K
KINDERGARTEN
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
K
B
B
K
B
B
B
K
B
B
B
B
B
NOTES
K
KINDERGARTEN
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D. Identify purpose and audience
E. Develop focus/controlling point
F. Incorporate details relevant to the topic
II.
Content
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D. Write using domain-specific vocabulary
III. Organization
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
3. Problem - Solution
4. Compare and Contrast
5. Cause and Effect
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
A. Develop reader’s interest
B. Use strong word choice
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
4. Compound - Complex*
Purposes of Writing
I.
Narrative Writing
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
II.
Informational Writing
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
3. Logical grouping of related information
4. Facts, definitions, concrete details, quotations, etc. to develop topic
5. Conclusion (what has been learned)
III. Opinion/Argumentative Writing
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
3. Support with Personal Observations
4. Support with Facts/Statistics
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
7. Conclusion
Revision & Publication
I.
Revision
A. Revise for Focus/Content
B. Revise for Conventions
II.
Presenting Work for Publication
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
4. Parenthetical citation
5. Bibliography
6. Works Cited
B. Technology
K
B
B
B
NOTES
K
K
B
B
K
B
B
B
K
B
B
B
B
B
B
B
B
K
B
K
K
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
1
GRADE 1
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
1
D
B
D
1
D
B
D
D
B
B
B
B
B
1
D
B
D
D
D
B
B
B
B
D
B
B
NOTES
1
GRADE 1
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D. Identify purpose and audience
E. Develop focus/controlling point
F. Incorporate details relevant to the topic
II.
Content
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D. Write using domain-specific vocabulary
III. Organization
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
3. Problem - Solution
4. Compare and Contrast
5. Cause and Effect
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
A. Develop reader’s interest
B. Use strong word choice
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
4. Compound - Complex*
Purposes of Writing
I.
Narrative Writing
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
II.
Informational Writing
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
3. Logical grouping of related information
4. Facts, definitions, concrete details, quotations, etc. to develop topic
5. Conclusion (what has been learned)
III. Opinion/Argumentative Writing
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
3. Support with Personal Observations
4. Support with Facts/Statistics
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
7. Conclusion
Revision & Publication
I.
Revision
A. Revise for Focus/Content
B. Revise for Conventions
II.
Presenting Work for Publication
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
4. Parenthetical citation
5. Bibliography
6. Works Cited
B. Technology
1
D
D
D
B
NOTES
B
1
B
B
1
D
B
D
B
1
D
D
B
D
B
1
D
D
D
D
B
B
B
B
D
1
D
B
D
D
1
D
B
D
B
B
1
1
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
2
GRADE 2
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
2
D
B
D
D
2
S
D
D
B
D
B
D
D
D
B
D
B
B
B
B
B
D
2
D
D
D
B
B
S
B
B
D
B
D
D
B
B
D
B
B
D
B
D
D
D
NOTES
2
GRADE 2
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D. Identify purpose and audience
E. Develop focus/controlling point
F. Incorporate details relevant to the topic
II.
Content
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D. Write using domain-specific vocabulary
III. Organization
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
3. Problem - Solution
4. Compare and Contrast
5. Cause and Effect
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
A. Develop reader’s interest
B. Use strong word choice
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
4. Compound - Complex*
Purposes of Writing
I.
Narrative Writing
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
II.
Informational Writing
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
3. Logical grouping of related information
4. Facts, definitions, concrete details, quotations, etc. to develop topic
5. Conclusion (what has been learned)
III. Opinion/Argumentative Writing
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
3. Support with Personal Observations
4. Support with Facts/Statistics
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
7. Conclusion
Revision & Publication
I.
Revision
A. Revise for Focus/Content
B. Revise for Conventions
II.
Presenting Work for Publication
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
4. Parenthetical citation
5. Bibliography
6. Works Cited
B. Technology
2
S
S
D
D
NOTES
D
2
D
D
2
D
D
B
B
D
D
B
B
B
2
D
S
D
D
D
2
S
D
D
D
D
D
D
D
D
2
S
D
B
B
B
D
D
2
S
D
B
D
D
B
D
2
B
B
2
B
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
3
GRADE 3
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
3
D
D
D
B
S
3
D
S
D
B
B
S
B
D
B
D
D
D
B
D
B
D
D
D
B
D
D
D
B
D
3
S
D
B
S
D
D
D
D
D
D
B
B
D
D
D
D
D
D
B
B
D
D
D
B
B
D
D
B
B
D
B
B
NOTES
3
GRADE 3
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D. Identify purpose and audience
E. Develop focus/controlling point
F. Incorporate details relevant to the topic
II.
Content
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D. Write using domain-specific vocabulary
III. Organization
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
3. Problem - Solution
4. Compare and Contrast
5. Cause and Effect
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
A. Develop reader’s interest
B. Use strong word choice
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
4. Compound - Complex*
Purposes of Writing
I.
Narrative Writing
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
II.
Informational Writing
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
3. Logical grouping of related information
4. Facts, definitions, concrete details, quotations, etc. to develop topic
5. Conclusion (what has been learned)
III. Opinion/Argumentative Writing
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
3. Support with Personal Observations
4. Support with Facts/Statistics
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
7. Conclusion
Revision & Publication
I.
Revision
A. Revise for Focus/Content
B. Revise for Conventions
II.
