Round Lake Elementary Writing Curriculum
Kindergarten Expectations
First 9 Weeks
 Writes first name
 Writes 10 upper and lower case letters
 Draws a picture and labels objects appropriately
 Draws a picture on a given topic, orally describes (dictates) the picture’s message
 Revising Focus: oral sensory details, describing objects
Second 9 Weeks
 Writes first name with correct capitalization and left to right progression.
 Writes 17 upper and lower case letters correctly.
 When given a word, writes letter that corresponds with beginning and ending sound.
 Uses letter-sound relationships to approximate spelling (invented spelling).
 Draws a picture on a given topic, orally describes (dictates) the picture’s message.
 Writes one sentence using correct spacing, capitalization, and punctuation.
 Tells about an event using drawing, dictation, and sentence writing.
 Revising Focus: sentence structure
Third
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9 Weeks
Writes first and last name correctly.
Writes all upper and lower case letters correctly.
When given a word, writes letter that corresponds with beginning sound (and end?)
When given a picture or having drawn a picture, writes two related sentences using
correct capitalization and spacing (topic and detail or scene and action).
 Uses phonetic spelling. Spells sight words correctly.
 Tells about an event using drawing, dictation, and sentence writing
 Uses CAN-HAVE-ARE graphic organizer to explain (oral or written) informational topic
 Revising Focus: phonetic spelling, strong verbs
Fourth 9 Weeks
 When given a word, writes letters that correspond with beginning and ending sounds.
 Uses phonetic and conventional spelling. Spells sight words correctly.
 Uses print resources independently: word walls, dictionaries, word rings, etc.
 Brainstorms (as a group) by listing ideas (teacher-led with classroom charts)
 When given a picture or having drawn a picture, writes three related sentences that tell a
story using correct capitalization, punctuation, and spacing.
 Uses CAN-HAVE-ARE graphic organizer to brainstorm informational topic
 Writes three informational sentences on a given topic using correct capitalization,
punctuation, and spacing. Should include two details on a given topic and closing
sentence.
 Revising Focus: add sensory details to story writing and varied sentence beginnings
Kindergarten Writing Prompts
First 9 Weeks
Mid
Draw a picture of something you and your family did over the summer and label your family
members.
End
Draw a picture of a classmate doing something and label it with their name and what they are
doing.
Second 9 Weeks
Mid
Draw a picture and write a sentence about your favorite animal.
End
Draw a picture and write a sentence describing someone who works at our school.
Third 9 Weeks
Mid
Draw a picture and write two sentences about your teacher.
End
Draw a picture and write two questions you would ask an animal that could talk.
Fourth 9 Weeks
Mid
Draw a picture and write three sentences about a place you have visited with your family.
End
Draw a picture and write three sentences about what you liked best in Kindergarten this year.
