Writing Standard 2: Writing Purposes and Resulting Genres
Producing & Responding to Literature Standard for the Primary Grades
K
Producing & Responding to Lit
A. Re-enact and re-tell
stories
B. Create their own
stories, poems, plays
and songs
C. Use literary forms and
language (ie; produce
a poem, students
should write with some
poetic language/
poetic devices such as;
imagery, repetition)
1
Producing Literature
A. Write stories,
memoirs, poems,
songs, and other
literary forms
B. Demonstrate
awareness of AND also
an ability to reproduce
some of the literary
language styles from
literature they hear
and read (incl;
alliteration, simile,
metaphor, rhythm,
onomatopoeia,
dialogue, etc)
C. Imitate a text or write
in a genre when they
respond to it
Responding to Literature
A. Re-enact and retell
stories, songs, poems,
plays, and other
literary works they
encounter
B. Produce simple
2
Producing Literature
A. Write stories, poems,
memoirs, songs, and
drama
B. Write a story using
authors craft and style
(from studying authors
& genres)
C. Write poetry using
techniques they
observe through a
study of the genre
Responding to Literature
A. Provide a re-telling
B. Write letters to the
author (telling what
they thought or asking
questions)
C. Make a plausible claim
3
Producing Literature
A. Write stories, songs,
memoirs, poetry and
plays
B. Produce a piece that
uses elements
appropriate to a genre
(after engaging in a
genre study)
C. Build on the thread of
a story (by extending
or changing the story
line)
Responding to Literature
A. Uses examples from
the text to support an
interpretation
B. Provides details from
the text for reader
understanding of the
K
[K re-enact & retell stories
from all forms of literature.
This is done both formally – in
structured activities with
whole class support, and
informally – in small groups,
pairs and individually.
Over the course of the year
children will respond to
literature in writing. As they
1
2
C. evaluative statements
about the text (ie; “I
like the story
because”, “I like the
part where”)
D. Make simple
comparisons and
personal connections
with the literature
E. Compare two books by
the same author
F. Discuss several books
on the same theme
G. Support their opinion
(or evaluative
statement) with
examples from the text
H. Present a reasonable
interpretation of the
book
D. about what they have
read (ie; suggesting a
them and offering
evidence from the
text)
E. Write variations on
texts they have read
F. (ie; a different view
point, a new setting,
re-writing the ending,
altering the main
character)
G. Make personal
connections with the
text
[1st graders notice a wide
variety of genres and work to
write in all these forms, each
for an appropriate purpose.
Literary language may appear
in their writing.
[2nd graders write in the
genre of the texts they read,
and they write about texts
also. As part of their genre
studies, they read and write
in particular genres. Over
time they can give examples
of poetry, memoirs, letters,
songs, etc. When they
respond to literature, they
mark text they find notable
During 1st and even 2nd
grades, evaluative responses
usually take oral forms.
Later, we will expect students
3
interpretation
C. Go beyond retelling
(analyze, make
inferences and
judgments, form
opinions)
D. Compare two works by
the same author
E. Discuss several works
that have a common
theme or idea
F. Make personal
connections with the
text
[3rd graders have developed
a repertoire of writing
strategies and can identify
specific elements of particular
genres. All of this knowledge
contributes to their writing
repertoire.
When 3rd graders evaluate
literature, they are able to
refer to the text and make
K
do this they should
demonstrate their grasp of
rhythms and styles of
literary language they hear in
the classroom.
* It is important to
emphasize that children’s
proficiency at producing
literature is dependent upon
how deeply they are
immersed in literary reading
activities. ]
1
to be able to produce written
responses to literature. At
this stage it is important that
children be allowed to
respond orally so that the
physical act of writing does
not get in the way of the
response to literature.
2
(with Post-it Notes) and
comment on their ideas in
class discussions. They can
see a bigger idea or theme at
work and collect evidence of
that theme.]
3
assertions about big ideas,
find commonalities across
texts, develop interpretive
hunches by others during
book talks, and elaborate on
their evaluation of the text.
They are also able to make
discerning comments about
literature, attending to both
stylistic elements and overall
effectiveness of a piece.]
K