THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Harrison County Schools
Course/Subject Name: Writing
Kentucky
Core Content
Version 4.1
Student Outcomes
Grade Level Targeted: 4th
Key/Common Vocabulary
Activities
and
Assessments
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Writing Content
WR-04-1.1.1
In Reflective Writing,
 Students will evaluate personal
progress toward meeting goals
in literacy skills.
 Students will address needs of
the intended audience.
Students will sustain a suitable tone or
appropriate voice.
Student Outcomes
Students will
• write to learn by applying strategies
effectively (e.g., learning logs,
reflections)
• write to demonstrate learning and
understanding of content knowledge
(e.g., journals,
summaries)
• write for a variety of authentic
purposes and audiences:
o communicate about personal
experiences and relationships
o communicate through authentic
literary forms to make meaning about
the human condition
o communicate through authentic
transactive purposes for writing (e.g.
informing, describing,
explaining, persuading)
o analyze and communicate reflectively
about literacy goals
o analyze and address needs of
intended audience
o adjust the writing style (formal,
informal) for intended audience
• communicate purpose, focus and
controlling ideas authentic to the writer
• develop ideas that are logical, justified
and suitable for a variety of purposes,
audiences and
forms of writing
• select and incorporate ideas or
Key/Common Vocabulary
purpose
audience
topic
focus
explanation
sensory
details
spelling
punctuation
tone
voice
analyzing
main ideas
elaboration
reflection
noun
verb
capitalization
documentatio
n
ideas
transitions
closure
sentences
varied
word choice
Activities
and
Assessments
Do reflections at end of each piec
all for final.
Show connections between their w
and something else that grows. Ex
Cycle.
Text to Text
Text to Self
Text toWorld
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
information (e.g., from research or
reading), explaining reflections
or related connections (e.g., identifying
relationships or one’s own experiences,
offering support
for conclusions, organizing prior
knowledge about a topic)
• communicate understanding of ideas
or events from different viewpoints
• provide sufficient details for clear
understanding
• use and sustain suitable voice or tone
WR-04-1.1.2
In Personal Expressive Writing,
 Students will communicate the
significance of the writer’s life
experience by narrating about
life events or relationships.
 Students will apply the
characteristics of the selected
form (e.g., personal narrative,
personal memoir).
 Students will create a point of
view.
Students will sustain a suitable tone or
appropriate voice.
WRITING PROCESS
Students will
• focus: establish and maintain a
controlling idea on a selected topic
• prewrite:
o determine the most appropriate form
to meet needs of purpose and audience
o generate ideas to support and
develop controlling idea (e.g., journaling,
webbing, freewriting,
researching print and non-print sources,
note-taking, interviewing, observation,
surveying,
imagining and creating novel ideas)
o organize and present ideas by taking
notes, quoting, paraphrasing,
summarizing
• draft:
o determine how, when and whether to
use visuals (e.g., illustrations, charts,
diagrams) in
pre-writing
drafting
revising
editing
publishing
life experiences
personal
narrative
memoir
sensory details
first person
point-of-view
thoughts
feelings
dialogue
Show, not tell activities.
Read examples of personal narrat
and stories.
Model brainstorming.
Descriptive activities.
Guided imagery.
Organizational Skills
Examples to show tone and voice
Play. Talk to different audiences.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
addition to written text
o logically introduce and incorporate
quotes
• revise:
o reflect on own writing
o confer with peers and other writing
conferencing partners to critically
analyze one’s own work
and the work of others
o confer to determine where to add,
delete, rearrange, define/redefine or
elaborate content so
that writing is coherent and effective for
intended audience, then make revisions
o identify and develop topic sentences,
making sure ideas are supported
appropriately with
relevant details and that sentences are
in sequential order; insert new
sentences and delete
unnecessary ones; develop effective
introductions and conclusions; eliminate
redundant
words; choose the most specific words
available
• edit for appropriate language usage,
sentence structure, spelling,
capitalization, punctuation and
proper documentation of sources
• publish to produce products for
intended audience:
o present written material using basic
software programs and graphics when
Key/Common Vocabulary
Activities
and
Assessments
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
developmentally
appropriate (e.g., charts, tables)
o present final work in a neat, legible
form
• reflect and evaluate personal progress
and skills in writing
WR-04-1.1.2
In Literary Writing,
 Students will communicate to an
audience about the human
condition by painting a picture,
recreating a feeling, telling a
story, capturing a moment,
evoking an image, or showing
an extraordinary perception of
the ordinary.
