grades 3-6 map of writing across the school...

$: Grades 3-6 Map of Writing Across the School Yearmoodle.tcaps.net/pluginfile.php/8637/mod_resource/... · T:\Calkins - Teachers College Reading and Writing Project\Calendar for Map$
Grades 3-6 Map of Writing Across the School Year

Month Unit GLCE 6 –Traits*

**Complete up to but not including revise** *Emphasized in this unit T:\Calkins - Teachers College Reading and Writing Project\Calendar for Map of Writing 3-6 2-07.doc

September *

Unit 1: Launching the Writing Workshop

W.AT.03.01 be enthusiastic about writing and learning to write W.AT.04.01 be enthusiastic about writing and learning to write W.AT.05.01 be enthusiastic about writing and learning to write W.AT.06.01 be enthusiastic about writing and learning to write W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a

Ideas Conventions Voice




September *


variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. W.HW.03.01 fluently and legibly write the cursive alphabet W.HW.04.01 write neat and legible compositions W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem/solution; compare/contrast) W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.01 set a purpose, consider




September *


audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.04.02 apply a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, connecting time, setting, conflicts, resolutions, definition/description, chronological sequence) W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups. W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.05.02 use a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, and Venn diagrams) in order to generate, sequence, and structure ideas (e.g. role and relationships of characters, settings, ideas; relationship of theory and evidence, compare/contrast) W.PR.05.03 Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. W.PR.05.05 Independently and




September *


collaboratively edit and proofread writing using grade level checklists. W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.04.01 Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing.




October/November

Unit 2: Raising the Quality of Personal Narrative Writing

W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions, and thoughts that reveal important character traits W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot W.GN.05.01 write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure, tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing elements of characterization for major and minor characters; internal and/or external conflict; and issues of plot, theme, and imagery W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and

Ideas Conventions Voice Sentence Fluency Organization




October/November


irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. W.HW.03.01 fluently and legibly write the cursive alphabet W.HW.04.01 write neat and legible compositions W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.01 set a purpose, consider




October/November


audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.03.05 Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve sequence (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.04.04 Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., rearranging paragraphs and/or sequence, relating main and supporting ideas, using comparative transitions). W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups. W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.05.02 use a variety of drafting




October/November


strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, and Venn diagrams) in order to generate, sequence, and structure ideas (e.g. role and relationships of characters, settings, ideas; relationship of theory and evidence, compare/contrast) W.PR.05.03 Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. W.PR.05.04 Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., position/evidence, flow of ideas, and craft such as titles, leads, endings, and powerful verbs). W.PR.05.05 Independently and collaboratively edit and proofread writing using grade level checklists. W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.06.04 Write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g. word choice, level of formality, example). W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.PS.03.01 Exhibit individual style and voice to enhance the written message in both




October/November


narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar usage). W.PS.04.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions). W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.04.01 Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes,




October/November Unit 2: Raising the Quality of Personal Narrative Writing

morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing.

November/December

Unit 3: Breathing Life Into Essays

W.GN.03.03 write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and a table of contents W.GN.04.03 write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features W.GN.05.03 write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings W.GN.06.02 write a personal, persuasive,

Ideas Organization Conventions Word Choice




November/December


or comparative essay that includes organizational patterns supporting key ideas W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives,




November/December


conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. W.HW.03.01 fluently and legibly write the cursive alphabet W.HW.04.01 write neat and legible compositions W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem/solution; compare/contrast) W.PR.03.03 Write sentences varying in patterns and length to slow down or speed up reading and create a mood when drafting a story. W.PR.03.04 Use the compare and contrast, cause and effect, or problem/solution organizational pattern in informational writing. W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.02 apply a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers




