Powell County School District
Bowen Elementary
Clay City Elementary
Stanton Elementary
Writing Plan
Elementary Writing Guidelines
K-5
“Writing portfolios, consisting of samples of individual student work that represent the interests and growth of the
student over time, shall be a required part of any writing program in primary through grade twelve. Sec (7) © (3) A
writing portfolio shall be maintained for each student and follow each student from grade to grade and to any school
in which the student may enroll.” KRS 158.6453 Sec.2 (7) © (4)
The writing program review suggests portfolios include evidence of the writing process:
Step 1: Pre-write (Brainstorming and Graphic Organizers (Venn, web, T-charts, KWHL, etc.)
Step 2: Drafting
Step 3: Revising
All teachers are to use this language
Step 4: Editing/Proofreading
when teaching the writing process.
Step 5: Publishing/Presenting
The writing program review suggests portfolios include evidence of communications from across content areas,
variety in forms and purposes, and three types of writing:
Writing to Learn: Journal,
KWHL, Graphic Organizers ….
Writing to Demonstrate Learning: Extended Response, Short Answer, On-Demand, Fill in the blank, summaries,
essay/paragraph exam…..
Write for publication: Include all parts of the writing process with each published piece.
Opinion (In the form of a: Letter to…, book review (why I like), speech, summary…) Informational/Explanatory (In the
form of a/an: Article, Brochure, Editorial, Pamphlet…)
Narrative (In the form of a: Memoir, Short Story, Poem, Personal Narrative, Fantasy, Tall Tale…)
Always date the writing
Teachers will also use the 3P’s Method – Prescription for a Proficient Paragraph at each grade level. Starting in
Kindergarten, this will help lay the ground work for S.P.A.T. Every grade will build on the next to help create a
cohesive writing plan.
S.P.A.T. Technique will be used in all grades for On Demand Writing.
Elementary Proofreading and Editing Marks
_____
_____
_____
/
v
o
Change to capital.
Change to lower case.
Close up the space, make into
one word.
Insert a word or letter
Insert period, question mark,
exclamation mark or comma.
Correct spelling
¶
Start a new paragraph
Remove or Change
mary
Leigh Botts is the main Character.
car pet
Mr. Henshaw to Leigh.
I can see it Can you
Leigh has trubbles in school.
Leigh receives a postcard from Mr.
Henshaw. One day his dad…
Now it’s is correct.
the last word
v
Insert a colon, quotation
marks or apostrophe
230 PM
Anns
Help! Screamed Tom.
Addressing Three Modes of Writing Kentucky Core Academic Standards in the 21st Century Tips for Understanding
Standards, Instruction & Assessment
Winter 2012 Office of Next-Generation Learners
Introduction
This guidebook was developed to help Kentucky educators provide students with opportunities to develop into
confident, independent and proficient writers who are prepared for college and/or careers.
The guidebook is organized around the three modes of writing in the Kentucky Core Academic Standards (KCAS).
Within each of three sections, readers will see information about the standards, instruction to support the teaching
of the standards and assessment. Information about the formative assessment process will be emphasized; however,
readers also will find embedded details about Kentucky’s on-demand writing assessment administered in grades 5, 6,
8, 10 and 11.
Since each section of the guidebook is organized around one of the modes of writing in KCAS, readers will read each
section with the understanding that the modes of writing often are used in conjunction to communicate with an
audience. A reader also might consider the way the modes can be intertwined to communicate with an audience. In
elementary grades particularly, students work toward understanding story structure and developing pacing, dialogue,
characters and other items. As they progress, students are expected to embed narrative in other modes. For
instance, a student might be writing an argument about why she/he thinks violent video games are root causes for
certain types of teen violence. In her/his argument the student might embed a narrative—a story—about a young
man whose life was obviously affected by his addiction to video games.
It is important to note that a variety of forms are appropriate for any particular mode of writing. Additionally, some
forms work for more than one mode. For example, articles, speeches and multi-media presentations all could be
suitable for informational/explanatory writing as well as argumentative writing. Keep in mind the audience and
purpose for the writing should be considered when deciding which form is most appropriate. Students need many
opportunities to examine models of a variety of forms within all modes of writing. One way to do this is to provide a
good model and ask students to identify the purpose, the audience and what in the writing makes it appropriate for
the mode described in the Writing Standard 1, 2 or 3.
Although forms will not be emphasized in scoring for the state writing assessment, forms will be mentioned in the
prompts to provide context for purpose and audience. Student writing will be scored based on a holistic four-point
scoring rubric that contains the language of the writing standards and language found in the instructional writing
rubric posted on the Kentucky Department of Education’s (KDE’s) website. Form is not part of the rubric; rather,
students will be evaluated on their ability to communicate effectively with an audience by supporting complex ideas
in a coherent structure. All papers for the state assessment will be scored with the understanding that they are “first
drafts” because time and page space will be limited given that the goal of the assessment is to measure students’
abilities to write independently and proficiently and demonstrate their mastery of the KCAS writing standards.
All pre-writing for the state assessment will happen within the student test booklet rather than on scrap paper.
Students will have one page to brainstorm and pre-write before drafting their response to the prompt. For the 30/40minute stand-alone prompt, students will be given a choice of two prompts, and they will have two pages in their
test booklets for writing their responses. For the 90-minute passage-based prompt, students will have four pages in
their test booklets to write their responses to the one prompt offered.
Since this guidebook will focus on modes of discourse (opinion/argument, informational /explanatory, narrative) and
will serve as a starting point for planning writing instruction, readers may note that best practices for in-class writing
instruction include explicit writing strategy instruction focused on standards and learning targets as well as
instruction about writing as a process. When students take the state writing assessment, they will be confident
writers if they are provided multiple opportunities to work through the writing process throughout the school year.
The Writing Standards
Although this document focuses on the three text types, or modes, and purposes of the first three writing standards,
Writing Standards 4 through 10 work together to support all three modes of writing.
style are appropriate to task, purpose and audience.
or trying a new approach.
and publish writing and to
interact and collaborate with others.
questions, demonstrating understanding of the subject under investigation.
nchor Writing Standard #8: Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
m literary and informational texts to support analysis,
reflection and research.
revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes and audiences.
In particular, Standard 10 sets the stage for students to practice writing for a variety of purposes and audiences.
Fletcher and Portalupi (2001) emphasize the notion of writing often in their description of an effective writing
workshop. “Your students need time to write their hearts out; to explore many different subjects; to write deeply
about a single one. They need to write for the fun of it, and at times they need coaches by their sides stretching them
to write with more precision and craft” (p. 109). Fletcher and Portalupi (2001) further stress that when students are
provided instruction alongside many opportunities to write, students will perform as desired on assessments. This is
one connection between writing over extended time frames and in shorter time frames emphasized in Standard 10.
Students mastering Standard 10 are able to communicate clearly and will be prepared for Kentucky’s writing
assessment. Providing practice in timed situations, with writing prompts, helps students learn to respond effectively
to writing situations for a variety of real-life audiences and purposes as well as for assessment purposes. Analysis of
responses can include how well students address audience needs and how well responses adhere to the purpose of
the writing. This formative assessment process will help both teachers and students be aware of the smaller targets
for improving writing and informing additional instruction. Further, students need to understand how to approach
prompts, including how to identify the mode of writing and what communicating in that mode requires. Using the
Writer’s Reference Sheet as an instructional tool can be a powerful way to help students learn to reflect on their own
writing technique.
The formative assessment process also can determine how effectively students draw textual information to support
opinions, arguments or informational/explanatory writing as students learn to master Writing Standard 9. Practice
using text-based evidence to support idea development also prepares students for the Kentucky on-demand writing
assessment and for life beyond K-12 schooling. Since there are limitations to standardized assessments, as identified
in Informing Writing, teachers may wish to focus primarily on formative assessment practices to improve writing
performance. Precisely, providing specific feedback, teaching students to assess their own writing and monitoring
student progress are three strategies that lead to improved student writing (Graham, Harris, and Hebert 2011). Even
when faced with high-stakes assessments, teachers want students to learn and become better writers first and
foremost.
Section 1: Opinion/Argument
CCR Anchor Writing Standard #1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Argumentation (both writing and evaluating) is a critical thinking skill necessary for students to be not only collegeand career-ready, but also active participants in a global society. The importance of this standard is seen in its
primary placement within the Common Core State Standards for English Language and Literacy in History/Social
Studies, Science, and Technical Subjects (CCSS).
The Common Core State Standards for English/Language Arts list three purposes of an argument: to change the
reader’s point of view, to bring about some action on the reader’s part or to ask the reader to accept the writer’s
explanation or evaluation of a concept, issue or problem using reason and logic to demonstrate the validity of the
writer’s claim.
Beginning in kindergarten, students are asked to communicate their opinions — a building block to writing effective
arguments. There is a shift at 6th grade from opinion to argumentation. “Although young children are not able to
produce fully developed logical arguments, they develop a variety of methods to extend and elaborate their work by
providing examples, offering reasons for their assertions, and explaining cause and effect. These kinds of expository
structures are steps on the road to argument” (CCSS Appendix A).