Round Lake Elementary Writing Curriculum
1st Grade Expectations
First 9 Weeks
 Writes sentences with proper punctuation, spacing, and capitalization
 Uses phonetic and conventional spelling
 Brainstorms (as a group) by listing ideas (teacher led with classroom charts)
 Brainstorms (as a group) personal narrative paragraph using timeline (teacher led)
 Writes 4-sentence personal narrative paragraph that contains setting, action, description,
and closing sentences
 Brainstorms (as a group) expository paragraph using a web (teacher led)
 Writes 3-sentence expository paragraph with topic, detail, and closing sentences
 Revising Focus: add sensory details, brainstorm sensory details with the “hand” icon
Second 9 Weeks
 Writes sentences with proper punctuation, spacing, and capitalization
 Uses phonetic and conventional spelling
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Third
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Brainstorms (as a group) personal narrative paragraph using timeline
Writes 4-sentence personal narrative paragraph that contains setting, action, description,
and closing sentences
Brainstorm (as a group) expository paragraph using a web
Writes 4-sentence expository paragraph with topic, fact, detail, and closing sentences
Writes a “How To” paragraph using transitions
Revising Focus: sentence fluency and varied sentence structure
9 Weeks
Uses conventional spelling for grade-appropriate words
Brainstorms personal/imaginative narrative paragraph using timeline (independent)
Writes 4-sentence personal/imaginative narrative paragraph that contains setting, action,
description, and closing sentences
Brainstorms opinion paragraph using a web (independent)
Writes 4-sentence opinion paragraph with topic/answer, fact, detail, and closing sentences
Uses given resources to list facts about a research topic with a partner
Works with partner to brainstorm a 5-sentence informational paragraph about a research
topic using web
Works with partner to write a 6-sentence informational paragraph about a research topic
Revising Focus: strengthen word choice
Fourth 9 Weeks
 Uses conventional spelling for grade-appropriate words
 Brainstorms personal/imaginative narrative paragraph using timeline (independent)
 Writes 5-sentence personal/imaginative narrative paragraph that contains setting, action,
description, action, and closing sentences
 Brainstorms expository paragraph on research topic using a web (independent)
 Writes 5-sentence expository opinion paragraph with topic, fact, detail, personal memory,
and closing sentences
 Publishes writing and shares with audience
 Revising Focus: encouraging voice (writing with personality)
Round Lake Elementary Writing Curriculum
2nd Grade Expectations
First 9 Weeks
 Uses conventional spelling for grade-appropriate words
 Writes complete sentences with capitalization and punctuation
 Brainstorms personal narrative using timeline
 Writes a 5-sentence personal narrative paragraph that contains setting, action, description,
action, and closing sentences
 Brainstorms opinion paragraph using a web (including Elements of Why)
 Writes 5-sentence opinion paragraph with topic, fact, detail, personal memory, and
closing sentences
 Revising Focus: organization of paragraph and sentence fluency
Second 9 Weeks
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Uses conventional spelling for grade-appropriate words
Writes complete sentences with capitalization and punctuation and indents paragraphs
Uses transitions to move from one event to another in narrative writing
Brainstorms an imaginative narrative using a timeline
Writes a 7-sentence imaginative narrative that contains setting, action, description, action,
description, action, and closing sentences
Uses given resources to list facts about a research topic
Brainstorms a research-based informational essay using a web
Writes a 6- to 8-sentence research-based informational paragraph with a topic sentence,
plenty of facts and details to support the topic, and a closing sentence
Revising Focus: word choice (say it in a different way) and sentence fluency
Third
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9 Weeks
Uses conventional spelling for grade-appropriate words
Writes complete sentences with capitalization and punctuation and indents paragraphs
Brainstorms a personal narrative using a timeline
Writes a 3-paragraph personal narrative with a beginning paragraph that sets the scene, a
middle paragraph with action and description, and a closing paragraph that wraps it up
 Brainstorms an opinion essay using a web
 Writes a 3-paragraph opinion essay with a beginning that states the topic/answer, a middle
that supports with Elements of Why, and an ending that gives a final thought
 Revising Focus: organization of paragraphs and ideas
Fourth 9 Weeks
 Extends conventional spelling based upon common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Brainstorms an imaginative narrative using a timeline
 Writes a 3-paragraph imaginative narrative with a beginning paragraph that sets the scene,
a middle paragraph with action and description, and a closing paragraph that wraps it up
 Brainstorms an expository essay using a web
 Writes a 3-paragraph expository essay with a beginning that states the topic, a middle
“reason” paragraph that supports with the Elements of Why, and an ending that gives a
final thought
Revising Focus: encouraging voice (writing with personality)
2nd Grade Writing Prompts
First 9 Weeks
Mid
Narrative: Tell a story about an activity you did this summer.
End
Opinion: _________________ is my favorite season because…
Second 9 Weeks
Mid
Research-Based Informational: Think about one type of weather you have learned about. What
are some facts about that type of weather? Why do we experience that type of weather? Now
write to explain what you’ve learned about one type of weather.
