunction, preposition, interjection

• Consistency in simple, compound, and complex sentences

LA.6.4.2.3 LA.6.4.2.4

LA.6.4.1.1

LA.6.3.3.3

LA.6.3.3.3

LA.6.3.2.3

LA.6.3.3.3

LA.6.3.2.3 LA.6.3.3.3

LA.6.3.4.1

LA.6.3.4.2 LA.6.3.4.3

LA.6.3.4.4

LA.6.3.4.5

Write a compare and contrast essay M/MH Unit 5: 528‐529 Write an eyewitness account M/MH Unit 5: 590‐591A Friendly letter M/MH Unit 1: 64‐65 See Social Studies (Holt) Post It Revision DI 20 Elaboration DI 24 Sensory details DI 28, 31 Using figurative language to write a poem M/MH Unit 5: 566‐567A Simile, onomatopoeia M/MH Unit 6: 604

Thesaurus M/MH Unit 5: 567B Idioms DI 22 M/MH Personification M/MH Unit 5: 526‐527 Hyperbole M/MH Unit 5: 560 Simile M/MH Unit 6: 638 Adjectives and adverbs in sport DC 81 Write a speech, formal and informal language M/MH Unit 5: 502‐503 Literary Elements/Writing Skills, see PbP Voice M/MH Unit: 5 591B Descriptive details M/MH Unit 4: 397 Imagery M/MH Unit: 5 567B Emotions DI 23 Dialogue M/MH Unit 5: 524 Repetition M/MH Unit 5: 578 Improving Simple Sentences DC114 Sentence fluency M/MH Unit 4: 371; Unit 5: 519 Spelling strategies Dc 113 ( Use Unit 5 and 6 Spelling and Grammar lessons to teach all the convention standards)

p. 48



April District Writing Assessment

Sixth Grade FCAT Writing Rubric p. 49

Score 1 2 3 4 5 6











Does not exhibit an organizational pattern


Shows little evidence of an organizational pattern




Lapses occur







Expresses a sense of wholeness/ completeness






Details withoutelaboration








Frequent errors in sentence structure impede communication

Common words misspelled





Shows an attempt to use variety in sentence structures





Proper conventions and spelling is generally correct



Complete sentences



Sixth Grade Sunshine State Standards p. 50

WRITING PROCESS WRITING APPLICATION Prewriting Standard: The student will use prewriting strategies to generate ideas and formulate a plan. The student will prewrite by: LA.6.3.1.1 ‐ generating ideas from multiple sources (e.g., prior knowledge, discussion with others, writer’s notebook, research materials, or other reliable sources), based upon teacher‐directed topics and personal interests; LA.6.3.1.2 ‐ making a plan for writing that prioritizes ideas, addresses purpose, audience, main idea, and logical sequence; and LA.6.3.1.3 ‐ using organizational strategies and tools (e.g., technology, outline, chart, table, graph, web, story map). Drafting Standard: The student will write a draft appropriate to the topic, audience, and purpose. The student will draft writing by: LA.6.3.2.1 ‐ developing main ideas from the prewriting plan using primary and secondary sources appropriate to purpose and audience; LA.6.3.2.2 ‐ organizing information into a logical sequence and combining or deleting sentences to enhance clarity; and LA.6.3.2.3 ‐ analyzing language techniques of professional authors (e.g., point of view, establishing mood) to enhance the use of descriptive language and word choices. Revising Standard: The student will revise and refine the draft for clarity and effectiveness. The student will revise by: LA.6.3.3.1 ‐ evaluating the draft for development of ideas and content, logical organization, voice, point of view, word choice, and sentence variation; LA.6.3.3.2 ‐ creating clarity and logic by rearranging words, sentences, and paragraphs, adding transitional words, incorporating sources directly and indirectly into writing, using generalizations where appropriate, and connecting conclusion to ending (e.g., use of the circular ending); LA.6.3.3.3 ‐ creating precision and interest by expressing ideas vividly through multiple language techniques (e.g., foreshadowing, imagery, simile, metaphor, sensory language, connotation, denotation) and modifying word choices using resources and reference materials (e.g., dictionary, thesaurus); and LA.6.3.3.4 ‐ applying appropriate tools or strategies to evaluate and refine the draft (e.g., peer review, checklists, rubrics). Editing for Language Conventions Standard: The student will edit and correct the draft for standard language conventions. The student will edit for correct use of: LA.6.3.4.1 ‐ spelling, using spelling rules, orthographic patterns, generalizations, knowledge of root words, prefixes, suffixes, and knowledge of Greek and Latin root words and using a dictionary, thesaurus, or other resources as necessary; LA.6.3.4.2 ‐ capitalization, including major words in titles of books, plays, movies, and television programs; LA.6.3.4.3 ‐ punctuation in simple, compound, and complex sentences, including appositives and appositive phrases, and in cited sources, including quotations for exact words from sources; LA.6.3.4.4 ‐ the eight parts of speech (noun, pronoun, verb, adverb, adjective, conjunction, preposition, interjection); and LA.6.3.4.5 ‐ consistency in verb tense in simple, compound, and complex sentences. Publishing Standard: The student will write a final product for the intended audience. The student will: LA.6.3.5.1 ‐ prepare writing using technology in a format appropriate to audience and purpose (e.g., manuscript, multimedia); LA.6.3.5.2 ‐ use elements of spacing and design for graphics (e.g., tables, drawings, charts, graphs) when applicable to enhance the appearance of the document; and LA.6.3.5.3 ‐ share the writing with the intended audience.