For students to reach the college and career goal of writing effective arguments, they must support claims with
sufficient textual evidence that is reasonable and relevant. It is important to note here that students should be
offered multiple opportunities to write arguments with textual evidence, but they won’t always have text to support
their writing when they participate in Kentucky’s on-demand writing assessment. Since the testing blueprint calls for
a random rotation of writing prompts and modes each year, students should be taught each year to write arguments
with and without text to support their writing. Students writing arguments or opinions without text will want to
include details to support their arguments.
cite evidence appropriately to avoid plagiarism.
Argument vs. Persuasion
“A logical argument convinces the audience because of the perceived merit and reasonableness of the claims and
proofs offered rather than either the emotions the writing evokes in the audience or the character or credentials of
the writer” (CCSS Appendix A).
While persuasive techniques often will be included in argumentative writing, they do not stand alone in reaching the
full intent of the standard. Persuasion often relies on ethos, pathos and logos or stylistic choices such as the use of
repetition or allusions to convince the audience to adopt the writer’s viewpoint. “In a persuasive essay, you can
select the most favorable evidence, appeal to emotions and use style to persuade your readers. Your single purpose
is to be convincing” (Kinneavy and Warriner, 1993 as cited by Hillocks 2011). An effective argument does not
necessarily have these types of persuasive techniques. Argumentation relies on evidence from substantive text to
prove a claim through logic.
In Lunsfurd’s (2010) Everything’s an Argument, the distinction is made that “the point of argument is to use evidence
and reason to discover some version of the truth. Argument of this sort leads audiences toward conviction — an
agreement that a claim is true or reasonable or that a course of action is desirable. The aim of persuasion is to
change a point of view or to move others from conviction to action. In other words, writers or speakers argue to
discover some truth; they persuade when they think they already know it” (p. 7).
When considering persuasion, propaganda also must be clearly defined. Read, Write, Think offers a chart that
illustrates the differences among the three. You may access the chart here:
http://www.readwritethink.org/files/resources/lesson_images/lesson829/Argument-Propaganda.pdf
To write an effective argument, it is also necessary for the writer to consider opposing viewpoints and address
counterclaims. High-quality argumentative writing presents objections to the writer’s claim and then responds to
them logically. Writers may rebut with a straightforward refutation explaining why the counterclaim is invalid, or if it
is true, not substantial enough to defeat the writer’s claim.
Tips for Instruction and Assessment
A significant key to learning is student engagement. Argument is a natural vehicle for grabbing attention and
providing a topic to talk about, research and write about — often with passion. Teaching skills to writing good
arguments is a natural student engagement tool. Using best practices that encourage critical thinking and allow room
for choice and inquiry, students develop a habit of mind that is powerful enough to propel them closer to college and
career readiness.
George Hillocks, Jr., (2011) author of Teaching Argument Writing: Supporting Claims with Relevant Evidence and
Clear Reasoning, knows that students need to write to become better writers, but he also values discussion and
inquiry to grow the kind of thinking necessary to write a good argument. In his own classroom, he made good use of
students’ innate ability to talk and to write what they care about.
He also designed his instruction around argument to begin with solving mysteries to teach simple arguments of fact.
Once students were comfortable with establishing claims, rules and warrants, he progressed to more sophisticated
forms of argument through making simple arguments of judgment and eventually arguments of policy. More detailed
information about his instructional plan can be found in his book.
Students need many opportunities to practice writing arguments for different audiences and with different content.
It is difficult to master a complex skill like writing a good argument with only minimal exposure. Writing Standard 10
calls for students to write routinely over long and short time frames for a range of tasks, purposes and audiences. In
this category falls daily writing that is a part of a formative assessment process, classroom assessments and the
Kentucky on-demand writing assessment.
In English/language arts, students practice using textual evidence to support their arguments. History/social studies
students will use evidence from primary and secondary sources to advance their claim. In science, “students make
claims in the form of statements or conclusions that answer questions or address problems. Using data in a
scientifically acceptable form, students marshal evidence and draw on their understanding of scientific concepts to
argue in support of their claims” (CCSS Appendix A).
Allowing students to be “experts” by discussing their thinking and challenging others’ opinions and conclusions is an
important step in learning how to think through a claim and an argument. This is a good pre-writing activity, but also
a way to formatively gauge where students are in their thinking process as they are drafting arguments.
Since a key to effective argumentative writing is citing textual evidence that supports a claim, it is important to check
student thinking often, especially as they begin the process. Students will either be given texts or will seek texts to
use for support. On a regular basis, students need to systematically evaluate their resources as well as receive
feedback from their teacher and peers regarding their progress. Early in the writing development process, students
can more easily be redirected and assisted in understanding their arguments, thesis statements and supporting ideas.
As students are drafting an argument, one of the most powerful formative assessment tools is to periodically look at
writing models — either student work, teacher-generated text or professional writing. As a class, the writing can be
evaluated for specific elements, both strengths and areas of growth, that have already been established through a
rubric and instruction/discussion that uses the same language. Some models of writing to use in instruction can be
found at the NCTE Gallery of Writing, EdSteps and Kentucky Marker Papers.
Beyond the opportunities for longer and more sustained research, students also need to practice writing in shorter
timeframes with shorter text to draw from (text might be print or non-print materials such as photographs, charts or
graphics). This type of writing is often required in real-world college and career situations. These opportunities can
be used formatively, as feedback can be given after these pieces are written and instruction is informed by the types
of data gathered from the students’ work.
A 10-15 minute quick-write as students enter the class is a good way to provide multiple opportunities to write to
prompts. The goal of these quick-writes is for students to write for the entire time frame about one topic and not
stop writing at all. They could include anything that comes to mind in the quick-write. Students can keep these quickwrites in their notebooks and choose one to develop more fully after writing about five different topics. Topics for
writing arguments can be obtained from sites such as http://www.procon.org/, or teachers may project images that
spark controversy, especially images on current event topics. An excellent site for images is
http://www.buzzfeed.com/mjs538/the-most-powerful-photos-of-2011.
At this link (http://www.prometheanplanet.com/en-gb/Resources/Item/99451/ks3-english-appwriting#.TvtC3dTZBSQ) to a video about assessing pupil progress (APP), teachers can learn a few tips for working on
the conventions of student writing within the context of writing about a specific topic. You will notice that the
students talk about being more confident writers.
When students learn to be confident writers, they will be prepared for a variety of assessments, including Kentucky’s
on-demand writing assessment. This assessment will allow students an opportunity to demonstrate their ability to
construct an effective argument. In this summative assessment, students will have a passage stand-alone prompt
associated with a mode of writing (narrative, informational, argumentative). The mode will vary yearly, but in general
assess students’ abilities to write all of the modes. The writing for this assessment will be scored based on the
thought that it’s a first-draft. Knowing this fact should help students understand the importance of communicating
their argument clearly to the intended audience.
Quick Reference Task Chart
“After Researching”
“Essential Question”
Argumentation Template Tasks
Analysis
Task 1: After researching ________
(informational texts) on ________ (content),
write ________ (essay or substitute) that
argues your position on ________ (content).
Support your position with evidence from
your research. L2 Be sure to acknowledge
competing views. L3 Give examples from past
or current events or issues to illustrate and
clarify your position.
(Argumentation/Analysis)
Task 2: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay or substitute) that
addresses the question and support your
position with evidence from the text(s). L2
Be sure to acknowledge competing views. L3
Give examples from past or current events or
issues to illustrate and clarify your position.
(Argumentation/Analysis)
Comparison
Task 3: After researching ________
(informational texts) on ________ (content),
write ________ (essay or substitute) that
compares ________ (content) and argues
________ (content). Be sure to support your
position with evidence from the texts.
(Argumentation/Comparison)
Task 4: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay or substitute) that
compares ________ (content) and argues
________ (content). Be sure to support your
position with evidence from the text/s.
(Argumentation/Comparison)
Evaluation
Task 5: After researching ________
(informational texts) on ________ (content),
write ________ (essay or substitute) that
discusses ________ (content) and evaluates
________ (content). Be sure to support your
position with evidence from your research.
(Argumentation/Evaluation)
Task 6: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay or substitute) that
discusses ________ (content) and evaluates
________ (content). Be sure to support your
position with evidence from the text/s.
(Argumentation/Evaluation)
ProblemSolution
Task 7: After researching ________
(informational texts) on ________ (content),
write ________ (essay or substitute) that
identifies a problem ________ (content) and
argues for a solution. Support your position
with evidence from your research. L2 Be sure
to examine competing views. L3 Give
examples from past or current events or
issues to illustrate and clarify your position.
(Argumentation/Problem-Solution)
Task 8: [Insert question.] After reading
________ (literature or informational texts)
on ________ (content), write ________
(essay or substitute) that identifies a problem
________ (content) and argues for a solution
________ (content). Support your position
with evidence from the text(s). L2 Be sure to
examine competing views. L3 Give examples
from past or current events or issues to
illustrate and clarify your position.