End
Narrative: Tell a story about what you would do if it snowed in Florida.
Third 9 Weeks
Mid
Narrative: Think about what you would do on a day off from school. Now write a story about
what you would do on a day off from school
End
Opinion: Think about all the animals that live in the ocean. Which animal do you find the most
interesting? Explain why you find that animal interesting.
(_______________ is the most interesting ocean animal.)
**Use books, pictures, web research as a class to build background knowledge of this prompt
Fourth 9 Weeks
Mid
Expository: Do you think it is important to do investigations/experiments in Science? Explain why
you think it is important to do investigations/experiments in Science.
End
Narrative: Imagine that you came to school and your teacher told you that you were in charge
for the day. Tell a story about what you would do as the teacher for a day.
Round Lake Elementary Writing Curriculum
3rd Grade Expectations
First 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Takes notes on a given topic and connects facts to opinions and personal experiences
 Identifies story elements: characters, setting, conflict, resolution
 Correctly identifies and contrasts action sentences versus descriptive sentences
 Brainstorms a personal narrative using a timeline (connect to story sequencing)
 Writes a 3-paragraph personal narrative with a beginning paragraph that sets the scene, a
middle paragraph with action and description, and a closing paragraph that wraps it up
 Revising Focus: organization and ideas
Second 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Defines the steps of the writing process
 Connects intended audience of written work with author’s purpose
 Recognizes transitions and identifies appropriate use of examples
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Brainstorms an imaginative narrative using a timeline (connect to story sequencing)
Writes a 3-paragraph personal narrative with a beginning paragraph that sets the scene, a
middle paragraph with action and description, and a closing paragraph that wraps it up
Brainstorms an expository essay using a web
Writes a 3-paragraph expository essay with a beginning that states the topic, a middle
“reason” paragraph that supports using Elements of Why, and an ending that gives a final
thought
Publishes a story/essay and shares with intended audience
Revising Focus: sentence fluency and word choice
Third
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9 Weeks
Extends conventional spelling based on common spelling patterns
Writes complete sentences with capitalization and punctuation and indents paragraphs
Identifies types of “grabbers” and uses appropriately in expository and narrative writing
Brainstorms an opinion essay using a web
Writes a 4-paragraph opinion essay with a beginning that states the topic and answer, 2
middle “reason” paragraphs that support using Elements of Why, and an ending that gives
a final thought
 Sequences story events using narrative timeline
 Identifies story elements such as conflict/problem and resolution/solution
 Revises and refines narrative writing (add 4th paragraph as student progress indicates)
 Revising Focus: voice (writing with personality)
Fourth 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Defines dialogue and uses proper conventions when writing dialogue
 Uses specific details instead of generalized statements as support
 Identifies types of “grabbers” and uses appropriately in expository and narrative writing
 Brainstorms a personal narrative using a timeline
 Writes a 4- to 5-paragraph personal narrative that has identifiable characters and setting,
accurately sequenced action elements connected to description, transitions that move the
story along, and closing sentence that wraps it up
 Brainstorms an expository essay using a web
 Writes a 4- to 5-paragraph expository essay with a beginning that states the topic, 2 to 3
middle “reason” paragraphs that support using Elements of Why, and an ending that gives
a final thought
 Publishes a story/essay and shares with intended audience
 Revising Focus: supporting details and description
3rd Grade Writing Prompts
First 9 Weeks
Mid
Personal Narrative: Many students enjoy activities over summer break. Think about what you did
over summer break. Now write to tell a story about a fun day during summer break.
End
Imaginative Narrative: Think about the amazing things that scientists have discovered in our
universe. Imagine if it were possible to take a trip into deep space. What would you see? What
adventures might you have? Now tell a story about your adventure into space.
Second 9 Weeks
Mid
Expository: The principal is trying to decide whether or not students should wear uniforms to
school. Think about how wearing uniforms could be a good idea or a bad idea. Write to explain
why uniforms are either a good idea or a bad idea.