Presenting Work for Publication
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
4. Parenthetical citation
5. Bibliography
6. Works Cited
B. Technology
3
NOTES
D
D
B
D
3
D
D
B
B
3
D
D
B
D
D
D
D
D
D
B
D
3
B
D
D
S
D
B
3
S
D
D
D
D
D
D
D
B
3
D
D
D
D
D
D
3
D
D
D
D
B
D
D
3
D
D
3
D
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
4
GRADE 4
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
4
D
D
D
D
4
S
B
D
D
D
D
D
D
S
S
S
D
D
D
D
D
D
B
D
S
D
B
B
D
D
S
4
S
D
D
D
D
B
D
D
D
D
D
D
B
B
D
D
D
S
B
D
D
D
D
D
D
D
D
D
D
D
D
D
D
D
NOTES
4
GRADE 4
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
4
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
D
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
4
A. Connect ideas to the topic
D
B. Write a series of related sentences and elaborate on ideas
D
C. Select content to achieve purpose
D
D. Write using domain-specific vocabulary
D
III. Organization
4
A. Dictate or write with sequence
D
B. Write with a beginning, middle & end
D
C. Write a topic sentence for each paragraph
D
D. All sentences within a paragraph relate top a topic sentence
D
E. Write ending sentences or conclusions
D
F. Organized structure based on purpose
1. Sequential/Chronological
S
2. How - To (Process Writing)
B
3. Problem - Solution
D
4. Compare and Contrast
D
5. Cause and Effect
B
6. Descriptive
D
G. Use words, phrases, clauses to create meaning and clarify
D
H. Use words, phrases, clauses to create temporal & sequential
D
IV. Style
4
A. Develop reader’s interest
B
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D
D. Use literary devices
1. Personification
2. Simile
B
3. Metaphor
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
B
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
D
H. Use sentences of different types*
1. Simple*
2. Compound*
D
3. Complex*
D
4. Compound - Complex*
Purposes of Writing
I.
Narrative Writing
4
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
D
2. Characters
D
3. Situation/Problem/Conflict
D
4. Series of Events
D
5. Use description & dialogue to develop story
D
6. Solution/Resolution
D
7. End/Conclusion
D
D. First/Third Person Narrative Perspective
1. First Person
D
2. Third Person
B
E. Theme
1. Moral
B
4. Meaning of life experience
II.
Informational Writing
4
A. Draw a picture (information) and write a sentence
B. Development of Topic
D
C. Informational Writing Elements
1. Introduction of Topic
D
2. Information about Topic
D
3. Logical grouping of related information
D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
4
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
D
C. Write a claim (i.e., thesis)
D. Opinion/Argumentative Elements
1. Introduction of Topic
D
2. State reasons (K-6)/Logical Reasoning (7-8)
D
3. Support with Personal Observations
S
4. Support with Facts/Statistics
D
5. Expert opinions (i.e., credible sources)
D
6. Opposing claims/viewpoints
7. Conclusion
D
Revision & Publication
I.
Revision
4
A. Revise for Focus/Content
D
B. Revise for Conventions
D
II.
Presenting Work for Publication
4
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
B
4. Parenthetical citation
5. Bibliography
B
6. Works Cited
B. Technology
D
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
5
GRADE 5
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
5
D
D
D
D
5
D
D
D
D
S
S
D
D
S
D
B
S
S
D
D
B
B
D
D
D
B
D
S
D
B
B
5
D
S
S
B
D
D
B
D
S
D
D
S
D
D
D
D
D
D
B
D
D
D
D
D
D
B
D
D
D
D
D
D
D
D
D
B
D
NOTES
5
GRADE 5
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
5
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
D
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
5
A. Connect ideas to the topic
D
B. Write a series of related sentences and elaborate on ideas
D
C. Select content to achieve purpose
D
D. Write using domain-specific vocabulary
D
III. Organization
5
A. Dictate or write with sequence
D
B. Write with a beginning, middle & end
S
C. Write a topic sentence for each paragraph
D
D. All sentences within a paragraph relate top a topic sentence
D
E. Write ending sentences or conclusions
D
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
D
3. Problem - Solution
D
4. Compare and Contrast
D
5. Cause and Effect
D
6. Descriptive
D
G. Use words, phrases, clauses to create meaning and clarify
D
H. Use words, phrases, clauses to create temporal & sequential
D
IV. Style
5
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D
D. Use literary devices
1. Personification
2. Simile
D
3. Metaphor
B
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
S
H. Use sentences of different types*
1. Simple*
2. Compound*
D
3. Complex*
D
4. Compound - Complex*
Purposes of Writing
I.
Narrative Writing
5
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
D
2. Characters
D
3. Situation/Problem/Conflict
D
4. Series of Events
D
5. Use description & dialogue to develop story
D
6. Solution/Resolution
D
7. End/Conclusion
D
D. First/Third Person Narrative Perspective
1. First Person
D
2. Third Person
D
E. Theme
1. Moral
D
4. Meaning of life experience
II.
Informational Writing
5
A. Draw a picture (information) and write a sentence
B. Development of Topic
D
C. Informational Writing Elements
1. Introduction of Topic
D
2. Information about Topic
D
3. Logical grouping of related information
D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
5
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
S
C. Write a claim (i.e., thesis)
D. Opinion/Argumentative Elements
1. Introduction of Topic
D
2. State reasons (K-6)/Logical Reasoning (7-8)
D
3. Support with Personal Observations
4. Support with Facts/Statistics
D
5. Expert opinions (i.e., credible sources)
D
6. Opposing claims/viewpoints
B
7. Conclusion
D
Revision & Publication
I.
Revision
5
A. Revise for Focus/Content
D
B. Revise for Conventions
D
II.