(Argumentation/Problem-Solution)
CauseEffect
Task 9: After researching ________
(informational texts) on ________ (content),
write ________ (essay or substitute) that
argues the cause(s) of ________ (content)
and explains the effect(s) ________ (content).
What ________ (conclusions or implications)
can you draw? Support your discussion with
evidence from the text(s).
(Argumentation/Cause-Effect)
Task 10: [Insert question] After reading
________ (literature or informational texts)
on ________ (content), write ________
(essay or substitute) that argues the cause(s)
of ________ (content) and explains the
effect(s) ________ (content). What
________ (conclusions or implications) can
you draw? Support your discussion with
evidence from the text(s).
(Argumentation/Cause-Effect)
Section 2: Informational/Explanatory
CCR Anchor Writing Standard #2: Write informational/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization and analysis of content.
The Common Core State Standards recognize that in order for students to be college- and career-ready, they must
use writing to “demonstrate understanding of subjects they are studying” among the other purposes for writing. This
writing is closely related to the reading of complex and varied texts as they must “develop the capacity to build
knowledge on a subject through research projects and to respond analytically to literary and informational sources.”
As the New York Times acknowledges, informational sources go beyond textbooks to “articles, essays, opinion pieces
to ‘diverse media and multimedia’ such as photographs, infographics and video” (Schulten, “The Times and the
Common Core Standards: Reading Strategies for ‘Informational Text’”). College- and career-ready students will
synthesize information from a variety of sources in their writing.
In Appendix A, the Common Core State Standards (CCSS) explain that informational/explanatory writing conveys
information accurately. This kind of writing serves several purposes: to increase readers’ knowledge of a subject, to
help readers better understand a procedure or process, or to provide readers with an enhanced comprehension of a
concept. To produce this kind of writing, students draw not only from their own background knowledge, but from
multiple print and non-print texts as well. With practice, students become better able to develop a thesis and to
maintain focus on a topic. The proficient writer will be able to select and incorporate relevant examples, facts and
details into his/her writing. Writers also are able to “use a variety of techniques to convey information, such as
naming, defining, describing, or differentiating different types or parts; comparing or contrasting ideas or concepts;
and citing an anecdote or a scenario to illustrate a point” (CCSS, Appendix A.) Note that thelast part of that quote
refers to incorporating narrative writing into informational/explanatory writing. This is an important skill that will be
further discussed in the narrative writing section of this document.
The CCSS explain that informational/explanatory writing standards address issues such as types, components, size,
function or behavior, how things work and why things happen. Informational/explanatory writing includes a wide
array of genres and forms, including academic genres such as literary analyses, scientific and historical reports,
summaries, and precise writing as well as forms of workplace and functional writing such as instructions, manuals,
memos, reports, applications and resumes (Appendix A). While Appendix A suggests traditional forms for academic
writing, educators are encouraged to think more broadly at the way academic writing extends beyond traditional
forms to speeches, documentaries, monographs, podcasts, blog posts, online journal articles and books. The form of
communication always matches the intended audience and purpose for communicating. The tools used to
communicate are not as important as the message being communicated because the tools continue to change. In
Adolescents and Digital Literacies, Sara Kajder articulates what it means for students to be literate in 21st-century
society “…they need to know how to make meaning from different text forms and communication modes and how to
communicate through those modes” (2010). As students mature and develop their communication skills, they
expand their repertoire of informational/explanatory genres and use them effectively in a variety of disciplines and
domains.
Tips for Instruction and Assessment
In a report entitled Writing to Read: Evidence for How Writing Can Improve Reading Graham, Harris and Hebert
(2011) of Vanderbilt University assert that there are three proven writing practices that enhance students’ reading:
having students write about the text they read, teaching students the writing skills and processes that go into
creating text and increasing how much students write. These practices lend themselves easily to a curriculum that
includes informational/explanatory writing. Below are a few practical suggestions for integrating
informational/explanatory writing into your classroom.
Journaling - Often a good “before reading activity”, asking students to respond quickly about a topic of study by
jotting down their thoughts is an excellent way to activate thinking and to formatively assess what students already
know before beginning a unit (Schulten, 2011). Beyond recording their thoughts, students can record their “aha”
moments, their questions and things that stand out as important. As the teacher, these responses can inform your
next steps by identifying learning gaps as well as student interests and insights that they can capitalize on in a larger
writing assignment.
Collaborative Writing - Good writing does not occur in a bubble. 21st-century learners must be able to work with
others to prepare for an increasingly interpersonal global environment. Collaborative writing involves peers writing
as a team with a higher-achieving student as Helper and lower-achieving student as Writer. These students work
together throughout the writing process to the creation of a final product, with the teacher serving to monitor,
prompt and praise their efforts (Yarrow and Topping, 2001). Such arrangements have a strong impact on quality
(Graham and Perin, 2007).
The One-Pager - Tap into the creativity of the 21st-century learner with this suggestion from the New York Times. It
involves responding to a text by creating one page that “shows an illustration, question and quote that sum up some
key aspect of what the student learned.” This very simple strategy embraces multiple literacies and is accessible to
students of various skill levels. It could easily be adapted into a larger assignment if one so desired.
Extended Writing - In Writing to Read: Evidence for How Writing Can Improve Reading, Graham and Hebert (2011)
cite Langer and Applebee saying “newer and better understandings of textual material are likely to occur when
students write about text in extended ways involving analysis, interpretation, or personalization” (p.14). They provide
an example of having students write an analytic essay in response to given reading material. “For instance, after
reading about the history of the industrial revolution, students might be asked to write an essay in which they
identify the three most important reasons for industrial growth during the nineteenth and twentieth centuries and
explain the reasons for each of their choices” (p. 14). Extended writing opportunities also could familiarize students
with the on-demand writing process. In this situation, students respond to a prompt that may include one or two
supporting passages. As in the earlier example, students will be expected to synthesize information from the text in
their responses. Such writing opportunities can help a teacher assess not only whether students understand given
reading material, but also if they are able to communicate that understanding to others. This type of writing activity
works in many disciplines, and writing in the disciplines is necessary to ensure the increase in writing time
recommended by educational researchers to improve the writing skills of students. In a report, The Neglected ‘R’:
The Need for a Writing Revolution, the National Commission on Writing recommends that teachers double the
amount of time students spend writing.
Utilize Non-Print Sources - Students must respond to a variety of texts. The 21st-century learner gathers information
from a variety of sources. Consider this example from the January 2012 issue of the Kentucky Department of
Education’s Literacy Link newsletter:
As part of a study of various cultures from around the world, examine two photographs from the series What the
World Eats and read two entries of text about two families. Write to inform our class blog readers about what you
learn as you compare and contrast what the two families eat.
“After Researching”
“Essential Question”
Informational or Explanatory Template Tasks
Definition
Description
ProceduralSequential
Task 11: After researching ________
(informational texts) on ________ (content),
write a ________ (report or substitute) that
defines ________ (term or concept) and
explains ________ (content). Support your
discussion with evidence from your research.
L2 What ________ (conclusions or
implications) can you draw? (Informational
or Explanatory/Definition)
Task 13: After researching ________
(informational texts) on ________ (content),
write ________ (report or substitute) that
describes ________ (content). Support your
discussion with evidence from your research.
(Informational or
Explanatory/Description)
Task 12: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay, report, or substitute)
that defines ________ (term or concept) and
explains ________ (content). Support your
discussion with evidence from the text(s). L2
What ________ (conclusions or implications)
can you draw? (Informational or
Explanatory/Definition)
Task 15: After researching ________
(informational texts) on ________ (content),
write ________ (report or substitute) that
relates how ________ (content). Support your
discussion with evidence from your research.
(Informational or Explanatory/ProceduralSequential)
Task 16: [Insert question] After reading
________ (literature or informational texts)
on ________ (content), write ________
(report or substitute) that relates how
________ (content). Support your discussion
with evidence from the text(s).
(Informational or
Explanatory/Procedural-Sequential)
Task 14: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay, report, or substitutes)
that describes ________ (content) and
addresses the question. Support your
discussion with evidence from the text(s).
(Informational or
Explanatory/Description)
Task 17: After researching ________
(informational texts) on ________ (content),
developing a hypothesis, and conducting an
experiment examining ________ (content),
write a laboratory report that explains your
procedures and results and confirms or rejects
your hypothesis. What conclusions can you
draw? (Informational or
Explanatory/Procedural-Sequential)
Synthesis
Task 18: After researching ________
(informational texts) on ________ (content),
write ________ (report or substitute) that
explains ________ (content). What
conclusions or implications can you draw? Cite
at least ________ (number) sources, pointing
out key elements from each source. L2 In your
discussion, address the credibility and origin of
sources in view of your research topic. L3
Task 19: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay or substitute) that
explains ________ (content). What
conclusions or implications can you draw? Cite
at least ________ (number) sources, pointing
out key elements from each source. L2 In your
discussion, address the credibility and origin of
sources in view of your research topic. L3
Identify any gaps or unanswered questions.
Optional: Include ________ (e.g. bibliography).