 Students will apply
characteristics of the selected
form (e.g., short story,
play/script, poem).
 Students will create a point of
view.
 Students will use a suitable tone
or appropriate voice.
Students will apply a fictional
perspective in literary writing when
appropriate.
SPEAKING, LISTENING, OBSERVING
Students will understand that
• communication, both formal and
informal, integrates listening,
observing/viewing, reading, writing
and speaking with confidence. Different
levels of discourse are appropriate for
different contexts,
occasions, purposes and audiences.
• regardless of the topic, the context or
the intended audience, students need to
be able to
communicate ideas effectively. Effective
communication involves verbal and
nonverbal
techniques to enhance or emphasize
content. These techniques aid the
listener’s ability to
interpret the information.
• language usage is related to
successful communication; language
poems
short story
scripts
character and rhyme
events
comedy
rhythm
stage directions
descriptive language
personification
similes
metaphors
descriptions
suspense
horror
Show not tell
Role Play
Share and discuss different types
literature.
Share fairly tales using different p
of view.
5 minute observations to develop
sensory details.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
patterns and vocabulary
transmit culture and affect meaning.
• observation involves interpreting and
constructing meaning. By viewing
context, students infer,
construct meaning, draw conclusions
and form opinions about the world
around them.
Key/Common Vocabulary
Activities
and
Assessments
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-04-1.1.3
In Transactive Writing,
 Students will communicate a
purpose through informing or
persuading.
 Students will develop an
effective angle to achieve
purpose.
 Students will communicate as
an informed writer to clarify
what the reader should know,
do, or believe as a result of
reading the piece.
 Students will apply
characteristics of the selected
form (e.g., letter, feature article).
 Students will use a suitable
tone.
 Students will allow voice to
emerge when appropriate.
Student Outcomes
SPEAKING, LISTENING, OBSERVING
CONTINUED
In formal speaking situations, students
will
• create oral presentations that
o are appropriate for the purpose (e.g.,
to inform, persuade, entertain),
audience, context and
occasion
o support judgment with sound
evidence and appropriate details
o maintain a consistent focus
o exhibit a logical structure appropriate
to audience, context and purpose
o organize ideas in a coherent,
meaningful way including an
introduction and a conclusion
o choose language for its effect on the
audience (e.g., strong nouns, active
verbs, concrete and
sensory details)
• apply delivery techniques
o both verbal (e.g., tone, volume, rate,
articulation, pacing) and nonverbal (e.g.,
gestures, facial
expressions, eye contact)
o avoid distracting delivery behaviors
(e.g. excessive verbal pauses, fidgeting)
o use language appropriate to
audience; use specialized content
vocabulary as needed
o adhere to standard guidelines for
grammar, usage, mechanics or use non-
Key/Common Vocabulary
variety of forms
transactive
information
engage
clarify
justify purposes
explanation
author's purpose
effective conclusion
well organized
diagrams
facts, examples,
reasons
comparisons
anecdotes
descriptive detail
charts
Activities
and
Assessments
Read examples of articles, how to
persuasion.
Model how to write each form. Sh
forms for each type.
Write 2 letters on the same topic t
different audiences.
Read newspapers and find relevan
students and respond.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
standard language
for effect when appropriate (e.g., word
plays, familiar idioms, similes)
• use visual aids, media and tools of
technology to support oral
communication
• document ideas from outside sources
(e.g., citing authors, titles, websites)
In informal speaking situations, students
will
• give spoken instructions to perform
specific tasks
• ask and respond to questions as a way
to enrich class discussions
• play a variety of roles in group
discussions (e.g., discussion leader,
facilitator, responder)
• use different voice level, phrasing, and
intonation for different situations (e.g.,
small and large
group settings, discussions)
When listening, students will
• follow spoken instructions to perform
specific tasks
• identify specific information (e.g., main
idea, supporting details)
• respond to information
appropriately/respectfully in a variety of
ways (e.g., summarizing orally,
taking useful notes, organizing and
recording that which is meaningful and
useful)
• follow the organization of a
presentation and recognize the
Key/Common Vocabulary
Activities
and
Assessments
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
speaker’s use of transitions
• interpret and evaluate the
effectiveness of verbal and nonverbal
delivery techniques, including
visual cues
• build on the ideas of others and
contribute relevant information or ideas
• use self-evaluations and feedback
from teachers and peers to improve
presentations
When observing, students will
• use a variety of criteria (e.g., accuracy,
effectiveness, relevance of facts) to
evaluate media
• evaluate the role of media in focusing
attention and in forming opinion
• interpret a variety of techniques used
in advertising
• identify visual and auditory cues (e.g.,
slow motion, music to create mood,
sound effects) to
enhance the message or understand
context
WR-04-1.2.1
In Reflective Writing,
 Students will describe own
literacy skills, strategies, or
processes.