Presenting Work for Publication
5
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
D
4. Parenthetical citation
5. Bibliography
D
6. Works Cited
B. Technology
D
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
6
GRADE 6
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
6
D
D
D
S
6
D
D
D
S
D
D
D
D
D
D
D
D
D
B
S
D
D
D
S
D
D
6
S
D
B
S
D
D
D
D
D
D
D
D
B
D
S
S
D
S
S
D
B
S
D
D
D
D
D
S
D
D
D
D
D
D
B
D
D
B
NOTES
6
GRADE 6
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
6
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
D
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
6
A. Connect ideas to the topic
D
B. Write a series of related sentences and elaborate on ideas
D
C. Select content to achieve purpose
D
D. Write using domain-specific vocabulary
D
III. Organization
6
A. Dictate or write with sequence
D
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D
D. All sentences within a paragraph relate top a topic sentence
D
E. Write ending sentences or conclusions
D
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
D
3. Problem - Solution
D
4. Compare and Contrast
D
5. Cause and Effect
D
6. Descriptive
S
G. Use words, phrases, clauses to create meaning and clarify
D
H. Use words, phrases, clauses to create temporal & sequential
D
IV. Style
6
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D
D. Use literary devices
1. Personification
B
2. Simile
D
3. Metaphor
D
4. Repetition (repeated words, phrases, sentences for effect)
B
5. Rhetorical question
6. Irony
7. Hyperbole
B
8. Allusions
B
E. Maintain consistant tone (according to genre)
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
D
3. Complex*
D
4. Compound - Complex*
B
Purposes of Writing
I.
Narrative Writing
6
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
D
2. Characters
D
3. Situation/Problem/Conflict
D
4. Series of Events
D
5. Use description & dialogue to develop story
D
6. Solution/Resolution
D
7. End/Conclusion
D
D. First/Third Person Narrative Perspective
1. First Person
S
2. Third Person
S
E. Theme
1. Moral
D
4. Meaning of life experience
B
II.
Informational Writing
6
A. Draw a picture (information) and write a sentence
B. Development of Topic
D
C. Informational Writing Elements
1. Introduction of Topic
D
2. Information about Topic
D
3. Logical grouping of related information
D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
6
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
B
D. Opinion/Argumentative Elements
1. Introduction of Topic
S
2. State reasons (K-6)/Logical Reasoning (7-8)
D
3. Support with Personal Observations
4. Support with Facts/Statistics
D
5. Expert opinions (i.e., credible sources)
D
6. Opposing claims/viewpoints
D
7. Conclusion
D
Revision & Publication
I.
Revision
6
A. Revise for Focus/Content
D
B. Revise for Conventions
D
II.
Presenting Work for Publication
6
A. Precise formal Credit
1. Direct quotations - short
B
2. Direct quotations - block
3. Bibliographic citation
D
4. Parenthetical citation
5. Bibliography
D
6. Works Cited
B. Technology
D
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
7
GRADE 7
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
7
D
D
D
7
D
D
D
S
D
D
D
S
D
D
B
D
S
D
S
D
D
D
D
B
B
B
7
D
B
B
D
D
D
D
D
D
S
D
D
D
D
D
D
D
B
B
D
B
D
D
D
D
D
D
D
D
D
D
D
D
D
D
B
NOTES
7
GRADE 7
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
7
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
D
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
7
A. Connect ideas to the topic
S
B. Write a series of related sentences and elaborate on ideas
D
C. Select content to achieve purpose
D
D. Write using domain-specific vocabulary
D
III. Organization
7
A. Dictate or write with sequence
S
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D
D. All sentences within a paragraph relate top a topic sentence
D
E. Write ending sentences or conclusions
D
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
D
3. Problem - Solution
D
4. Compare and Contrast
D
5. Cause and Effect
D
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
D
H. Use words, phrases, clauses to create temporal & sequential
D
IV. Style
7
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
S
D. Use literary devices
1. Personification
D
2. Simile
D
3. Metaphor
D
4. Repetition (repeated words, phrases, sentences for effect)
D
5. Rhetorical question
6. Irony
7. Hyperbole
D
8. Allusions
D
E. Maintain consistant tone (according to genre)
B
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
D
3. Complex*
D
4. Compound - Complex*
D
Purposes of Writing
I.
Narrative Writing
7
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
D
2. Characters
D
3. Situation/Problem/Conflict
D
4. Series of Events
D
5. Use description & dialogue to develop story
D
6. Solution/Resolution
D
7. End/Conclusion
D
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
S
4. Meaning of life experience
D
II.
Informational Writing
7
A. Draw a picture (information) and write a sentence
B. Development of Topic
D
C. Informational Writing Elements
1. Introduction of Topic
D
2. Information about Topic
D
3. Logical grouping of related information
D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
7
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
D
3. Support with Personal Observations
4. Support with Facts/Statistics
D
5. Expert opinions (i.e., credible sources)
D
6. Opposing claims/viewpoints
D
7. Conclusion
D
Revision & Publication
I.
Revision
7
A. Revise for Focus/Content
D
B. Revise for Conventions
D
II.