(Informational or Explanatory/Synthesis)
Identify any gaps or unanswered questions.
Optional: Include ________ (e.g. bibliography).
(Informational or Explanatory/Synthesis)
“After Researching”
“Essential Question”
Informational or Explanatory Template Tasks
Definition
Description
ProceduralSequential
Task 11: After researching ________
(informational texts) on ________ (content),
write a ________ (report or substitute) that
defines ________ (term or concept) and
explains ________ (content). Support your
discussion with evidence from your research.
L2 What ________ (conclusions or
implications) can you draw? (Informational
or Explanatory/Definition)
Task 13: After researching ________
(informational texts) on ________ (content),
write ________ (report or substitute) that
describes ________ (content). Support your
discussion with evidence from your research.
(Informational or
Explanatory/Description)
Task 12: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay, report, or substitute)
that defines ________ (term or concept) and
explains ________ (content). Support your
discussion with evidence from the text(s). L2
What ________ (conclusions or implications)
can you draw? (Informational or
Explanatory/Definition)
Task 15: After researching ________
(informational texts) on ________ (content),
write ________ (report or substitute) that
relates how ________ (content). Support your
discussion with evidence from your research.
(Informational or Explanatory/ProceduralSequential)
Task 16: [Insert question] After reading
________ (literature or informational texts)
on ________ (content), write ________
(report or substitute) that relates how
________ (content). Support your discussion
with evidence from the text(s).
(Informational or
Explanatory/Procedural-Sequential)
Task 14: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay, report, or substitutes)
that describes ________ (content) and
addresses the question. Support your
discussion with evidence from the text(s).
(Informational or
Explanatory/Description)
Task 17: After researching ________
(informational texts) on ________ (content),
developing a hypothesis, and conducting an
experiment examining ________ (content),
write a laboratory report that explains your
procedures and results and confirms or rejects
your hypothesis. What conclusions can you
draw? (Informational or
Explanatory/Procedural-Sequential)
Synthesis
Task 18: After researching ________
(informational texts) on ________ (content),
write ________ (report or substitute) that
explains ________ (content). What
conclusions or implications can you draw? Cite
at least ________ (number) sources, pointing
out key elements from each source. L2 In your
discussion, address the credibility and origin of
sources in view of your research topic. L3
Identify any gaps or unanswered questions.
Optional: Include ________ (e.g. bibliography).
(Informational or Explanatory/Synthesis)
Task 19: [Insert question] After reading
________ (literature or informational texts),
write ________ (essay or substitute) that
explains ________ (content). What
conclusions or implications can you draw? Cite
at least ________ (number) sources, pointing
out key elements from each source. L2 In your
discussion, address the credibility and origin of
sources in view of your research topic. L3
Identify any gaps or unanswered questions.
Optional: Include ________ (e.g. bibliography).
(Informational or Explanatory/Synthesis)
“After Researching”
“Essential Question”
Informational or Explanatory Template Tasks (Continued
Task 20: After researching ________ (informational texts) on
________ (content), write a ________ (report or substitute) that
analyzes ________ (content), providing evidence to clarify your
analysis. What conclusions or implications can you draw? L2 In
your discussion, address the credibility and origin of sources in view
of your research topic. L3 Identify any gaps or unanswered
questions. Optional: Include ________ (e.g. bibliography).
(Informational or Explanatory/Analysis)
Task 21: [Insert question] After reading ________ (literature or
informational texts), write ________ (report, essay or
substitutes) that addresses the question and analyzes ________
(content), providing examples to clarify your analysis. What
conclusions or implications can you draw? L2 In your discussion,
address the credibility and origin of sources in view of your
research topic. L3 Identify any gaps or unanswered questions.
Optional: Include ___ (e.g. bibliography). (Informational or
Explanatory/Analysis)
Task 22: After researching ________ (informational texts) on
________ (content), write a ________ (report or substitute) that
compares ________ (content). L2 In your discussion, address the
credibility and origin of sources in view of your research topic. L3
Identify any gaps or unanswered questions. (Informational or
Explanatory/Comparison)
Task 23: [Insert l question] After reading ________ (literature
or informational texts), write ________ (essay, report, or
substitute) that compares ________ (content). L2 In your
discussion, address the credibility and origin of sources in view of
your research topic. L3 Identify any gaps or unanswered question
(Informational or Explanatory/Comparison)
Task 24: After researching ________ (informational texts) on
________ (content), write ________ (report or substitute) that
examines cause(s) of ________ (content) and explains effect(s)
________ (content). What conclusions or implications can you
draw? Support your discussion with evidence from your research.
(Informational or Explanatory/Cause-Effect)
Task 25: [Insert question] After reading ________ (literature or
informational texts) on ________ (content), write a ________
(report or substitute) that examines the cause(s) of ________
(content) and explains the effect(s) ________ (content). What
conclusions or implications can you draw? Support your
discussion with evidence from the text(s). (Informational or
Explanatory/Cause-Effect)
Section 3: Narrative Writing
CCR Anchor Writing Standard #3: Write narratives to develop real or imagined experiences or events
using effective technique, well-chosen details and well-structured event sequences.
As noted in the Common Core State Standards (CCSS), in order to build a foundation for college and
career readiness, “students need to learn to use writing as a way of offering and supporting opinions,
demonstrating understanding of the subjects they are studying, and conveying real and imagined
experiences and events” (p.18). Proficient writers recognize the importance of communicating clearly to
an audience and adapting their writing to accomplish a specific purpose. Students also must learn how
to combine elements of different kinds of writing — for example, to use narrative strategies within
argument and explanation within narrative — to produce complex and nuanced writing.
Narrative writing conveys experience, either real or imaginary, and uses time as its deep structure. It can
be used for many purposes, such as to inform, instruct, persuade or entertain. Personal narrative is only
one form narratives can take. There are many others. In English/language arts, students produce
narratives that take the form of creative fictional stories, memoirs, anecdotes and autobiographies. As
defined in the CCSS, the narrative category does not include all of the possible forms of creative writing,
such as many types of poetry. The standards leave the inclusion and evaluation of other such forms to
teacher discretion.
Over time, students learn to provide visual details of scenes, objects or people; to depict specific actions
(for example, movements, gestures, postures and expressions); to use dialogue and interior monologue
that provide insight into the narrator’s and characters’ personalities and motives; and to manipulate
pace to highlight the significance of events and create tension and suspense. In history/social studies,
students write narrative accounts about individuals. They also construct event models of what
happened, selecting from their sources only the most relevant information. In science, students write
narrative descriptions of the step-by-step procedures they follow in their investigations so that others
can replicate their procedures and (perhaps) reach the same results. For an example of a young writer
talking about her process of writing creative narrative text, try this link
http://evasart.wordpress.com/eva-on-writing. With practice, students expand their repertoire and
control of different narrative strategies.
As students progress through school, narrative writing as a stand-alone diminishes. Students should be
taught to embed narrative writing into argumentative and informational/explanatory writing.
Conversely, informational writing also should begin to be embedded in narrative writing. (For example,
The Longitude Prize, included in the English/Language Arts Appendix B of the CCSS, embeds narrative
elements within a largely expository structure. Effective student writing also can cross the boundaries of
type, as does the grade 12 student sample “Fact vs. Fiction and All the Grey Space In Between” found in
Appendix C.)
Tips for Instruction and Assessment
In his book Story Proof, Kendall Haven (2007) emphasizes that stories are a powerful tool. We have
passed along history, news, values, culture and attitudes through stories, from person to person and
from generation to generation for over 10,000 years. We remember stories (and the information
presented therein) better and longer than the same information presented in any other form. Teaching
students to harness the power of storytelling in their writing will make them much more effective
communicators.
As a teacher focuses on the elements of narrative writing, he/she will explicitly teach students strategies
for strengthening their narratives (e.g. using dialogue and descriptive language) Teacher-friendly
websites like Thinkfinity.org have hundreds of standards-based lesson plans one can access for free. An
example of a great lesson on dialogue can be found here. As one teaches the elements of a good
narrative, this would be a great place to search for resources. Perhaps from there a teacher might
consider showing the class authentic student work that effectively utilizes the strategies taught and
allows students to analyze and discuss this work. Try the National Council of Teachers of English’s
(NCTE’s) Gallery of Writing, Edsteps.org or the Kentucky Marker Papers on the KDE website. Students
can use the Writer’s Reference Sheets as a tool to approach analyzing such pieces. This practice can
prepare them to apply the same tool in collaborating to analyze the work of peers and give feedback
and, finally, promote self-analysis of their own work.
In addition to teaching the elements of narrative writing and, of course, the overall writing process,
teachers must give students opportunities to practice the type of writing they might encounter in a
testing situation. While the writing process is a necessary part of a balanced writing curriculum, this type
of writing is not assessed as a finished product. One might give students a prompt asking for a response.
For instance: “You’ve heard the old saying ‘never judge a book by its cover’. Have you ever judged
someone based on appearance? Have you ever been in a situation where you decided you didn’t like
something before you gave it a proper chance (like a class or a food)? Write about a time when you
prematurely judged someone or something. Be sure to tell what you learned from the situation.”