End
Personal Narrative: Animals can behave in many different ways. Think about an animal you
know or have seen. Think of some events that might happen if you were taking care of that
animal for a day. Now write to tell about a day where you were taking care of an animal.
Third 9 Weeks
Mid
Imaginative Narrative: Imagine you were a plant for a day. Think about the different types of
plants you’ve learned about. What type of plant would you be? What kinds of animals and other
things might you come in contact with? How would you get food? Now write to tell a story
about your day as a plant.
End
Opinion: Energy is important for daily life. It powers our cars, our lights, and our computers.
Currently our main source of energy is oil. However, some people think we should do more
research into renewable energy sources that don’t run out like sunlight, water, and steam. Should
we spend the money to research renewable energies? Support your opinion with reasons why or
why not.
**Provide books, web research, pictures, information as background knowledge on this prompt
Fourth 9 Weeks
Mid
Personal Narrative: Many people have lost or broken something special. Think of a time you or
someone you know lost or broke something special. Now write to tell about a time you or
someone you know lost or broke something special.
End
Expository: Many people have a special place they enjoy going. Where is a place you like to go?
Why is it special to you? Now write to explain about your special place and why it is special to
you.
Round Lake Elementary Writing Curriculum
4th Grade Expectations
First 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Identifies types of “grabbers” and uses appropriately in expository and narrative writing
 Brainstorms a personal narrative using a timeline
 Writes a 4-paragraph personal narrative that has identifiable characters and setting,
accurately sequenced action elements connected to description, problem and appropriate
solution, transitions that move the story along, and closing sentence with a lesson learned
or future thought.
 Identifies creativity skills (STOMP HEAT!) and uses in writing. Begin with mini-lessons (2
weeks) on S-T-O-M this 9 weeks.
 Brainstorms expository essay using a web
 Writes a 4-paragraph expository essay with a beginning that states the topic, 2 middle
“reason” paragraphs that support, and an ending that gives a final thought
 Uses specific details instead of generalized statements as support
 Brainstorms an expository DBQ using a web/outline
 Writes an expository essay to a Document Based Question (DBQ): What Made Cesar
Chavez an Effective Leader?
 Develops/strengthens writing by revising and editing (teacher-directed and with peers)
 Revising Focus: writing grabbers appropriate to the genre and audience; transitional words
and phrases; sensory details
Second 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Uses a variety of sentence structure
 Identifies creativity skills (STOMP HEAT!) and uses in writing. Begin with mini-lessons (2
weeks) on P-H-E-A this 9 weeks.
 Brainstorms an imaginative narrative essay using a timeline
 Writes a 5-paragraph that has identifiable characters and setting, accurately sequenced
action elements connected to description, problem and appropriate solution, transitions
that move the story along, and closing sentence with a lesson learned or future thought.
 Brainstorms an expository essay to analyze and reflect on literary texts using a web
 Writes a 4-paragraph expository reflecting on the main idea or theme of a text or
comparison of two texts with supporting details drawn from those texts. (Most stories in
the core reading book this nine weeks are from Theme 3: Natural Changes.)
 Brainstorms a DBQ using a web/outline
 Writes an expository essay to a Document Based Question (DBQ): What was the Price of
Freedom in Spanish Florida?
 Develops/strengthens writing by revising and editing (teacher-directed and with peers)
 Writes a complete essay within a 45 minute time limit; revises and edits the timed essays
on subsequent days
 Revising Focus: STOMP HEAT! and sentence variety
Third
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9 Weeks
Extends conventional spelling based on common spelling patterns
Writes complete sentences with capitalization and punctuation and indents paragraphs
Uses a variety of sentence structure
Refines creativity skills and prepares for FCAT Writes
Practices “Show, Don’t Tell” for emotions and sensory details
Brainstorms an informational or persuasive essay on a topic of the students’ choosing (for
the Tropicana Speech Contest) using a web
Writes a 5-paragraph informational or persuasive essay to a specific audience that includes
an introductory opinion or background information paragraph, 3 supporting reason/detail
paragraphs with elements of why, and a conclusion paragraph
Presents the informational/persuasive speech in front of the class in 2-3 minutes
Brainstorms an expository DBQ using a web/outline
Writes an expository essay to a Document Based Question (DBQ): Seminole Indians
Revising Focus: Show, Don’t Tell!