Presenting Work for Publication
7
A. Precise formal Credit
1. Direct quotations - short
D
2. Direct quotations - block
3. Bibliographic citation
D
4. Parenthetical citation
B
5. Bibliography
S
6. Works Cited
B. Technology
D
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
8
GRADE 8
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
8
S
S
D
8
D
S
D
D
S
D
S
D
D
D
D
S
D
S
D
D
D
D
8
D
D
D
B
D
D
D
D
D
D
D
D
D
D
S
S
D
D
D
S
D
D
D
D
S
D
D
D
D
D
D
D
D
S
D
D
NOTES
8
GRADE 8
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
8
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
S
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
8
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
S
C. Select content to achieve purpose
D
D. Write using domain-specific vocabulary
D
III. Organization
8
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
S
D. All sentences within a paragraph relate top a topic sentence
S
E. Write ending sentences or conclusions
D
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
D
3. Problem - Solution
D
4. Compare and Contrast
D
5. Cause and Effect
D
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
S
H. Use words, phrases, clauses to create temporal & sequential
S
IV. Style
8
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
S
2. Simile
S
3. Metaphor
D
4. Repetition (repeated words, phrases, sentences for effect)
D
5. Rhetorical question
B
6. Irony
7. Hyperbole
D
8. Allusions
D
E. Maintain consistant tone (according to genre)
D
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
S
3. Complex*
D
4. Compound - Complex*
D
Purposes of Writing
I.
Narrative Writing
8
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
S
2. Characters
S
3. Situation/Problem/Conflict
S
4. Series of Events
S
5. Use description & dialogue to develop story
S
6. Solution/Resolution
S
7. End/Conclusion
S
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
D
II.
Informational Writing
8
A. Draw a picture (information) and write a sentence
B. Development of Topic
S
C. Informational Writing Elements
1. Introduction of Topic
S
2. Information about Topic
D
3. Logical grouping of related information
D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
8
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
D
3. Support with Personal Observations
4. Support with Facts/Statistics
D
5. Expert opinions (i.e., credible sources)
S
6. Opposing claims/viewpoints
D
7. Conclusion
S
Revision & Publication
I.
Revision
8
A. Revise for Focus/Content
S
B. Revise for Conventions
S
II.
Presenting Work for Publication
8
A. Precise formal Credit
1. Direct quotations - short
S
2. Direct quotations - block
B
3. Bibliographic citation
S
4. Parenthetical citation
D
5. Bibliography
6. Works Cited
B
B. Technology
S
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
9
GRADE 9
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
9
D
9
S
S
S
D
S
D
D
S
S
S
S
D
B
D
9
D
D
D
D
D
D
D
D
S
S
D
D
D
D
D
D
D
D
S
S
S
S
S
S
S
S
D
D
D
D
D
NOTES
9
GRADE 9
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
9
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
9
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D
D. Write using domain-specific vocabulary
D
III. Organization
9
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
D
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
D
3. Problem - Solution
D
4. Compare and Contrast
D
5. Cause and Effect
D
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
9
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
D
4. Repetition (repeated words, phrases, sentences for effect)
D
5. Rhetorical question
D
6. Irony
B
7. Hyperbole
S
8. Allusions
S
E. Maintain consistant tone (according to genre)
D
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
D
4. Compound - Complex*
D
Purposes of Writing
I.
Narrative Writing
9
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
D
II.
Informational Writing
9
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
D
3. Logical grouping of related information
D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
9
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
D
3. Support with Personal Observations
4. Support with Facts/Statistics
D
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
D
7. Conclusion
Revision & Publication
I.
Revision
9
A. Revise for Focus/Content
B. Revise for ConventionsS
II.
Presenting Work for Publication
9
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
D
3. Bibliographic citation
4. Parenthetical citation
D
5. Bibliography
6. Works Cited
D
B. Technology
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
10
GRADE 10
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
10
D
10
S
S
S
S
D
D
10
S
S
S
S
D
S
S
D
S
S
D
D
S
S
D
S
S
S
S
D
D
NOTES
10
GRADE 10
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
10
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
10
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
S
D. Write using domain-specific vocabulary
D
III. Organization
10
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
S
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
S
3. Problem - Solution
D
4. Compare and Contrast
S
5. Cause and Effect
D
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
10
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
D
4. Repetition (repeated words, phrases, sentences for effect)
S
5. Rhetorical question
S
6. Irony
D
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
D
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
S
4. Compound - Complex*
D
Purposes of Writing
I.
Narrative Writing
10
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
D
II.
Informational Writing
10
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
S
3. Logical grouping of related information
S
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
10
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
S
3. Support with Personal Observations
4. Support with Facts/Statistics
S
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
D
7. Conclusion
Revision & Publication
I.
Revision
10
A. Revise for Focus/Content
B. Revise for ConventionsS
II.
Presenting Work for Publication
10
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
S
3. Bibliographic citation
4. Parenthetical citation
S
5. Bibliography
6. Works Cited
S
B. Technology
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
11
GRADE 11
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
11
D
11
S
D
11
S
D
S
D
S
D
S
NOTES
11
GRADE 11
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
11
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
D
D. Identify purpose and audience
E. Develop focus/controlling point
D
F. Incorporate details relevant to the topic
D
II.
Content
11
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D. Write using domain-specific vocabulary
D
III. Organization
11
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
3. Problem - Solution
S
4. Compare and Contrast
5. Cause and Effect
D
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
11
A. Develop reader’s interest
D
B. Use strong word choice
D
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
D
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
S
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
D
F. Use consistant and effective point of view
D
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
4. Compound - Complex*
D
Purposes of Writing
I.
Narrative Writing
11
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
D
II.
Informational Writing
11
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
3. Logical grouping of related information
4. Facts, definitions, concrete details, quotations, etc. to develop topic
D
5. Conclusion (what has been learned)
D
III. Opinion/Argumentative Writing
11
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
D
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
3. Support with Personal Observations
4. Support with Facts/Statistics
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
D
7. Conclusion
Revision & Publication
I.
Revision
11
A. Revise for Focus/Content
B. Revise for ConventionsS
II.