There is no end to the possibilities of “a time when” pieces. The key is to make the prompt relevant and
appropriate to a student population. One also could instruct students to apply a specific strategy, as in
“Remember how we discussed using descriptive language in your writing? Be sure to apply that to this
writing situation.” This would then inform the next steps for instruction in student responses and
determine whether or not students were able to understand and apply the previously taught strategy.
This memoir from the NCTE gallery demonstrates a time when a student learned a valuable lesson. A
savvy teacher would recognize the student’s strong awareness of audience and purpose and audience
and his efficient use of descriptive language, while noting that next steps might be learning to
incorporate dialogue. Such intentional formative assessment will strengthen your instruction and,
consequently, positively impact student learning.
Teachers will want to provide opportunities for students to embed narrative into other forms of writing
and vice-versa. In Teaching Argument Writing, Grades K-12, Hillocks, Jr. (2011) demonstrates the
importance of integrating the modes by carefully embedding anecdotes that illustrate his points into his
otherwise informative text. Haven (2007) corroborates this approach with an argumentative example:
“Argue either case of two opposing positions with facts, statistics and charts and we … nod off to sleep.
Argue either side of that case with powerful stories of hungry children … and we will storm the
barricades.” Consider teaching students to use narrative writing to strengthen other modes. For
example, after reading several relevant texts, students could write an informative piece about the
democratic process including humorous or otherwise memorable stories of odd, interesting or close
elections. In this situation, students would be synthesizing information from multiple sources as well as
integrating the modes -- all very necessary skills for the college- and career-ready individual.
“After Researching”
“Essential Question”
Narrative Template Tasks
Description
Task 26: After researching ________ (informational texts) on
________ (content), write ________ (narrative or substitute)
that describes ________ (content). L2 Use ___ (stylistic
devices) to develop a narrative. L3 Use ___ (techniques) to
convey multiple storylines. (Narrative/Description)
Task 27: [Insert question] After reading _____
informational texts) about ________ (content
(narrative or substitute) from the perspective o
(content). L2 Use ________ (stylistic devices
narrative effect in your work. L3 Use _______
convey multiple storylines. (Narrative/Descri
ProceduralSequential
Task 28: After researching ________ (informational texts)
on_____ (content), write a ________ (narrative or substitute)
that relates ________ (content) and the events that ________
(content). L2 Use ________ (stylistic devices) to develop your
work. L3 Use ________ (techniques) to convey multiple
storylines. (Narrative/Sequential)
Task 29: [Insert question.] After reading ____
informational texts) about ________ (content
(narrative or substitute) that relates ________
________ (stylistic devices) to develop your w
(Narrative/Sequential)
Conclusion
Students have received quality writing instruction in Kentucky for over 20 years. Initiatives are launched;
changes come, but effective instruction should remain a constant. The hope for this guidebook is to
alleviate and recognize some of the unease associated with change by focusing on best instructional
practices.
A focus on teaching students to write for a wide variety of audiences and purposes remains best practice
for writing instruction. The Kentucky Core Academic Standards focus on preparing students to be
literate individuals who can, for instance, write and discern an effective argument. Ultimately, complex
literacy instruction in all disciplines will lead to students who are college and career ready.
Works Cited
Common Core State Standards Initiative. (2010). Common core state standards for English language arts
& literacy in history/socials studies, science, and technical subjects. Washington, DC: National Governors
Association Center for Best Practices and the Council of Chief State School Officers.
Fletcher, R. and Portalupi, J. (2001). Writing workshop: The essential guide. Portsmouth, NH:
Heinemann.
Graham, S., Harris, K. &Hebert, M. A. (2011). Informing writing: The benefits of formative
assessment. Washington, DC: Alliance for Excellent Education.
Graham, S., and Hebert, M. A. (2010). Writing to read: Evidence for how writing can improve reading: A
Carnegie Corporation time to act report. Washington, DC: Alliance for Excellent Education.
Graham, S., & Perin, D. (2007). Writing next: Effective strategies to improve writing of adolescents in
middle and high schools – A report to Carnegie Corporation of New York. Washington, DC: Alliance for
Excellent Education.
Haven, K. (2007). Story proof: The science behind the startling power of story. Westport, CT:
Greenwood Publishing.
Hillocks, G. ,Jr. (2011). Teaching argument writing: Supporting claims with relevant evidence and
clear reasoning. Portsmouth, NH: Heinemann.
Kajder, S. (2010). Adolescents and digital literacies: Learning alongside our students. Urbana, IL: NCTE.
Lunsfurd, A. A, & Ruszkiewicz, J. J. (2010). Everything’s an argument. New York: St.
Martin’s.
The National Commission on Writing in America’s Middle Schools and Colleges (2003). The neglected
“R”: The need for a writing revolution. College Entrance Examination Board.
Schulten, K. (2011, February 27). The times and the common core standards: Reading
strategies for informational text. The New York Times. Retrieved from http:nytimes.com
Yarrow, F., & Topping, K. J. (2001). Collaborative writing: The effects of metacognitive prompting and
structured peer interaction. British Journal of Educational Psychology, 71, 261–282.
List of Possible Writing Forms
Fiction Forms
Allegory
Character sketch
Comic strip
Diary Entry
Fable
Fairy tale
Fantasy
Folklore
Ghost story
Journal
Legend
Monologue
Myth
Narrative
Parody
Play
Poem
Realistic fiction
Satire
Short story
Science fiction
Sequel
Song
Soliloquy
Sports story
Tall tale
TV commercial, talk show,
sitcom
Non-Fiction Forms
Article (fashion, how-to,
magazine, news, science,
sports, etc.)
Book review
Brochure (travel, health,
etc.)
Cover letter
Critique
Editorial
Encyclopedia entry
Essay (opinion, persuasive,
argument)
Eulogy
Interview
Journal
Letter (business, friendly,
complaint, etc.)
Memoir
Narrative
Pamphlet
Picture Book
Proposal
Response to Literature
Resume
Review
Summary
Speeches
Synthesis
Table of contents
Testimonial
Thank you note
Want ad or poster
Digital Forms/Tools
Blog
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Blogbooker
Bitstrips
 Comicstripcreator
 Downthetubes
 Superactioncomicmaker
Digital Storytelling
 Animoto
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Bubblejoy
Bookr
Tikatok
Storyjumper
 Voicethread
Facebook page
Digital Poster
 Glogster
Photo Stories
 Blabberize
 Slideshare
Pod cast
Powerpoint
Prezi (amped up Powerpoint)
Twitter page
Web page
Wiki
Wordle
Video (TV commercial, talk show, sitcom,
etc.)
*Although the forms and genres above are categorized, the forms can be used differently. For example, a poem is
generally considered fiction. However, you might have students write a poem summarizing a major science idea,
which isn’t fiction.
*http://www.guide2digitallearning.com (excellent resource for possible digital tools to use in your class
The writing skills and concepts listed on the following pages are teacher generated. In 2010, we
began working on a writing document that included input from all writing teachers in grades
Kindergarten through fifth. We met several times as a district and compiled a final document for each
grade based on input from teachers at every elementary school. Fortunately, the final list of skills and
concepts coincided nicely with the new standards. After making some changes in language and adding
skills related to technology, a new progressive writing document was created. The skills and concepts
listed by grade level should be mastered by the end of the year. As teachers in this district, most of you
have been integrating ALL of these skills and concepts throughout each school year. You will find that
this is a document that builds on each grade and is easy to follow. It is important to remember to
consistently incorporate the appropriate language during instruction so that the information is
processed by students and becomes easy for them to implement independently. For example,
vocabulary such as: opinion, explanatory, narrative, parts of speech, complete sentence, details,
paragraph, etc… should be a natural part of instruction. The key to motivating children to become
proficient writers is to make the process applicable to their daily lives.
Kindergarten Writing Plan
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Record thoughts, words and stories in their own developmentally appropriate way K.W.1,2,3
Personal writing (poem, fictional story, personal narrative)
(Show progression, meaning you may have a piece of work from beginning, middle and end of
year)
Express ideas using pictures, scribbles, or random letters
Draw, label, and begin to write words and sentences K.W.2
Use pictures to help show what they are trying to communicate and begin journal
writing
Dictate a descriptive sentence about their own picture K.W.2,3
Draw pictures in response to a given question K.W.2
Work left to right, top to bottom using correct letter formation
Write a simple sentence and use inventive (spell words like they sound) spelling
Respond to a theme in the classroom such as favorite author and express
opinions verbally and on paper K.W.1, 7
Write a simple sentence and draw pictures expressing an opinion about
a book K.W.1
Write simple sentences in logical order understanding they begin with capital
and end with punctuation, including drawings, start teaching to indent K.W.3
With support and guidance from adults, recall information and answer questions based on prior
knowledge and classroom experiences and add details to strengthen writing
as needed K.W.5, 8
Extended response, short answer, fill in the blank samples in writing folder
Use computer to publish simple stories made up of simple sentences in logical
order K.W.6
3 P’s Method (Kindergarten)
Prescription for a Proficient Paragraph
1.