 Students will analyze own
decisions.
 Students will evaluate own
strengths and areas of growth.
Students will support claims about self.
letter to reviewer
reflection
selection
goal
growth
influences
strategies
Do reflections at end of each piec
all for final.
Show connections between their w
and something else that grows. Ex
Cycle.
Text to Text
Text to Self
Text toWorld
-On Demand writing prompt at
beginning of year and save all yea
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-04-1.2.2
In Personal Expressive/Literary Writing
 Students will communicate main
idea through use of literary
elements appropriate to the
genre:
o Students will develop
characters (fictional/nonfictional) through thoughts,
emotions, actions,
descriptions, or dialogue
when appropriate.
o Students will develop
plot/story line appropriate to
the form.
o Students will develop an
appropriate setting, mood,
scene, image, or feeling.
 Students will apply literary or
poetic devices (e.g., simile,
metaphor, personification) when
appropriate.
 Students will incorporate
reflection when appropriate.
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
Repeat same on demand prompt b
writing Letter to Reviewer. Discu
progress of pieces over the year to
growth.
Use graphic organizers, character
and story maps as prewriting activ
Students will self and peer evalua
looking for specific literary devic
Students will work cooperatively
develop a team story or character
stories and discuss elements. Dev
similes.
Poetry pieces and skills
I am poems
Snapshot poems
Color poems
Animal poems
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-04-1.2.3
In Transactive Writing,
 Students will communicate
relevant information to clarify a
specific purpose.
 Students will develop an angle
with support (e.g., facts,
examples, reasons,
comparisons, diagrams, charts,
other visuals).
 Students will develop
explanations to support the
writer’s purpose.
 Students will apply research to
support ideas with facts and
opinions.
 Students will incorporate
persuasive techniques (e.g.,
bandwagon, emotional appeal,
testimonial, expert opinion).
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
Students will conduct hands on S
research activities and write or pr
results.
Journal entries for KY or U.S. reg
Info. could also be used in
PowerPoint presentations or broc
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Writing Structure
WR-04-2.3.1
In Reflective Writing,
 Students will engage the
interest of the reader.
 Students will communicate
ideas and details in meaningful
order.
 Students will apply a variety of
transitions or transitional
elements between ideas and
details to guide the reader.
Students will create conclusions
effectively.
Student Outcomes
Students will
• use complete and correct sentences of
various structures and lengths (e.g.,
simple, compound,
complex) to enhance meaning
throughout a piece of writing; apply
unconventional sentence
structures to achieve intended effect on
audience
• develop analytical structures
appropriate to purpose (e.g., sequence,
problem/solution,
description, question/answer,
cause/effect, compare/contrast,
chronology)
• establish a context for the reader and a
controlling idea in the introduction;
develop the piece
sufficiently, arranging ideas in
meaningful order; and conclude
effectively
• create unified and coherent
paragraphs; apply paragraph structures
(block and indented)
consistently
• use a variety of transitional
words/phrases (e.g., time, order of
sequence) and/or transitional
elements (e.g., white space)
• apply organizational devices (e.g.,
foreshadowing, flashback) to achieve
intended effect on
audience
• incorporate text features (e.g.,
Key/Common Vocabulary
Activities
and
Assessments
Collect good leads (hooks) and pu
chart paper.
Sequencing using the Snake Diag
flow charts, story maps.
Sequencing and transitioning usin
sentence strips to order sentences
paragraph and add transition phra
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
numbering, bullets, white space,
pictures, labels, diagrams, charts,
shape in poetry) to enhance clarity and
meaning
Key/Common Vocabulary
Activities
and
Assessments
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-04-2.3.2
In Personal Expressive/Literary Writing,
 Students will engage the
interest of the reader.