Presenting Work for Publication
11
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
4. Parenthetical citation
5. Bibliography
6. Works Cited
B. Technology
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
12
GRADE 12
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
PA
SAMPLE WRITING
SCOPE & SEQUENCE
PaTTAN
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
A. Apply phonetic patterns to spell words correctly
B. Use conventional spelling for high frequency and other studied words
C. Spell grade appropriate words correctly (consulting references as needed)
D. Spell frequently confused words correctly
E. Use handwriting
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
A. Capitalization
1. Sentence beginnings
2. Names of people, dates
3. Proper adjectives
4. Pronoun “I”
5. Capitalize holidays, product names, and geographic names
6. Dialogue
7. Words in titles
B. Punctuation with periods
1. Use end punctuation
2. Abbreviations
3. Initials and titles of people
4. Dialogue
C. Punctuate with exclamation points
D. Punctuate with question marks
E. Punctuate with commas
1. Separate items in a series
a. Words
b. Phrases and Clauses
2. Compound sentences
3. Clause
a. Clause (initial dependent)
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas)
4. After day and before the year in dates
5. Commas in addresses
6. Commas in quotation marks in dialogue
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address
8. Set off prepositional phrases of four or more words at the beginning of the sentence
9. Set off conjunctive adverbs
10. Set off advanced phrases & clauses (appositives, participles, etc.)
11. Use commas (and quotation marks) to mark direct speech and quotations from text
12. After greetings and closings in a letter
13. In a series of adjectives that cannot be switched
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes)
2. Title of short work (quotes)
3. Word reference (quotes)
4. Title of work (italics/underline)
G. Use apostrophes
1. Form and use possessives
2. Create contractions
H. Use colons
1. Between the hour and minutes in time
2. Introduce a list (after a complete sentence)
3. After salutations in a business letter
4. Introduce a quote (after a complete sentence)
I. Use semi-colons
1. Separate two independent clauses
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break
III. Parts of Speech/Sentence Parts
A. Use nouns in writing
1. Common
2. Proper
3. Possessive
4. Singular/Plural
5. Abstract
6. Collective
7. Direct Objects
8. Indirect Objects
9. Predicate Nouns
10. Appositives
11. Gerunds
B. Use pronouns in writing
1. Use pronoun “I”
2. Use personal pronouns (subject, object, possessive)
3. Use relative pronouns
4. Use intensive and reflexive pronouns
5. Pronoun antecedent agreement
C. Use verbs in writing
1. Action
2. Linking
a. forms of be
b. linking verbs
3. Progressive tense
4. Present/Past/Future tense
5. Perfect tenses
6. Interrogative, imperative, indicative, subjunctive, conditional moods
7. Active/Passive voice
8. Subject - verb agreement
D. Use adjectives in writing
1. Articles
2. Recognize words adjectives modify
3. Common adjectives
4. Proper adjectives
5. Pronouns as adjectives (possessive, demonstrative)
6. Comparative/Superlative
7. Royal order of adjectives
8. Prepositional Phrases (adjectival)
9. Interrogative adjectives
10. Predicate Adjectives
11. Participles
E. Use adverbs in writing
1. Recognize words adverbs modify
2. Prepositional phrases (adverbial)
F. Use conjunctions in writing
1. Common Conjunctions
2. Correlative
3. Coordinating/Subordinating Conjunctions
G. Use prepositions in writing
H. Use interjections in writing
I. Write complete sentences*
1. Simple Sentence*
2. Subjects & Predicates*
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7)
4. Independent vs. Dependent Clauses*
5. Compound Sentence*
6. Complex Sentence (w/adverb clause)*
7. Complex Sentence (w/adjective or relative clause)*
8. Compound-Complex Sentence*
9. Avoid and/or correct fragments and run-on sentences
J. Miscellaneous
1. Avoid misplaced modifiers
2. Use infinitives
12
S
12
S
12
S
S
S
NOTES
12
GRADE 12
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
Quality of Writing
I.
Focus
12
A. Tell about a topic (orally) with 2 or more facts
B. Include illustrations
C. Developing the Topic
S
D. Identify purpose and audience
E. Develop focus/controlling point
S
F. Incorporate details relevant to the topic
S
II.
Content
12
A. Connect ideas to the topic
B. Write a series of related sentences and elaborate on ideas
C. Select content to achieve purpose
D. Write using domain-specific vocabulary
S
III. Organization
12
A. Dictate or write with sequence
B. Write with a beginning, middle & end
C. Write a topic sentence for each paragraph
D. All sentences within a paragraph relate top a topic sentence
E. Write ending sentences or conclusions
F. Organized structure based on purpose
1. Sequential/Chronological
2. How - To (Process Writing)
3. Problem - Solution
4. Compare and Contrast
5. Cause and Effect
S
6. Descriptive
G. Use words, phrases, clauses to create meaning and clarify
H. Use words, phrases, clauses to create temporal & sequential
IV. Style
12
A. Develop reader’s interest
S
B. Use strong word choice
S
C. Precise language to convey writer’s meaning
D. Use literary devices
1. Personification
2. Simile
3. Metaphor
S
4. Repetition (repeated words, phrases, sentences for effect)
5. Rhetorical question
6. Irony
7. Hyperbole
8. Allusions
E. Maintain consistant tone (according to genre)
S
F. Use consistant and effective point of view
S
G. Dictate/write using statements, questions, and commands
1. Declarative
2. Imperative, Interrogative, Exclamatory
H. Use sentences of different types*
1. Simple*
2. Compound*
3. Complex*
4. Compound - Complex*
S
Purposes of Writing
I.