Pick a topic and create one supporting detail for the paragraph.
Topic: _____________________________________________________________
Detail: _____________________________________________________________
2.
Draw, dictate or write to compose a piece.
Topic sentence: ______________________________________________________
___________________________________________________________________
Detail sentence: _____________________________________________________
Conclusion Sentence: ________________________________________________
__________________________________________________________________
3.
On a clean sheet of paper, draw, dictate or write your sentences. Remember to begin with capital and end
with punctuation.

This is laying the ground work for S.P.A.T. Every grade will build on the
next to help create a cohesive writing plan.

This is the minimum you should teach. If you have students that are
capable of more, look at the next grade to see the next steps for a
proficient paragraph.
On Demand Prewriting
S.P.A.T. Technique
Kindergarten
This technique is to be taught whole group.
*Situation: ___________________________________________________
*Purpose: ___________________________________________________
*Audience: ___________________________________________________
Task (Mode): _________________________________________________
BRAINSTORMING:
List the Main Idea on the line below, with any other notes you would like. This will be the
topic for your paragraph.
Then:
Use the 3 P’s Method to write a paragraph
Examples:
Situation: Everyone needs to know how to (insert activity).
Writing Task:
Write instructions to your friend that explain how to (activity).K.SL.4
Situation: Students listen to (insert name of book) and follow agreed-upon rules for discussion
(e.g. listening to others and taking turns speaking about the topics and texts under
discussion).K.SL.1.a
Task: After listening to the story, tell a reader the name of the book you are writing about and a
reason why you like or dislike the book. K.W.1
First Grade Writing Plan
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Use letters and letter blends to represent sounds in words
Retell a story (beginning, middle, and end)
Sequence
Draw a picture and describe
Follow multi-step directions
Summarize what they did today (in order)
Write a complete, meaningful sentence/apply noun, verb and adjective
Correct use of capitalization and punctuation
Responsible for writing four sentences correctly about one subject –
(topic, detail, closure – focusing on correct capitalization, punctuation, noun
and verb) CC.1.W.1
Put sentences together to form a paragraph (4 sentences), teach to indent CC.1.W.1,2,3
Use time transitions (temporal) First, next, then, last, finally CC.1.W.3
Begin restating questions orally
Continue journal writing (developmentally appropriate)
Personal narrative with print pictures (field trip, class party or play….recount two or more
appropriately sequenced events, include details and transition words, closure)/
Transactive (explanatory/informative) how- to piece including pictures (ex. making a sandwich,
carving a pumpkin, etc... Name topic, supply facts, provide closure)/ Opinion piece (respond to a
book - state opinion, support, provide closure) CC.1.W.1, 2,3,7,8
Paragraphs should become longer; at least four sentences on one topic/ SPAT model
Examples of extended response, short answer and fill in the blank
Use basic computer skills to publish pieces CC.1.W.6
With support and guidance from adults, recall information and add details to strengthen
writing CC.1.W.5
Gather information and participate in shared research and writing projects to answer
questions and write a sequence of instructions (explore a variety of “how-to” books) CC.1.W.7,
3 P’s Method (First)
Prescription for a Proficient Paragraph
1.
Pick a topic and create one supporting detail for the paragraph.
Topic: _____________________________________
Detail: ____________________________________
2.
Write individual sentences for the paragraph. Be sure to use detailed descriptions. Also, use temporal
words where necessary.
Topic Sentence: _______________________________
Detail Sentence #1: _______________________________
Further Support of Detail#1:___________________________________
_________________________________________________________
Conclusion Sentence: __________________________
3.
On a clean sheet of paper, write your sentences in paragraph form. Remember to indent, capitalize and
punctuate correctly. Also, write margin to margin in your neatest handwriting.

This is laying the ground work for S.P.A.T. Every grade will build on the next to help
create a cohesive writing plan.

This is the minimum you should teach. If you have students that are capable of more, look
at the next grade to see the next steps for a proficient paragraph.
First Grade On Demand Prewriting
S.P.A.T. Technique
With guidance and support this technique is to be taught whole group the first couple of times.
*Situation : ___________________________________________________________________
*Purpose: _____________________________________________________________________
*Audience: _____________________________________________________________________
*Task (Mode):_________________________________________________________________________
_____________________________________________________________________________________
BRAINSTORMING:
List the Main Idea on the line below, with any other notes you would like. This will be the topic for your
paragraph. __________________________________________________________________________
___________________________________________________________________________________
Then:
Use the 3 P’s Method to write a paragraph.
_____________________________________________________________________________________
Examples:
Situation: Most kids enjoy recess, playing on the equipment and running after friends.
Task: In your opinion, why do kids like recess? Use reasons and examples to tell why kids like recess.
_____________________________________________________________________________________
Situation: Everyone likes snacks but, not all snacks are good for you.
Task: Write instructions that explain how to make a healthy snack.
Second Grade Writing Plan
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Recall information from prior knowledge or resources to answer a question 2.8
Write complete sentences with capitals and punctuation
Write sentences of various length (complex and compound sentences)
Restate questions/Extended Response
Retell an event or short sequence of events
Write a simple summary for a story
Language mechanics practice/ Focus on grammar for nouns, verbs, and adjectives
Read and discuss different modes of writing and forms 2.1, 2.2, 2.3
- Informative/explanatory (articles, brochures, how-to)
- Narrative (poems, fictional stories, memoirs, personal narrative)
- Opinion/persuasive (letter, article)
Descriptive sentences
Form a cohesive paragraph (familiar with SPAT and what it means) – 4 sentences
Use transition(temporal) words – First, next, finally 2.3
With support and guidance from adults and peers, Practice planning, revising, editing, rewriting
and trying new approaches to strengthen writing 2.5
Writing should be clear, coherent and appropriate to task, purpose, and audience
Responsible for writing a multi-sentence paragraph correctly about one subject.
The paragraph should consist of an opening sentence, supportive sentences, and a closing
sentence. The focus should be on correct punctuation, making sure to indent capitalization,
nouns, pronouns, verbs, adverbs, and adjectives (SPAT)
Write an opinion piece (Introduce topic or book, state opinion, support opinion using linking
words, conclusion), informative/explanatory text (topic, supply facts, conclusion), and narrative
(recount event in sequence, include details and temporal words, conclusion). 2.1, 2.2, 2.3
Should achieve at least three paragraphs on a topic
Write a simple story (logical order) 2.1, 2.2, 2.3
Model and teach proofreading skills
Participate in shared research and writing projects 2.7
Use technology to produce and publish writing 2.6
3 P’s Method (Second)
Prescription for a Proficient Paragraph
1. Pick a topic and create supporting details for the paragraph.
Topic: ______________________________________________________________
Detail #1: ___________________________________________________________
2. Write individual sentences for the paragraph. Be sure to use detailed descriptions. Also, use temporal
words where necessary.
Topic Sentence: ______________________________________________________
______________________________________________________
Detail Sentence #1: ____________________________________________________
_______________________________________________________
Further Support of Detail #1: _____________________________________________
_________________________________________________________
Conclusion Sentence: ____________________________________________________
_________________________________________________________
3. On a clean sheet of paper, write your sentences in paragraph form. Remember to indent, capitalize, and
punctuate correctly. Also, write margin to margin in your neatest handwriting.

This is laying the ground work for S.P.A.T. Every grade will build on the next to
help create a cohesive writing plan.

This is the minimum you should teach. If you have students that are capable of
more, look at the next grade to see the next steps for a proficient paragraph.
Second Grade- On Demand Prewriting
S.P.A.T. Technique
*Situation: ____________________________________________________________________
*Purpose: _____________________________________________________________________
*Audience: ____________________________________________________________________
*Task (Mode):________________________________________________________________________
BRAINSTORMING:
List the Main Idea on the line below, with any other notes you would like. This will be the topic for your
paragraph. ____________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
Then:
Write an introduction paragraph.
Use the 3 P’s Method to write a paragraph.
Write a conclusion.
Examples:
Situation: Your school has brand new playground equipment. It’s been awhile since you’ve been able to
use playground equipment, so students need to be reminded of safety rules.
Writing Task: Write an article for the school newspaper. Include in your article important safety rules
students should follow while on the playground.
Third Grade Writing Plan
On-going
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Write complete sentences using correct punctuation, capitalization, subject/verb agreement,
spelling
Continue to focus on language mechanics, grammar usage, and development of longer more
detailed sentences
Power verbs and transitions(temporal word) taught, modeled and practiced
Know all parts of a letter
Write with an intended purpose (appropriate development, organization, and style) to a specific
audience (variety) 3.W.4
Use a thesaurus/dictionary correctly
Proofreading skills maintained through practice
Restate when answering questions; Answer in complete sentences
Gain experience in writing to describe, inform, explain, persuade, and entertain 3.W.1,2,3
Complete a narrative, informative/explanatory, and a persuasive/opinion 3.W.3, 3.W.2, 3.W.1
Participate in short and sustained research projects to gain knowledge about a topic; write
routinely over shorter time frames (single sitting or a day or two) and over extended time
frames for a range of tasks, purposes, and audiences 3.W.7, 3.W.10
Gather relevant information from print and digital sources, assess credibility, and integrate
while avoiding plagiarism 3.W.8
Research
Work on all forms of writing pieces (letter, article, report, short story, poem) and all modes of
writing (narrative, informative/explanatory, opinion/persuasive) 3.W.1,2,3
Analyze forms of writing such as feature articles, narratives, and poems 3.W.1,2,3
Develop and strengthen writing by utilizing writing process (pre-write, drafting, revising,
editing/proofreading, publishing/presenting) 3.W.5 , 3W.1,2,3
Use SPAT to break down prompts and write persuasive/opinion pieces (letters, articles, etc.)