Fourth 9 Weeks
 Writes poetry in a variety of forms
 Brainstorms a narrative essay (for a younger student) using a student survey and a timeline
 Writes and publishes a narrative essay (imaginative or realistic) about a particular student
based on his/her life and interests
 Uses technology to produce a published narrative piece
 Brainstorms a persuasive DBQ using a web/outline
 Writes a persuasive essay to a Document Based Question (DBQ): What was Harriet
Tubman’s Greatest Achievement?
 Revising Focus: word choice and supporting detail
4th Grade Writing Prompts
First 9 Weeks
Mid
Personal Narrative: We have all felt proud at some point in our lives. Think about a time when
you did something that made you feel proud of yourself. What did you do that made you feel
proud? Did you learn anything from the experience? Now tell a story about a time when you did
something that made you feel proud.
End
Expository: Is it helpful for students to have a summer break from school? Think about the
opportunities that summer break has for students as well as the negative parts of summer break.
Now write to explain why summer is or is not a helpful break for students.
Second 9 Weeks
Mid
Persuasive: Think about all the inventions that have been created throughout history. Before you
begin writing, think about an invention that you feel has been the most important invention in
history. Now write to convince the reader of your paper why this particular invention has been
the most important in history.
End
Imaginative Narrative: Imagine that you are a SUPERHERO. Think about the special power that
you would have and what you would do with it. Remember to describe the action with sensory
images and figurative language. Now write to tell about an adventure you have as a superhero.
Third 9 Weeks
Mid
Personal Narrative: Everyone has had an embarrassing moment. Think about something
embarrassing that has happened to you. Now write about a time when you had something
embarrassing happen to you.
End
Expository: March 26th was National “Make Up Your Own Holiday” Day. If you could make up
a holiday, what would it be called? Who would celebrate it? What would be special about that
day (activities, clothing or colors, people, etc.)? Write to explain to the reader about the holiday
you would create and how and why it would be celebrated.
Fourth 9 Weeks
Mid
Persuasive: In your opinion, what makes Florida a great place to live? Try to convince your
reader with facts and details that support how Florida is a great place to live.
End
Imaginative Narrative: Have you ever heard the phrase, “If these walls could talk…?” We know
objects can’t think or speak, but what if they could? What stories would your shoe have to tell?
Think about what your shoe goes through in a day. What are some of the more interesting
activities it may participate in? How does it feel about these things? Use your five senses to help
you tell the story of a day in the life of your shoe.