November/December


such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, connecting time, setting, conflicts, resolutions, definition/description, chronological sequence) W.PR.04.03 Use a variety of drafting techniques when writing an essay with connected, coherent, and mechanically sound paragraphs. W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups. W.PR.05.02 use a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, and Venn diagrams) in order to generate, sequence, and structure ideas (e.g. role and relationships of characters, settings, ideas; relationship of theory and evidence, compare/contrast) W.PR.05.03 Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. W.PR.05.05 Independently and collaboratively edit and proofread writing using grade level checklists. W.PR.06.02 Apply a variety of pre-writing strategies for both narrative (e.g., graphic organizers such as story maps or webs designed to develop a plot that includes




November/December


major and minor characters, builds climax, and uses dialogue to enhance a theme) and informational text (e.g., problem/ solution, and sequence). W.PR.06.04 Write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g. word choice, level of formality, example). W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.PS.03.01 Exhibit individual style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar usage). W.PS.04.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions). W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).




November/December


W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.04.01 Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing.




January

Unit 4: Writing Fiction: Big Dreams, Tall Ambitions

W.AT.03.01 be enthusiastic about writing and learning to write W.AT.04.01 be enthusiastic about writing and learning to write W.AT.05.01 be enthusiastic about writing and learning to write W.AT.06.01 be enthusiastic about writing and learning to write W.GN.03.01 write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions, and thoughts that reveal important character traits W.GN.04.01 write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot W.GN.05.01 write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; and depicting conflicts and resolutions W.GN.06.01 write a cohesive narrative piece such as a personal narrative, adventure, tall tale, folktale, fantasy, or poetry that includes appropriate conventions to the genre, employing elements of characterization for major and minor characters; internal and/or external conflict; and issues of plot, theme, and imagery W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin

Organization Voice Ideas Conventions




January


use of quotation marks and capitalization in dialogue. W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. W.HW.03.01 fluently and legibly write the




January


cursive alphabet W.HW.04.01 write neat and legible compositions W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.03 Write sentences varying in patterns and length to slow down or speed up reading and create a mood when drafting a story. W.PR.03.05 Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve sequence (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.03 Use a variety of drafting techniques when writing an essay with connected, coherent, and mechanically sound paragraphs. W.PR.04.04 Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., rearranging paragraphs and/or sequence, relating main and supporting ideas, using comparative transitions). W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar




January


references, writing references) and grade level appropriate checklists both individually and in groups. W.PR.05.03 Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. W.PR.05.04 Constructively and specifically respond orally to the writing of others by identifying sections of the text to improve organization (e.g., position/evidence, flow of ideas, and craft such as titles, leads, endings, and powerful verbs). W.PR.05.05 Independently and collaboratively edit and proofread writing using grade level checklists. W.PR.06.03 Review and revise their drafts with audience and purpose in mind regarding consistent voice and genre characteristics. W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.PS.03.01 Exhibit individual style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar usage). W.PS.04.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions). W.PS.05.01 exhibit personal style and voice




January


to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).

February

Unit 5: Literary Essays: Writing About Reading

W.GN.05.03 write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings W.GN.06.02 write a personal, persuasive, or comparative essay that includes organizational patterns supporting key ideas W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.GR.04.01 in the context of writing,

Ideas Sentence Fluency Organization Voice Conventions




February


correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. W.HW.03.01 fluently and legibly write the cursive alphabet W.HW.04.01 write neat and legible compositions




February


W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.03.03 Write sentences varying in patterns and length to slow down or speed up reading and create a mood when drafting a story. W.PR.03.04 Use the compare and contrast, cause and effect, or problem/solution organizational pattern in informational writing. W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.04.03 Use a variety of drafting techniques when writing an essay with connected, coherent, and mechanically sound paragraphs. W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups. W.PR.05.01 set a purpose, consider




February


audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.05.03 Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. W.PR.05.05 Independently and collaboratively edit and proofread writing using grade level checklists. W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.06.04 Write for a specific purpose by using multiple paragraphs, sentence variety, and voice to meet the needs of an audience (e.g. word choice, level of formality, example). W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.PS.03.01 Exhibit individual style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar usage). W.PS.04.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions). W.PS.05.01 exhibit personal style and voice




February


to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.04.01 Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries,




February


spell checkers). W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing.