Creative Standard: The student develops and demonstrates creative writing. The student will: LA.6.4.1.1 ‐ write narrative accounts with an engaging plot (including rising action, conflict, climax, falling action, and resolution) include a clearly described setting with figurative language and descriptive words or phrases to enhance style and tone; LA.6.4.1.2 ‐ write a variety of expressive forms (e.g., short play, song lyrics, historical fiction, limericks) that employ figurative language, rhythm, dialogue, characterization, and/or appropriate format. Informative Standard: The student develops and demonstrates technical writing that provides information related to real‐world tasks. The student will: LA.6.4.2.1 ‐ write in a variety of informational/expository forms (e.g., summaries, procedures, instructions, experiments, rubrics, how‐to manuals, assembly instructions); LA.6.4.2.2 ‐ record information (e.g., observations, notes, lists, charts, legends) related to a topic, including visual aids to organize and record information and include a list of sources used; LA.6.4.2.3 ‐ write informational/expository essays (e.g., process, description, explanation, comparison/contrast, problem/solution) that include a thesis statement, supporting details, and introductory, body, and concluding paragraphs; LA.6.4.2.4 ‐ write a variety of informal communications (e.g., friendly letters, thank‐you notes, messages) and formal communications (e.g., conventional business letters, invitations) that follow a format and that have a clearly stated purpose and that include the date, proper salutation, body, closing and signature; and LA.6.4.2.5 ‐ write directions to unfamiliar locations using cardinal and ordinal directions, landmarks, and distances, and create an accompanying map. Persuasive Standard: The student develops and demonstrates persuasive writing that is used for the purpose of influencing the reader. The student will: LA.6.4.3.1 ‐ write persuasive text (e.g., advertisement, speech, essay, public service announcement) that establishes and develops a controlling idea, using appropriate supporting arguments and detailed evidence; LA.6.4.3.2 ‐ include persuasive techniques (e.g., word choice, repetition, emotional appeal, hyperbole, appeal to authority, celebrity endorsement).

1) ALL CAPS- writing screams on paper for emphasis

While surfing, I spotted a SHARK!

2) ALLITERATION- two or more words with the same beginning sound.

ten tall teammates seven sailors on the sea

brave beaver burly bear

3) ANADIPLOSIS- emphasize a thought by repeating a word

He was caught, caught like a rat in a trap.

4) APHORISM- an astute observation

People who live in glass houses shouldn’t throw stones.

5) ASSONANCE- repetition of vowel sounds

On Saturday, I wake to kitchen sounds.

Resources Literary Devices and Writing Skills p. 51

Night Noises, Mem Fox

Leo the Lightning Bug, Eric Drachman

Cat, You Better Come Home!, Garrison Keillor

The Night I Followed the Dog, Nina Laden


I Love You the Purpelest, Barbara Joosse

In the Small, Small Pond, Denise Flemming

Lilly’s Purple Plastic Purse, Kevin Henkes

My Pony, Susan Jeffers

6) BANDWAGON APPEAL- a don’t-be-the-last-one appeal

All but two schools have decided to require uniforms.

7) CALL TO ACTION- ask reader to do something

Consider my request and enforce the school uniform policy.

8) CONNOTATION- secondary meaning that delivers the right feeling

The word “home” could mean “a place of warmth, comfort, and affection”.

9) DAZZLING COLOR WORDS- painting word pictures in your mind’s eye

fire engine red deep sea blue marigold

jet black metallic pink pale yellow

10) DEFINITION- gives the meaning of the word or phrase

I’ll give you the 411 (information) about Hannah’s party.

Wow, I never thought a pair of stilettos (high heels) would cost $150!

11) DENOTATION- explicit direct meaning

“Poodle” is a denotation for a certain breed of dog.