 Students will communicate
ideas and details in meaningful
order.
 Students will apply
organizational devices (e.g.,
foreshadowing, flashback) when
appropriate.
 Students will apply a variety of
transitions or transitional
elements between ideas and
details to guide the reader.
 Students will arrange poetic
stanzas in a way that enhances
the meaning through the use of
white space, line breaks, and
shape.
Students will create conclusions
effectively.
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
Collect good leads (hooks) and pu
chart paper.
Sequencing using the Snake Diag
flow charts, story maps.
Sequencing and transitioning usin
sentence strips to order sentences
paragraph and add transition phra
Students construct their own com
sentences with transitions.
Read and discuss white space, lin
breaks and shapes in poetry. Prac
applying to other forms of writing
effect of poetic devices.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-04-2.3.3
In Transactive Writing,
 Students will establish a context
for reading.
 Students will apply the accepted
format of the genre.
 Students will develop an
appropriate text structure (e.g.,
cause/effect, problem/solution,
question/answer,
comparison/contrast,
description, sequence) to
achieve purpose.
 Students will arrange ideas and
details in a logical, meaningful
order by using a variety of
transitions or transitional
elements between ideas and
details.
 Students will incorporate text
features (e.g., subheadings,
bullets, fonts, white space,
layout, charts, diagrams, labels,
pictures, captions) when
appropriate.
Students will create conclusions
effectively.
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
Look for text features in content a
textbooks, newspapers, magazine
Use different prompts for student
decide which structure would be
appropriate.
Sequencing and transitioning usin
sentence strips to order sentences
paragraph and add transition phra
Students construct their own com
sentences with transitions.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-04-2.4.1
In Reflective Writing,
 Students will develop sentences
of various structures and
lengths.
 Students will develop complete
sentences or apply
unconventional structures when
appropriate.
WR-04-2.4.2
In Personal Expressive/Literary Writing,
 Students will develop sentences
of various structures and
lengths.
 Students will develop complete
sentences or apply
unconventional structures for an
intentional effect when
appropriate.
 Students will arrange poetic
language in meaningful order
Students will apply poetic line breaks
effectively.
WR-04-2.4.3
In Transactive Writing,
 Students will develop complete,
concise sentences or apply
unconventional structures when
appropriate.
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments
Subject-Predicate games and prac
Expanding sentences with details
Subject-Predicate games and prac
Expanding sentences with details
Create similes to describe a pictur
Subject-Predicate games and prac
Expanding sentences with details
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Writing Conventions
WR-04-3.5.1
In Reflective Writing,
 Students will adhere to standard
guidelines for grammar and
usage.
 Students will apply language
concisely.
 Students will incorporate
language appropriate to the
content, purpose, and audience.
Student Outcomes
Students will
• choose precise and descriptive
language for clarity, richness and/or its
effect on the reader
(words with multiple meanings, words
that imply different shades of meaning,
strong nouns and
verbs, concrete and sensory details,
figurative language – simple metaphors)
• use specialized content vocabulary
and words used for specific contexts, as
needed
• apply correct grammar skills (e.g.,
complete sentences, various sentence
structures, subject/verb agreement);
mechanics (e.g., capitalization,
punctuation); and usage (e.g.,
among/between; accept/except)
• use resources (e.g., dictionary,
glossary) and apply knowledge of
spelling rules to correct spelling
in final drafts
• use resources (e.g., word processing
programs, handbooks) to adhere to
standard guidelines for grammar, usage
and mechanics
• document ideas used from outside
sources (e.g., citing authors or titles
within the text; listing sources) when
paraphrasing or summarizing
Key/Common Vocabulary
Activities
and
Assessments
Grammar games using newspaper
magazines, sentence strips and stu
developed grammar activities.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
WR-E-3.5.0
Language: Students will exemplify
effective language choices by
 Applying correct grammar
and usage
 Applying concise use of
language
 Incorporating strong verbs,
precise nouns, concrete
details, and sensory details
 Applying language
appropriate to the content,
purpose, and audience
DOK 2
WR-04-3.5.2
In Personal Expressive/Literary Writing,
 Students will adhere to standard
guidelines for usage and
grammar or use nonstandard for
effect.
 Students will incorporate
language based on economy,
precision, richness, or impact on
the reader.