March/April

A Homegrown Unit: Poetry (No Text)

W.GN.03.02 write poetry based on reading a wide variety of grade-appropriate poetry W.GN.04.02 write poetry based on reading a wide variety of grade-appropriate poetry W.GN.05.02 write poetry based on reading a wide variety of grade-appropriate poetry W.HW.03.01 fluently and legibly write the cursive alphabet W.HW.04.01 write neat and legible compositions W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually

Word Choice Voice Sentence Fluency Ideas Conventions




March/April


and in groups. W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.05.05 Independently and collaboratively edit and proofread writing using grade level checklists. W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.PS.03.01 Exhibit individual style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar usage). W.PS.04.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions). W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor,




March/April


element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.04.01 Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing.

April/May Another Homegrown Unit: Teachers’ Choice (No Text)

Dependent upon Teacher Choice

Ideas Conventions




May/June

Unit 6: Memoir: The Art of Writing Well

W.GR.03.01 in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. W.GR.04.01 in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. W.GR.05.01 in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. W.GR.06.01 in the context of writing, correctly use style conventions (e.g., Modern Language Association Handbook) and a variety of grammatical structures in writing including indefinite and predicate pronouns; transitive and intransitive verbs; adjective and adverbial phrases; adjective and adverbial subordinate clauses; comparative adverbs and adjectives; superlatives, conjunctions; compound sentences; appositives; independent and dependent

Sentence Variety Ideas Conventions Voice Organization




May/June


clauses; introductory phrases; periods; commas; quotation marks; and use of underlining and italics for specific purposes. W.HW.03.01 fluently and legibly write the cursive alphabet W.HW.04.01 write neat and legible compositions W.HW.05.01 write neat and legible compositions W.HW.06.01 write neat and legible compositions W.PR.03.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.03.02 apply a variety of pre-writing strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, end; problem/solution; compare/contrast) W.PR.03.06 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade level appropriate checklist both individually and in groups. W.PR.04.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.04.02 apply a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, Venn diagrams) in order to generate, sequence, and structure




May/June


ideas (e.g., plot, connecting time, setting, conflicts, resolutions, definition/description, chronological sequence) W.PR.04.05 Edit and proofread their writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade level appropriate checklists both individually and in groups. W.PR.05.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.05.02 use a variety of drafting strategies for both narrative and informational text (e.g., graphic organizers such as story maps, webs, and Venn diagrams) in order to generate, sequence, and structure ideas (e.g. role and relationships of characters, settings, ideas; relationship of theory and evidence, compare/contrast) W.PR.05.03 Use linguistic structures and textual features needed to clearly communicate ideas and information in written text with connected, coherent, mechanically sound paragraphs. W.PR.05.05 Independently and collaboratively edit and proofread writing using grade level checklists. W.PR.06.01 set a purpose, consider audience, and replicate authors’ styles and patterns when writing narrative or informational text W.PR.06.04 Write for a specific purpose by using multiple paragraphs, sentence variety,




May/June


and voice to meet the needs of an audience (e.g. word choice, level of formality, example). W.PR.06.05 Edit their writing using proofreaders’ checklists both individually and in peer editing groups. W.PS.03.01 Exhibit individual style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar usage). W.PS.04.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions). W.PS.05.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).

W.PS.06.01 exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). W.SP.03.01 Spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compound, common homophones) correctly. For less frequently encountered words, students will use structural cues (e.g.,




May/June


letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.04.01 Spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.05.01 In the context of writing, students will spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multi-syllabic) correctly. For less frequently encountered words, students will use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). W.SP.06.01 Spell frequently misspelled words correctly (e.g., their, there, they’re) in the context of their own writing.

grades 3-6 map of writing across the school...

Documents