Effective transitions to organize and linking words 3.W.1,2,3
Know how to write an introduction and conclusion effectively 3.W.1,2,3
Use commas appropriately
Review writing a paragraph
-Include main idea with supporting details
-Make sure it is indented
*
Responsible for writing a multi paragraph about one subject. Each body paragraph should
consist of an opening sentence, supportive sentences (SPAT technique), and closing sentence.
The focus should be on writing about one subject, the use of correct grammar, and punctuation
3. W.1, 2, 3 (Complexity dictates length)
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Create snapshots to describe
Answer extended response, short answer, and fill in the blank proficiently and have examples in
writing folder
Utilize computer to research and publish pieces 3.W.6
3 P’s Method (Third)
Prescription for a Proficient Paragraph
1. Pick a topic and create supporting details for the paragraph.
Topic: ____________________________________________________________
Detail # 1: ________________________________________________________
Detail #2: _________________________________________________________
2. Write individual sentences for the paragraph. Be sure to use detailed descriptions. Also, use temporal word
where necessary.
Topic Sentence: ______________________________________________________
________________________________________________________________
Detail Sentence #1: _____________________________________________________
_________________________________________________________________
Further Support of Detail #1: _______________________________________________
_________________________________________________________________
Detail Sentence #2: _____________________________________________________
_________________________________________________________________
Conclusion Sentence: _____________________________________________________
____________________________________________________________________
3. On a clean sheet of paper, write your sentences in paragraph form. Remember to indent, capitalize, and
punctuate correctly. Also, write margin to margin in your neatest handwriting.
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This is laying the ground work for S.P.A.T. Every grade will build on the next to
help create a cohesive writing plan.
This is the minimum you should teach. If you have students that are capable of
more, look at the next grade to see the next steps for a proficient paragraph.
Third Grade On Demand Prewriting
S.P.A.T. Technique
*Situation:___________________________________________________________________________
*Purpose: ____________________________________________________________________________
*Audience:___________________________________________________________________________
*Task(Mode): ________________________________________________________________________
_____________________________________________________________________________________
BRAINSTORMING:
List you 2 Main Ideas on the lines below, with any other notes you would like. These will be the topics
for your 2 Body Paragraphs.
1. ____________________________________________________________________________
2.___________________________________________________________________________
____________________________________________________________________________________
Then:
Write an introduction.
Use the 3 P’s Method to write the 2 Body Paragraphs
Write a conclusion.
Examples:
Situation: Your parents have been getting on you lately about doing work and chores around the house.
You think you should get paid for the work you do.
Writing Task: Write a letter to your parents convincing them that paying you for your work would be the
best way to get you to do it.
Fourth Grade Writing Plan
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Complex sentences
Compound sentences
Dialogue – quotation marks, punctuation
Describe details from passage (comprehension)
Identify and understand text features
Standard English and appropriate grammar (no “ain’t”)
Know parts of a letter
Use a thesaurus/dictionary correctly
Be able to complete a piece independently of at least apprentice level competency 4.W.1,2,3
Add transitions(temporal words) effectively
Add descriptive words and vivid verbs effectively
Know all genres of writing and be familiar with format
Demonstrate all modes of writing (Informative/explanatory, narrative, opinion/persuasive)
4.W.1,2,3
More detailed and organized pieces 4.W.4,5
Focus on language mechanics, grammar usage, and development of longer and more detailed
sentences 4.W.4,5
Begin to cite sources
Participate in short and more sustained research projects based on focused questions
demonstrating understanding of topic 4.W.7
Gather relevant information from multiple resources (print and digital), assess credibility and
accuracy, and integrate information without plagiarism. 4.W.8
Responsible for writing a multi paragraphs about one subject. Each body paragraph should
consist of an opening sentence, supportive sentences (SPAT technique), and closing sentence.
The focus should be on writing about one subject, the use of correct grammar, and punctuation.
4.W 4,5 (Complexity dictates length)
Proofreading skills maintained through practice
Maintain use of power verbs and transitions
Practice on demand writing and see teacher model various prompts using the SPAT
technique/be able to write an on demand with guided practice
Extended response and SPAT examples in writing folder
Student will take all modes of writing through the writing process: Prewriting, drafting, revising,
editing, and publishing. Student will use correct grammar and mechanics. Student will work on
the following pieces: Narrative (personal, memoir, fictional short story),
informative/explanatory (feature article, how to piece), opinion/persuasive (letter, article)
4.W.1,2,3,4,5
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Draw evidence from literary or informational texts to support analysis, reflection, and research
4.W.9
Write routinely over short time frames (one sitting or one or two days) and more sustained time
frames for a range of tasks, purposes, and audiences. 4.W.10
Poetry (elements and different types)
Utilize computer and internet to compose and publish pieces as well as to interact and
collaborate with others. Demonstrate command of keyboarding skills 4.W.6
Oral presentation – summarize, PowerPoint
3 P’s Method (Fourth)
Prescription for a Proficient Paragraph
1. Pick a topic and create supporting details for the paragraph.
Topic: _____________________________________________________
Detail #1: __________________________________________________
Detail #2: ___________________________________________________
2. Write individual sentences for the paragraph. Be sure to use detailed descriptions. Also, use temporal
words where necessary.
Topic Sentence: ____________________________________________________
____________________________________________________
Detail Sentence #1: _____________________________________________________
_____________________________________________________
Further Support of Detail #1:_________________________________________________
_______________________________________________________
Detail Sentence #2: ________________________________________________________
_________________________________________________________
Further Support of Detail #2:__________________________________________________
_________________________________________________________
Conclusion Sentence: ________________________________________________________
___________________________________________________________
3. On a clean sheet of paper, write your sentences in paragraph form. Remember to
indent, capitalize, and punctuate correctly. Also, write margin to margin in your neatest
handwriting.
 Use this method when constructing paragraphs, using the S.P.A.T technique
and modes of writing ( informative/explanatory, narrative, opinion/persuasive)

This is the minimum you should teach. If you have students that are capable
of more, look at the next grade to see the next steps for a proficient paragraph.
Fourth Grade On Demand Prewriting
S.P.A.T. Technique
*Situation: ________________________________________________________________________
*Purpose:__________________________________________________________________________
*Audience:_________________________________________________________________________
*Task(Mode):_________________________________________________________________________
BRAINSTORMING:
List your 3 Main Ideas on the lines below, with any other notes you would like. These will be the topics
for your 3 Body Paragraphs.
1.__________________________________________________________________________________
2.___________________________________________________________________________________
3.___________________________________________________________________________________
THEN:
Write an introduction paragraph.
Use the 3 P’s Method to write the 3 Body Paragraphs.
Write a conclusion paragraph.
Examples:
Situation: All students have responsibilities in the classroom. In the school handbook there is a list of
responsibilities.
Following Rules **** Attending School Regularly **** Using time wisely **** Completing Homework
Listening Carefully ****Following Directions
Writing Task: After looking at the list, write a letter to a new fourth grader, Tell which responsibilities
you think are most important and why.
Fifth Grade Writing Plan
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Strong evidence of organization and idea development
Strong evidence of knowledge of sentence structure and correctness
Understand: Persuade/opinion, inform/explain, narrative – cohesive words
Use of complex sentences, compound sentences – variety of sentence structure
Use of transition(temporal) words
Use of dialogue
Participate in Oral presentations – summarizing
Use of dictionary and thesaurus
Use of a variety of word choice
Write at a proficient level with appropriate punctuation and capitalization/On Demand at
proficient level
Demonstrate modes of writing (narrative, explanatory, opinion) that are clear, coherent, and
sequential. Evidence of idea development, organization, and style appropriate to task (writing
process). 5.W.1,2,3,4,5
Organization of writing – SPAT
All types of pieces (short story, personal narrative, poem, article, brochure, letter) 5.W.1,2,3
Show a clear focus and understanding of audience 5.W.4,5
Include letter, article, and narrative in writing folder 5.W.1,2,3,4,5
Maintain language mechanics, transitions, grammar usage, proofreading, revising, and purpose
for writing focus
Continue to construct writing with 5 or more paragraphs with developed details 5.W.1,2,3,4,5
Model and practice letters and other forms of writing using SPAT technique, as well as writing
within a time limit
Collaborate, compose, and publish using technology 5.W.6
Participate in short and sustained research projects based on focused questions demonstrating
an understanding of the topic being investigated 5.W.7
Gather relevant information from print and digital sources, assess credibility and accuracy, and
integrate information while avoiding plagiarism 5.W.8
Draw evidence from literary or informational text to support analysis, reflection, and research
5.W.9
Routinely write over short (single sitting, day or two days) and extended time frames (time for
research) for a range of tasks, purposes, and audiences 5.W.10
Sixth Grade:
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Awareness of four types of sentences – declarative, interrogative, exclamatory, imperative
Identify sentences and fragments
Awareness of the eight parts of speech – nouns, verbs, adjectives, adverbs, prepositions,
conjunctions, interjections, pronouns
Awareness of subjects and predicates
3 P’s Method (Fifth)
Prescription for a Proficient Paragraph
4. Pick a topic and create supporting details for the paragraph.
Topic: _____________________________________________________
Detail #1: __________________________________________________
Detail #2: ___________________________________________________
Detail #3: ___________________________________________________
5. Write individual sentences for the paragraph. Be sure to use detailed descriptions. Also, use temporal
words where necessary.