Students will develop ideas through
descriptive or figurative language.
Student Outcomes
usage. Students should be able to
choose precise language
appropriate to the purpose.
Key/Common Vocabulary
Activities
and
Assessments
Students edit, analyze, and score
drafts or example portfolio pieces
Grammar games using newspaper
magazines, sentence strips and stu
developed grammar activities.
Students edit, analyze, and score
drafts or example portfolio pieces
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
WR-04-3.5.3
In Transactive Writing,
 Students will adhere to standard
guidelines for usage and
grammar.
 Students will apply precise word
choice.
 Students will incorporate the
specialized vocabulary of the
discipline/content appropriate to
the purpose and audience.
Revising Skills
Idea Development
WR-04-4.10.4-Students will identify the
topic sentence/main idea of a
paragraph.
WR-04-4.10.5- Students will select
appropriate supporting details.
WR-04.4.10.6- Students will identify
extraneous materials.
Idea development
Elaborates with specific details relevant to ideas.
Re-reads writing to revise by addition, removal or
change of information
Supports text by adding pictures, captions, graphs,
labels, diagrams, etc.
Uses figurative language (e.g., similes, metaphors,
onomatopoeia,
personification, alliteration,) to show instead of tell
Uses effective dialogue
Produces writing, developing ideas in response to
peer and teacher
feedback
Understand the need for revision and how to make
necessary revisions
Recognizes irrelevant information
Uses cause and effects to develop ideas
Key/Common Vocabulary
Activities
and
Assessments
Grammar games using newspaper
magazines, sentence strips and stu
developed grammar activities.
Students edit, analyze, and score
drafts or example portfolio pieces
Core Content Vocab. as Spelling
for weekly word list, and put in
sentences.
Write summaries that contain the
idea of a reading selection and pe
details. Use ARMS acronym. Pee
conferencing.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
Organization
Organization
WR-04-4.10.7-Students will correct
sentences that are out of
chronological/sequential order or insert
new sentences in the correct
chronological/sequential position.
WR-04-4.10.8-Students will identify the
most effective transitions.
WR-04-4.10.9-Students will develop
effective introductions and closures for
writing
Word Choice
WR-04-4.10.10-Students will eliminate
redundant words and phrases.
WR-04-4.10.11-Students will choose the
most specific word for use in a
sentence.
Prewrites independently to plan draft
Uses logical approach to organization that fits type of
writing (e.g.,
plot; sequential; compare and contrast)
Groups ideas into paragraphs
Provides effective lead and conclusion to piece
Uses smooth transitions to guide reader through piece
adds headings,
bold-face print, italics, etc. for clarity
Organizes pieces in Table of Contents
Adds headings, bold-face print, italics, etc. for clarity
Constructs stories with beginnings, middle and end
Uses leads and conclusions
Recognizes various form of organizational formats
(letters, story,
poetry)
Knows different prewriting strategies listing,
webbing, clustering
Uses order transitions (first, second, third, next, after,
before, finally,
last)
Key/Common Vocabulary
Activities
and
Assessments
Sequencing practice using senten
strips. Cut up cartoons and put in
Peer conferencing.
Using highlighters, mark certain i
certain colors. Thesaurus races
-Use word walls with overused w
and then add the words that repla
overused words below them.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
WR-E-4.11.0
Editing
(Conventions and Mechanics)
 Checking for correctness
- Language usage
- Sentence structure
- Spelling
- Capitalization
- Punctuation
- Documentation of
sources
 Using resources to support
editing (e.g., spell check,
dictionaries, thesauri,
handbooks)
Editing Skills
Language Usage
WR-04-4.11.12-Students will apply
knowledge of subject/verb agreement
with both singular and plural subjects.
WR-04-4.11.13-Students will apply
knowledge of present, past, and future
verb tenses.
WR-04-4.11.14-Students will apply
knowledge of comparative and
superlative forms of adjectives and
adverbs.
WR-04-4.11.15-Students will apply
knowledge of special problems in usage
(e.g., a/an, to/two/too, their/
there/they’re), pronoun references, and
double negatives.