Round Lake Elementary Writing Curriculum
5th Grade Expectations
First 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Brainstorms a Document-Based Question using a web/outline
 Conducts research that uses several sources to build knowledge of different aspects of a
topic (DBQ)
 Writes an opinion-based expository that is appropriate to purpose and audience
 Provides logically ordered reasons that are supported by the Elements of Why
 Links opinion and reasons using transitional words, phrases, and clauses (e.g.,
consequently, specifically)
 Uses concluding statements
 Develops and strengthens writing as needed by planning, revising, and editing
 Integrates technology to produce and publish, as well as collaborate with others
 Revising Focus: transitional phrases
Second 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Brainstorms a Document-Based Question using a web/outline
 Conducts research that uses several sources to build knowledge of different aspects of a
topic (DBQ)
 Writes an opinion-based expository that is appropriate to purpose and audience
 Provides logically ordered reasons that are supported by the Elements of Why
 Links opinion and reasons using transitional words, phrases, and clauses (e.g.,
consequently, specifically)
 Uses concluding statements
 Develops and strengthens writing as needed by planning, revising, and editing
 Integrates technology to produce and publish, as well as collaborate with others
 Revising Focus: sentence variety
Third
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9 Weeks
Extends conventional spelling based on common spelling patterns
Writes complete sentences with capitalization and punctuation and indents paragraphs
Brainstorms a Document-Based Question using a web/outline
Integrates technology to produce and publish, as well as collaborate with others
Conducts research that uses several sources to build knowledge of different aspects of a
topic (DBQ)
Brainstorms an informational or persuasive essay on a topic of the students’ choosing (for
the Tropicana Speech Contest) using a web
Writes a 5-paragraph informational or persuasive essay to a specific audience
Introduces a topic clearly, provides both a general observation and focus, as well as
logically groups related information
Develops a topic with facts, definitions, concrete details, and quotations (Tropicana
Speech)
Presents the informational/persuasive speech in front of the class in 2-3 minutes
Links ideas within categories of information using words and phrases (e.g., another, also,
in addition to, because, for example)
Integrates technology to produce and publish, as well as collaborate with others
Revising Focus: linking phrases
Fourth 9 Weeks
 Extends conventional spelling based on common spelling patterns
 Writes complete sentences with capitalization and punctuation and indents paragraphs
 Brainstorms a Document-Based Question using a web/outline
 Conduct research that use several sources to build knowledge of different aspects of a
topic (DBQ)
 Writes narratives to portray real or imagined experiences
 Organizes a narrative event sequence that unfolds naturally
 Fully develops characters
 Demonstrates proper use of dialogue
 Demonstrates knowledge of cause/effect through problem/solution relationship
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Integrates technology to produce and publish, as well as collaborate with others
Revising Focus: narrative dialogue and creativity skills
5th Grade Writing Prompts
First 9 Weeks
Mid
Personal Narrative: Tell a story about an adventure you had over the summer. It can be an
adventure that happened in your own backyard, or a special trip you took. Be sure to use
creativity skills and include many details that will allow your reader to visualize the story.
End
Persuasive: The issue of whether students should be required to wear school uniforms has been
debated across our state. Think about what it might be like if your school required uniforms.
Consider both the positive and negative effects that could be argued. Now write to convince
your principal whether or not students at your school should be required to wear uniforms.
Second 9 Weeks
Mid
Imaginative Narrative: One day you awaken to find that you cannot speak. Your voice is
magically gone. Think about how your day might be different. What kind of struggles might you
encounter during the day? Now write to tell about a day where you cannot speak.
End
Expository: In Science you’ve learned about the three states of matter and how matter can
change from one state to another. What if matter could not change states? How would life be
different? Now write to explain how life might be effected if matter could not change states. Give
specific examples of a type of matter that would no longer be allowed to change and how this
limitation would affect life.
Third 9 Weeks
Mid
Persuasive: One day humanity hopes to travel to Mars and set up colonies. What challenges
would we face to accomplish this? How would colonizing Mars affect life here on Earth? Argue
whether we should or should not establish colonies on Mars and explain your reasoning.
End
Imaginative Narrative: Imagine you are an American soldier fighting for Britain in the
Revolutionary War. What kinds of struggles would you face? How would your personal
relationships be affected? Now tell a story as if you were a soldier fighting for Britain. Be sure to
describe the hardships a soldier would encounter during the Revolutionary War.
Fourth 9 Weeks
Mid
Expository: Think about what you have learned about the life processes of plants and animals. If
you were asked to teach 2nd graders at our school about the differences and similarities of plant
and animal processes, what might you tell them? Write to explain to your audience how the
plant and animal processes are similar and different.
End
Personal Narrative: Imagine that 20 years from now you are on the cover of TIME, PEOPLE, or
ROLLING STONE magazine. Think about what the article will feature about you. How did you
get on the cover? What events took place to get you there? Now write to tell the reporter the
story of your life that landed you on the cover.