Color Me a Rhyme, Jane Yollen

All the Colors of the Earth, Seila Hamanaka

Hailstones and Halibut Bones, Mary O’Neill

Miss Alaineus, Debra Frasier

p. 52


12) DIALOGUE- conversation

“Let’s go to the Outback for dinner,” said Mom.

Dad hollered, “It’s time for dinner everyone!”

13) EFFECTIVE CONCLUSION- leave the reader with a smile or a tear

brag question quote

mystery shocker summary

humor definition problem

statement compare/contrast statistics

Now you can see why my dad is the greatest policeman in town. (statement)

I bet you wish you had a dad like mine! (brag)

To me the definition of friendship is my best buddy Sarah! (definition)

I wonder what will happen at next year’s end of the year party? (mystery)

Don’t you want to start your own lemonade stand now? (question)

14) ELLIPSIS (singular) ELLIPSES (plural)- a series of three dots. A long dramatic pause;

unfinished thought; end of sentence, trailing off into silence.

I was staring into the eyes of a…6-foot long…rattle snake!

Suddenly I realized I was alone…

15) EMOTION WORDS- describe feelings/moods

embarrassed depressed silly

The Web Files, Margie Palatini

The Pigeon Has Feelings, Too! Mo Williams

Wayside School is Falling Down, Louis Sachar

Charlie and the Great Glass Elevator, Roald Dahl

Hatchet, Gary Paulson

Charlotte’s Web, E.B. White



Dog Breath, Dav Pilkey

How are you Peeling? Saxton Freeman

What are you so Grumpy About? Tom Lichtenheld

When you are Happy, Eileen Spinelli

p. 53


16) ENGAGING PHRASES- Talk directly to your reader

You’d do the same thing if you were me.

Do you see my point?

17) FLASHBACK- the writer takes the reader back in time to let the

reader know something that happened in the past

When I tripped on the branch, my arm ached. It was just a

year ago since I had broken it.

18) FORESHADOWING- gives the reader a clue that something very important will happen later in the story.

As Margaret dashed through the busy streets, her ticket to the play slipped out of her pocket.

*This will be important later when she arrives at the theater and realizes her ticket is missing.

19) GENERAL TO SPECIFIC-

All teachers are nice, but Mrs. Friendly is the best.

All dogs are entertaining, but English bulldogs crack me up!

20) GLITTERING GENERALITIES – loaded word is so positive it “glitters”

“School uniforms – they’re all-American.”

Judy and the Volcano, Wayne Harris

Voices in the Park, Anthony Browne

The Secret Shortcut, Mark Teague

The True Confessions of Charlotte Doyle, Avi

The Half‐a‐Moon Inn, Paul Fleischman

Fancy Nancy, Jane O’Connor

Bonjour Butterfly, Jane O’Connor

p. 54


21) HOOK- hook your reader with an interesting beginning Question Have you ever been fishing in the Indian River and felt something tug your line?

Setting Late one Saturday afternoon as the sun set in Cocoa Beach, Florida…

Mystery I thought it was going to be a normal day at school, boy was I wrong.

When I stepped into the classroom, I noticed a strange bag on my teacher’s desk…

Describers Sand…shells…waves…

Onomatopoeia Pop-pop-pop! My stomach growled as each kernel of corn erupted into a fluffy, white, piece of popcorn.

Dialogue “Come on kids, let’s get going.” It was time to sprint down the stairs and out the door. Our trip to the Grand Canyon was finally here!

Riddle What do clowns, trapeze artists, a lion tamer, and a ringleader have in common? If you guessed a circus, you’re right!

Alliteration The wild and wooly walrus waited and wondered when we would walk by.

Hyperbole In my short lifetime, I’ve probably had a bazillion bad haircuts!

Shock If you don’t brush your teeth, they’ll all fall out! (nonfiction) My heart did a back flip as I watched my toy poodle cross the highway! (fiction) Compare/Contrast You would think that identical twins would be alike in every way, but not on this fateful afternoon.

Persuasive Same as expository but each paragraph builds in importance. For example, “For one thing In addition Most importantly”.

22) HYPERBOLE- over exaggeration

Everything in that store is a MILLION dollars!

For dinner, I ate a TON of French fries.

Sore Losers, Avi

I Am Regina, Sally Keehn

My Life in Dog’s Years, Gary Paulson

The Secret Knowledge of Grownups, David Wisneiwski

Judy and the Volcano, Wayne Harris

It Figures, Marvin Terban

p. 55


23) IDIOM- using a word or phrase that is different from its usual meaning

We don’t see eye to eye.

Let’s hit the road!

24) “LITERARY PAUSE” IN NARRATIVE WRITING – often used when writing a narrative to “pause and insert description of a character, setting, or action.