Takes risks and experiments with words
Uses precise verbs and nouns (e.g., strut vs. walk,
toddler vs. child)
Uses sensory and descriptive words (adjectives and
adverbs)
Demonstrates attention to denotations and
connotations for words
(e.g., slender vs. thin vs. skinny)
Uses synonyms and antonyms
Uses best words for purpose to audience (e.g., precise
words,
figurative language, dialect, specialized vocabulary)
Uses words correctly
Knows the eight parts of speech (noun, verb,
preposition, adjective,
Self-initiates editing to correct misspellings and
follow conventions
Key/Common Vocabulary
Activities
and
Assessments
Acronyms-CUPS.
Peer conferencing.
Editing others’ work.
Using highlighters, mark certain i
certain colors.
Activities in lessons in Language
Mini-lessons.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Sentence Structure
WR-04-4.11.16-Students will correct
run-on or awkward sentences.
WR-04-4.11.17-Students will correct
sentence fragments.
WR-04-4.11.18-Students will combine
short, choppy sentences effectively.
Spelling
WR-04-4.11.19-Students will apply
knowledge of spelling patterns,
generalizations and rules to commonly
used words.
WR-04-4.11.20-Students will apply
knowledge of spelling patterns,
generalizations and rules to plural forms
of words.
WR-04-4.11.21-Students will apply
knowledge of spelling patterns,
generalizations and rules to
contractions.
WR-04-4.11.22-Students will apply
knowledge of spelling patterns,
generalizations and rules to change
verb endings.
Student Outcomes
Sentences
Writes in complete sentences (declarative,
interrogative, imperative,
exclamatory)
Matches subject-verb agreement (nouns, verbs,
pronouns
Varies sentence types and structure (e.g., complex
and compound
sentences)
Knows how to write a complete sentence
(declarative, interrogative,
imperative, exclamatory)
Uses coordination conjunctions
Uses quotation marks
Demonstrates the use of compound sentences
Uses legible cursive writing
Uses conventional spelling
Spells high frequency words correctly
Consults resources for correct spelling
Makes words plurals by adding s and es
Transforms verb tense by adding ed and ing
Key/Common Vocabulary
Activities
and
Assessments
Subject-Predicate games and prac
Expanding sentences with details
Peer editing and conferencing. M
lessons
Spelling lessons in the text and ap
the lessons to daily writing.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Student Outcomes
Capitalization
WR-04-4.11.23-Students will capitalize
proper nouns (e.g., names, days,
months).
WR-04-4.11.24-Students will capitalize
the beginning of sentences.
WR-04-4.11.25-Students will capitalize
the pronoun “I”.
WR-04-4.11.26- Students will capitalize
proper adjectives.
WR-04-4.11.27 - Students will capitalize
first word in a quote when appropriate.
WR-04-4.11.28-Students will capitalize
the first word and every succeeding
main word in a title.
Punctuation
WR-04-4.11.29-Students will correctly
punctuate declarative, exclamatory,
interrogative and imperative sentences.
WR-04-4.11.30-Students will use
commas in a series, a date, a
compound sentence, and the greeting
and closing of a letter.
WR-04-4.11.31-Students will use
beginning and ending quotation marks
in dialogue and titles.
WR-04-4.11.32-Students will use
apostrophes in possessives and
contractions.
WR-04-4.11.33-Students will use
periods in abbreviations and acronyms.
Makes few errors in punctuation, capitalization, and
spelling in
relation to length of piece
Uses end punctuation correctly
Uses commas correctly (e.g., compound sentences,
items in a series,
complex sentences)
Writes and punctuates titles correctly
Key/Common Vocabulary
Activities
and
Assessments
Lessons in Lang. Text.
Peer Conferencing.
Lessons in Lang. Text.
Peer Conferencing.
THE STUDENT OUTCOMES FOR THE WRITING PROCESS ARE TO BE OBSERVED THROUGHOUT THE GENRES.
SPEAKING, LISTENING AND OBSERVING STUDENT OUTCOMES ARE OBSERVABLE IN ALL AREAS OF LITERACY.
Kentucky
Core Content
Version 4.1
Documentation
WR-04-4.11.34
Students will document use of
sources
Publishing
WR-E-4.12.0
Sharing final piece with intended
audience.
Reflecting
WR-E-4.13.0
 Reflecting upon
- Goals as a writer
- Progress and growth as
a writer
- Who or what has
influenced progress and
growth
Approaches used when composing
(e.g., free-writing, mental composing,
researching, drawing, webbing)
Student Outcomes
Key/Common Vocabulary
Activities
and
Assessments