Narrative Writing
12
A. Draw a picture (experience/event) and write a sentence
B. Narrative Focus
C. Narrative Elements
1. Setting
2. Characters
3. Situation/Problem/Conflict
4. Series of Events
5. Use description & dialogue to develop story
6. Solution/Resolution
7. End/Conclusion
D. First/Third Person Narrative Perspective
1. First Person
2. Third Person
E. Theme
1. Moral
4. Meaning of life experience
S
II.
Informational Writing
12
A. Draw a picture (information) and write a sentence
B. Development of Topic
C. Informational Writing Elements
1. Introduction of Topic
2. Information about Topic
3. Logical grouping of related information
4. Facts, definitions, concrete details, quotations, etc. to develop topic
S
5. Conclusion (what has been learned)
S
III. Opinion/Argumentative Writing
12
A. Draw a picture (opinion) and write a sentence
B. Choose a position or opinion
C. Write a claim (i.e., thesis)
S
D. Opinion/Argumentative Elements
1. Introduction of Topic
2. State reasons (K-6)/Logical Reasoning (7-8)
3. Support with Personal Observations
4. Support with Facts/Statistics
5. Expert opinions (i.e., credible sources)
6. Opposing claims/viewpoints
S
7. Conclusion
Revision & Publication
I.
Revision
12
A. Revise for Focus/Content
B. Revise for ConventionsS
II.
Presenting Work for Publication
12
A. Precise formal Credit
1. Direct quotations - short
2. Direct quotations - block
3. Bibliographic citation
4. Parenthetical citation
5. Bibliography
6. Works Cited
B. Technology
NOTES
Definition and Purpose: Created by the MTSS Writing Committee Members (2014-16), this Scope & Sequence (like any) describes skills and content to be mastered by the
end of a specified time period (K-12). It indicates a progressive order in which students should be instructed in those skills & content objectives.
Comments: For most isolated skills at the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own communication Eventually,
students should understand the concepts, functions, and applications associated with the skill in question. Some advanced skills will require students to have a conceptual
understanding before they are able to use examples in their communication. Most concepts require multiple exposures, either so that students can cement and apply their
learning, so that more complex layers of instruction can be added, or both.
Key:
* Some skills begin as micro-level skills and move to macro-level skills as the student’s writing skills develop.
This represents the grade level at which the skill is found in the eligible content and assessed on the PSSA.
The skill is assessed on the Keystone Literature exam (B, D, S coding is offered as suggestion as to sequencing of skill, but this is dependent on the LEA’s grade
placement of the literature exam).
No shading represents a skill not specifically cited in the PA Core Standard eligible content; however, it is an important skill to be addressed in written curriculum
(an subsequently taught and assessed) as it represents a task analysis of skills assessed on the PA Core Standards and necessary for effective writing development.
WRITING:
Micro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
DEFINITION
& PURPOSE
Created by the MTSS Writing Committee Members
(2014-16), this Scope &
Sequence (like any) describes skills and content to
be mastered by the end of a
specified time period (K-12).
It indicates a progressive order in which students should
be instructed in those skills
& content objectives.
COMMENTS
For most isolated skills at
the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own
communication Eventually,
students should understand
the concepts, functions, and
applications associated with
the skill in question. Some
advanced skills will require
students to have a conceptual understanding before
they are able to use examples in their communication. Most concepts require
multiple exposures, either
so that students can cement
and apply their learning, so
that more complex layers of
instruction can be added, or
both.
KEY
* Some skills begin as Micro-Level skills and move
to macro-level skills as
the student’s writing skills
develop.
This represents the
grade level at which
the skill is found in the
eligible content and assessed on the PSSA.
The skill is assessed
on the Keystone Literature exam (B, D,
S coding is offered as
suggestion as to sequencing of skill, but
this is dependent on
the LEA’s grade placement of the literature
exam.
No shading represents a
skill not specifically cited
in the PA Core Standard
eligible content; however,
it is an important skill to be
addressed in written curriculum (an subsequently
taught and assessed) as it
represents a task analysis
of skills assessed on the PA
Core Standards and necessary for effective writing development.
Conventions
I.
Transcription Skills (spelling, handwriting, keyboarding)
K 1 2 3 4 5 6 7 8
A. Apply phonetic patterns to spell words correctly
B D D D D D D D S
B. Use conventional spelling for high frequency and other studied words B D D D D D S
C. Spell grade appropriate words correctly (consulting references as needed) B D D D D D D D
D. Spell frequently confused words correctly B D D S
E. Use handwriting
B D D S
F. Use keyboarding skills (i.e., touch typing) Instruction should begin when students are required to submit written work on the computer.
II.