Sally crept silently into the dark woods. The trees stood like silent soldiers against the starlit sky. These enormous evergreens created a dense, fragrant forest. Peeking from behind the tallest branches, the moon illuminated her path. With only the sound of her footfalls crunching the twigs underneath, she cautiously ambled forward.

25) LOADED WORDS – heavy emotional associations or connotations

Rebecca cuts coupons every week.

Negative connotation – Rebecca is frugal, calculating, and careful. Positive connotation – Rebecca is economical, thrifty, and careful.

26) MATURE WORDS

colossal dilemma posh enormous

27) METAPHORS- compare two things WITHOUT like or as

Her hair was silk.

He’s a king.

28) NIFTY NAMES- adds pizzazz to your paper

Kira‐Kira, Cynthia Kadohata

Gooney Bird Greene, Lois Lowry


Fancy Nancy, Jane O’Connor

h ’ l

Under the Quilt of Night, Deborah Hopkins

The Ocean is…, Kathleen Knanking

The Hero and the Crown, Robin McKinley

How I Became a Pirate, Melinda Long

Amelia Bedelia Books

Parts, Tedd Arnold

Chocolate Moose for Dinner, Fred Qwynne

p. 56

p. 57 Revised Edition, 2008

Mr. Bigbucks (banker)

Dr. Petlover (veterinarian)

29) ONOMATOPOEIA- sound effects

achoo knock, knock ring

bash grrrrrrrrrr meow

30) PERSONAL ANECDOTES (MINI-STORY) IN EXPOSITORY WRITING – following a topic sentence, add a brief example or story that supports the topic, introduced with a transitional phrase

One of the best reasons to own a dog is because they are so entertaining. Last Saturday I was teaching my dog to fetch. It seemed like I threw that Frisbee and chased Max around the park twenty times before he finally got the idea to bring it back to me. By the time Max learned this trick we had gathered a small group of admirers. Max was entertaining the crowds and I was a proud owner.

31) PERSONIFICATION- figure of speech in which inanimate objects are given

human qualities or described in human form.

The wind whispered to them as they ran through the woods.

The heat ripped the breath from her lungs.

32) SENSORY WORDS- see, hear, taste, smell, touch


Achoo! Bang! Crash! The Noisy Alphabet, Ross MacDonald

Alphabeep, Deborah Pearson

Wolf! Becky Bloom

A Wrinkle in Time, Madeline L’Engle

The Lion, the Witch, and the Wardrobe, C.S.Lewis

My Pony, Susan Jeffers

My Five Senses, Aliki

The Magic School Bus Explores the Senses, Joanna Cole


sparkles (see)

crunching (hear)

bitter (taste)

moldy (smell)

rough (touch)

33) SENTENCE VARIATION- sentences should vary in lengths and have different beginnings

Instead of: I went to the door.

Try This: Cautiously, I crept toward the rickety oak door.

34) SIMILES - Comparing two things using like or as

He was as nervous as a marshmallow at a bonfire.

His heart was beating like a bass drum.

35) SPECIFICITY- proper nouns instead of common nouns

common proper

mall Mall of America

theater Roxy 10 Cinema

shoes Adidas, Nike

store Ron Jon’s Surf Shop

36) TITLE- although not necessary, titles can help the writer stay focused

Dumpy La Rue, Betsy Lewin

Nasty Stinky Sneakers, Eve Bunting

Quick as a Cricket, Audrey Wood

Under the Quilt of Night, Deborah Hopkins

Owl Moon, Jane Yollen

When Lightning Comes in a Jar, Patricia Polacco

Three Cheers for Catherine the Great, Cari Best

A Bad Case of Stripes, David Shannon

The Important Book, Margaret Wise Brown

I Stink! Kate and Jim McMullan


and entice the reader

A Day I’ll Never Forget School is No Place For Cats!

37) TRANSITIONAL PHRASES- move reader from one thought or event to another

Descriptive

In the blink of an eye… With a hop, skip, and a jump…

Time A few minutes later…The next day…After that…

Place On my grandfather’s doorstep…At that very spot…

Contrasting Ideas However…Despite…In that case…

Supporting Ideas According to… What’s even more important…

To Signal a Mini-Story One time…For example…For instance… To illustrate my point…That reminds me of a time…

38) VIVID VERBS- replace weak verbs with a strong one

Weak- My brother Sam hurt me.

Strong- My brother Sam pinched my arm


Skippy Jon Jones, Judy Schachner

The Mud Pony, Caron Lee Cohen

In the Small, Small Pond, Denise Flemming

Come On, Rain! Karen Hesse

Kites Sail High, Ruth Heller


K‐12 Standards Continuum p. 60

3-6 piece by piece

Documents

writing application

writing process

r d wr

b r e v

t i n g p

revised edition

piecebypiec traits

essential components