Topic Sentence: ___________________________________________________________
________________________________________________________________________
Detail Sentence #1: ____________________________________________________________
____________________________________________________________________________
Further Support of Detail #1: _____________________________________________________
____________________________________________________________________________
Detail Sentence #2: ____________________________________________________________
____________________________________________________________________________
Further Support of Detail #2:_____________________________________________________
____________________________________________________________________________
Detail Sentence #3: ____________________________________________________________
____________________________________________________________________________
Further Support of Detail #3: _____________________________________________________
____________________________________________________________________________
Conclusion Sentence: __________________________________________________________
____________________________________________________________________________
6. On a clean sheet of paper, write your sentences in paragraph form. Remember to
indent, capitalize, and punctuate correctly. Also, write margin to margin in your neatest
handwriting.

Use this method when constructing paragraphs, using the S.P.A.T technique
and modes of writing ( informative/explanatory, narrative, opinion/persuasive)

This is the minimum you should teach. If you have students that are capable
of more, look at the next grade to see the next steps for a proficient paragraph.
Don’t forget Candace’s chant:
Topic Sentence, Detail Sentence, Further Support, Further
Support, Detail Sentence, Further Support, Further
Support, Conclusion.
TS
DS
FS
DS
FS
DS
FS
C
On the conclusion paragraph remember:
Touch Back, Look to the Future, Have a Heart, Leave with
a Zinger.
Fifth Grade On Demand Prewriting
S.P.A.T. Technique
*Situation: ________________________________________________________________________
*Purpose:__________________________________________________________________________
*Audience:_________________________________________________________________________
*Task(Mode):_________________________________________________________________________
BRAINSTORMING:
List your 2 Main Ideas on the lines below, with any other notes you would like. These will be the topics
for your 3 Body Paragraphs.
1.__________________________________________________________________________________
2.___________________________________________________________________________________
THEN:
Write an introduction paragraph.
Use the 3 P’s Method to write the 2 Body Paragraphs.
Write a conclusion paragraph.
Examples:
Situation: All students have responsibilities in the classroom. In the school handbook there is a list of
responsibilities.
Following Rules **** Attending School Regularly **** Using time wisely **** Completing Homework
Listening Carefully ****Following Directions
Writing Task: After looking at the list, write a letter to a new fourth grader, Tell which responsibilities
you think are most important and why.
Marie Carbo - Reading A-Z - Each
Other - Journals - Reading Series Lucy Calkins - Discovery Education Classroom Book Sets - CIITS - Emily,
Mermee, Anna - Thematic Units - Websites - Author Study - Clay City TimesCommunity Resources - Tumble Books Learning Centers - Technology - Focus
Magazine - KyVL - Librarians
Elementary
Writing
Plan
The “Write” Tree
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W.K.6 With guidance and support from adults, explore a variety of digital tools to produce and
publish writing, including in collaboration with peers.
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W.1.6. With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
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W.2.6. With guidance and support from adults, use a variety of digital tools to produce and
publish writing, including in collaboration with peers.
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W.3.6. With guidance and support from adults, use technology to produce and publish writing
(using keyboarding skills) as well as to interact and collaborate with others.
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W.4.6. With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
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W.5.6. With some guidance and support from adults, use technology, including the Internet, to
produce and publish writing as well as to interact and collaborate with others; demonstrate
sufficient command of keyboarding skills to type a minimum of two pages in a single sitting.
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W.6.6. Use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others; demonstrate sufficient command of keyboarding skills to type a
minimum of three pages in a single sitting.
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W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite
sources as well as to interact and collaborate with others, including linking to and citing sources.
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W.8.6. Use technology, including the Internet, to produce and publish writing and present the
relationships between information and ideas efficiently as well as to interact and collaborate with
others.
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W.9-10.6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products, taking advantage of technology’s capacity to link to other information and
to display information flexibly and dynamically.
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W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or
shared writing products in response to ongoing feedback, including new arguments or
information.
Primary
Kerpoof - http://www.kerpoof.com/# Allows students to create a picture to write a story about or create Kerpoof
scenes for students to use as the basis to write a letter about.
Scholastic Story Starters - http://teacher.scholastic.com/activities/storystarters/storystarter1.htm Generate the story
starter (which is fun), then pick the format such as a notebook, letter, newspaper or postcard.
Easy Essay - http://www.theeasyessay.com/?pg=home Be sure to watch the demo (in the top menu bar). Only the
teacher can sign up because it requires an email, but multiple essays can be saved.
Seussville Story Maker http://www.seussville.com/games/storymaker/story_maker.html Students will love this if they
like Dr Seuss.
Little Bird Tales - http://littlebirdtales.com/ Write the story and then record it. Watch the Demo video on the right.
Only the teacher should sign up (requires an email). Parents would like it (at home).
Intermediate
My Story Maker - http://www.clpgh.org/kids/storymaker/embed.cfm Wonderful website for students to be creative –
stories can be printed at the end. There is no sign up.
`Make Beliefs Comix - http://www.makebeliefscomix.com/Comix/ No sign up and can be printed when finished.
Comic Creator - http://www.readwritethink.org/classroom-resources/student-interactives/comic-creator-30021.html
Can be printed when finished.
Comic Creator PBS – this one is more ‘fun’ than the readwritethink one
http://pbskids.org/arthur/games/comiccreator/index.html Can be printed when finished. No sign up
Good Night Stories - http://goodnightstories.com/stories.htm (range of writing)
Letter Generator - http://www.readwritethink.org/files/resources/interactives/letter_generator/ *****
Great website for writing friendly and business letters – guides students all the way and the letter can be
printed at the end. No sign up required…
Instant Poetry Forms - http://ettcweb.lr.k12.nj.us/forms/newpoem.htm Choose your poetry form from
the left and just add the words. User friendly. Can be printed when finished. No sign up required.
Poetry Idea Engine http://teacher.scholastic.com/writewit/poetry/poetry_engine.htm# From Scholastic
Giggle Poetry http://www.gigglepoetry.com/ Click on Poetry Class
OWL The six traits of writing - http://www.edina.k12.mn.us/concord/teacherlinks/sixtraits/sixtraits.html
***** One of my very favorite writing sites.
Writing Games BBC - http://www.bbc.co.uk/schools/ks2bitesize/english/writing/ I played the
‘Explaination’ and it’s hilarious.
The ReadWriteThink site has just about anything you would want to help students in the
language/writing process. Star on this page or use the Search on the left to find what you need.
http://www.readwritethink.org/classroom-resources/student-interactives/
The Magic Key http://www.bbc.co.uk/schools/magickey/adventures/index.shtml Wonderful site characteristics, words that make sounds, descriptions, sentence sense, and much more… 5 stars
Rhyming Dictionary http://www.poetry4kids.com/rhymes
Power Proofreading by Houghton Mifflin http://www.eduplace.com/kids/hme/k_5/proofread/proof.htm
Binkey’s Fact or Opinion Game - http://pbskids.org/arthur/games/factsopinions/index.html This is a PBS site.
Wacky Web Tales - http://www.eduplace.com/tales/index.html Students type a word for a part of speech and their
story is created (often very funny). There is a parts of speech HELP they can click for examples. Kind of like Mad
Libs.
Arcademic Skill Builders - http://www.arcademicskillbuilders.com/games/viper/viper.html Has graphs/charts to track
progress. Fun
Character Scrapbook http://teacher.scholastic.com/activities/scrapbook/ Analyze the characters in any book.
Compare and Contrast Map http://www.readwritethink.org/classroom-resources/student-interactives/comparecontrast-30066.html
Punctuation Campground http://www.harcourtschool.com/activity/punctuation/ Add the correct
punctuation to sentences – has help with examples
Sentence Power http://harcourtschool.com/activity/sentence_power/index.html Is it a sentence or not?
Merriam-Webster Dictionary and Thesaurus http://www.merriam-webster.com/
Fact Monster Dictionary http://dictionary.factmonster.com/ Students can also click on the thesaurus or
encyclopedia.