Capitalization & Punctuation
K 1 2 3 4 5 6 7 8
A. Capitalization
1. Sentence beginnings
B D S
2. Names of people, dates B D D S
3. Proper adjectives B D D D D
4. Pronoun “I”
B D D S
5. Capitalize holidays, product names, and geographic names B D D D D D S
6. Dialogue B D D D D D
7. Words in titles B D D S
B. Punctuation with periods
1. Use end punctuation
B D D S
2. Abbreviations B D S
3. Initials and titles of people B D D S
4. Dialogue B D D D S
C. Punctuate with exclamation points B D D S
D. Punctuate with question marks B D D S
E. Punctuate with commas
1. Separate items in a series
a. Words B D D S
b. Phrases and Clauses B D D D D D
2. Compound sentences B D D S
3. Clause
a. Clause (initial dependent) B D D D D S
b. Restrictive (essential - no commas) & Nonrestrictive (nonessential - commas) B D D D
4. After day and before the year in dates B D D D S
5. Commas in addresses B D D S
6. Commas in quotation marks in dialogue B D D D D S
7. Use a comma to set off words like yes/no or tag question from rest of sentence, and to indicate direct address B D D D S
8. Set off prepositional phrases of four or more words at the beginning of the sentence B D D D
9. Set off conjunctive adverbs B D
10. Set off advanced phrases & clauses (appositives, participles, etc.) B D D D
11. Use commas (and quotation marks) to mark direct speech and quotations from text B D D D S
12. After greetings and closings in a letter B D S
13. In a series of adjectives that cannot be switched B D D
F. Use quotation marks, underlining, italics
1. Direct quotations (quotes) B D D D S
2. Title of short work (quotes) B D D S
3. Word reference (quotes) B D D S
4. Title of work (italics/underline) B D D D D
G. Use apostrophes
1. Form and use possessives B D D S
2. Create contractions B D D S
H. Use colons
1. Between the hour and minutes in time B D D S
2. Introduce a list (after a complete sentence) B D D S
3. After salutations in a business letter B D D D
4. Introduce a quote (after a complete sentence) B D
I. Use semi-colons
1. Separate two independent clauses B D
2. Set off a series of items if there are commas within the items
J. Use ellipses or dash to indicate an omission or a pause or break B D
III. Parts of Speech/Sentence Parts
K 1 2 3 4 5 6 7 8
A. Use nouns in writing
1. Common
B D D S
2. Proper B D D S
3. Possessive B D D S
4. Singular/Plural
B D D S
5. Abstract B D D S
6. Collective B D D S
7. Direct Objects B D D D
8. Indirect Objects B D
9. Predicate Nouns B D
10. Appositives B
11. Gerunds B D D
B. Use pronouns in writing
1. Use pronoun “I”
B D S
2. Use personal pronouns (subject, object, possessive) B D D D S
3. Use relative pronouns B D D D D
4. Use intensive and reflexive pronouns B D D D
5. Pronoun antecedent agreement B D D D D D D
C. Use verbs in writing
1. Action
B D D D D S
2. Linking
a. forms of be B D D D D D D
b. linking verbs B D D D D D
3. Progressive tense B D S
4. Present/Past/Future tense B D D D D D S
5. Perfect tenses B D D D D
6. Interrogative, imperative, indicative, subjunctive, conditional moods B D D D D
7. Active/Passive voice B D D
8. Subject - verb agreement B D D D D D D D
D. Use adjectives in writing
1. Articles B D D D S
2. Recognize words adjectives modify B D D D S
3. Common adjectives B D D S
4. Proper adjectives B D D S
5. Pronouns as adjectives (possessive, demonstrative) B D S
6. Comparative/Superlative B D D D S
7. Royal order of adjectives B D D D D S
8. Prepositional Phrases (adjectival) B D D
9. Interrogative adjectives B D D S
10. Predicate Adjectives B D
11. Participles B D
E. Use adverbs in writing
1. Recognize words adverbs modify B D D D D D S
2. Prepositional phrases (adverbial) B D
F. Use conjunctions in writing
1. Common Conjunctions B D D D D D D D
2. Correlative B D D D
3. Coordinating/Subordinating Conjunctions B D D D D D D
G. Use prepositions in writing B D D D D S
H. Use interjections in writing B D D S
I. Write complete sentences*
1. Simple Sentence*
B D D D D D D D D
2. Subjects & Predicates* B D D D D D D D
3. Prepositional Phrases (Grade 4) vs. Clauses* (both Grade 7) B D D D D D
4. Independent vs. Dependent Clauses* B D D D D D
5. Compound Sentence* B D D D D D D D
6. Complex Sentence (w/adverb clause)* B D D D D D
7. Complex Sentence (w/adjective or relative clause)* B D D
8. Compound-Complex Sentence* B D D D
9. Avoid and/or correct fragments and run-on sentences B D D D D S
J. Miscellaneous
1. Avoid misplaced modifiers B D D
2. Use infinitives B D
9 10 11 12
D
D
D
S
9 10 11 12
S
S
S
D
S
S
D
D
S
S
S
S
S
S
D S
B D D S
D D D S
9 10 11 12
D
D
D
D
D
S
S
S
S
D
S
D
D
D
S
S
D
D
S
D
D
D
D
S
S
D
D
S
D
S
D
S
D
D
S
D
D
S
S
S
S
S
S
S
S
S
S
S
S
D
D
D
S
S
S
D
D
D
D
D
S
S
WRITING:
Macro-Level
Scope &
Sequence
B = Beginning
(Introduce)
D = Developing
(Reinforce)
S = Secure
(Mastery)
DEFINITION
& PURPOSE
Created by the MTSS Writing Committee Members
(2014-16), this Scope &
Sequence (like any) describes skills and content to
be mastered by the end of a
specified time period (K-12).
It indicates a progressive order in which students should
be instructed in those skills
& content objectives.
COMMENTS
For most isolated skills at
the micro-level, the B (beginning) indicates when students will begin using examples of the skill in their own
communication Eventually,
students should understand
the concepts, functions, and
applications associated with
the skill in question. Some
advanced skills will require
students to have a conceptual understanding before
they are able to use examples in their communication. Most concepts require
multiple exposures, either
so that students can cement
and apply their learning, so
that more complex layers of
instruction can be added, or
both.
KEY
* Some skills begin as Micro-Level skills and move
to macro-level skills as
the student’s writing skills
develop.
This represents the
grade level at which
the skill is found in the
eligible content and assessed on the PSSA.
The skill is assessed
on the Keystone Literature exam (B, D,
S coding is offered as
suggestion as to sequencing of skill, but
this is dependent on
the LEA’s grade placement of the literature
exam).
No shading represents a
skill not specifically cited
in the PA Core Standard
eligible content; however,
it is an important skill to be
addressed in written curriculum (an subsequently
taught and assessed) as it
represents a task analysis
of skills assessed on the PA
Core Standards and necessary for effective writing development.
Quality of Writing
I.
Focus
K 1 2 3 4 5 6 7 8
A. Tell about a topic (orally) with 2 or more facts
B D S
B. Include illustrations
B D S
C. Developing the Topic
B D D D D D D D D
D. Identify purpose and audience B D D D D D D S
E. Develop focus/controlling point B D D D D D
F. Incorporate details relevant to the topic B D D D D D D D
II.
Content
K 1 2 3 4 5 6 7 8
A. Connect ideas to the topic B D D D D D S
B. Write a series of related sentences and elaborate on ideas B D D D D D D S
C. Select content to achieve purpose B D D D D D
D. Write using domain-specific vocabulary B D D D D D
III. Organization
K 1 2 3 4 5 6 7 8
A. Dictate or write with sequence
B D D D D D D S
B. Write with a beginning, middle & end B D D D D S
C. Write a topic sentence for each paragraph B D D D D S
D. All sentences within a paragraph relate top a topic sentence B D D D D D S
E. Write ending sentences or conclusions B D D D D D D
F. Organized structure based on purpose
1. Sequential/Chronological
B D D D S
2. How - To (Process Writing) B D D D D
3. Problem - Solution B D D D D D D D
4. Compare and Contrast B D D D D D D
5. Cause and Effect B D D D D
6. Descriptive B D D D S
G. Use words, phrases, clauses to create meaning and clarify B D D D D S
H. Use words, phrases, clauses to create temporal & sequential B D D D D D S
IV. Style
K 1 2 3 4 5 6 7 8
A. Develop reader’s interest B D D D D
B. Use strong word choice B D D D D D
C. Precise language to convey writer’s meaning
B D D D D D D S
D. Use literary devices
1. Personification B D S
2. Simile B D D D S
3. Metaphor B D D D
4. Repetition (repeated words, phrases, sentences for effect) B D D
5. Rhetorical question B
6. Irony
7. Hyperbole B D D
8. Allusions B D D
E. Maintain consistant tone (according to genre) B D
F. Use consistant and effective point of view B D D D D
G. Dictate/write using statements, questions, and commands
1. Declarative
B D S
2. Imperative, Interrogative, Exclamatory B D D D S
H. Use sentences of different types*
1. Simple*
B D D S
2. Compound* B D D D D D D S
3. Complex* B D D D D D
4. Compound - Complex* B D D
Purposes of Writing
I.
Narrative Writing
K 1 2 3 4 5 6 7 8
A. Draw a picture (experience/event) and write a sentence
B D S
B. Narrative Focus
B D D S
C. Narrative Elements
1. Setting
B D D D D D D D S
2. Characters
B D D D D D D D S
3. Situation/Problem/Conflict B D D D D D D S
4. Series of Events B D D D D D D S
5. Use description & dialogue to develop story B D D D D D D S
6. Solution/Resolution
7. End/Conclusion
B D D D D D D D S
D. First/Third Person Narrative Perspective
1. First Person B D D S
2. Third Person B D S
E. Theme
1. Moral B D D S
2. Meaning of life experience B D D
II.
Informational Writing
K 1 2 3 4 5 6 7 8
A. Draw a picture (information) and write a sentence
B D S
B. Development of Topic B D D D D D D S
C. Informational Writing Elements
1. Introduction of Topic B D D D D D S
2. Information about Topic B D D D D D S
3. Logical grouping of related information B D D D D D D
4. Facts, definitions, concrete details, quotations, etc. to develop topic
B D D D D D D D D
5. Conclusion (what has been learned)
B D D D D D D D D
III. Opinion/Argumentative Writing
K 1 2 3 4 5 6 7 8
A. Draw a picture (opinion) and write a sentence
B D S
B. Choose a position or opinion B D D D S
C. Write a claim (i.e., thesis) B D D
D. Opinion/Argumentative Elements
1. Introduction of Topic B D D D S
2. State reasons (K-6)/Logical Reasoning (7-8)
B D D D D D D D D
3. Support with Personal Observations B D D S
4. Support with Facts/Statistics B D D D D D
5. Expert opinions (i.e., credible sources) B D D D D D S
6. Opposing claims/viewpoints B D D D
7. Conclusion B D D D D D D S
Revision & Publication
I.
Revision
K 1 2 3 4 5 6 7 8
A. Revise for Focus/Content B D D D D D S
B. Revise for Conventions B D D D D D S
II.
Presenting Work for Publication
K 1 2 3 4 5 6 7 8
A. Precise formal Credit
1. Direct quotations - short B D S
2. Direct quotations - block B
3. Bibliographic citation B D D D S
4. Parenthetical citation B D
5. Bibliography B D D S
6. Works Cited B
B. Technology B D D D D D S
PA
SAMPLE WRITING SCOPE & SEQUENCE
PaTTAN
9 10 11 12
D
D
D
S
D D D S
D D D S
9 10 11 12
D S
D D D S
9 10 11 12
D
S
D
D
D
D
S
D
S
D
S
D
S
9 10 11 12
D D D S
D D D S
D
D
D
B
S
S
D
D
D
S
S
D
D
S
D
D
D
D
S
S
D
D
S
D
D
S
S
9 10 11 12
D D D S
9 10 11 12
D S
D D D S
D D D S
9 10 11 12
D
D
D
S
D
S
D
D
D
S
D
S
9 10 11 12
9 10 11 12
D
S
D
S
D
S