STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Writing
Process
Prewriting
Kindergarten

Uses prior knowledge
to discuss topics for
writing
a.
b.
Brainstorm to generate a list of topics for writing.
Literature; Read The Very Hungry Caterpillar by Eric Carle. Speculate as to why
he wrote a story about caterpillars.

Expresses ideas
through drawings
a.
b.
Draw a picture (free choice or teacher directed). Tell About your picture.
Draw 2-3 things you like to do. Draw a picture. Show how you feel when
_______________.
Literature: Discuss the illustrations in The Very Quiet Cricket by Eric Carle.
c.

Recognizes types of
writing
a.
b.
Journal writing, experience charts/stories, morning message, friendly letter,
invitation, thank you letter, poetry, stories, learning logs, story problems.
Literature: See A Chorus of Cultures by A. Ada (Instructional Media Center) for
poetry.

Demonstrates
understanding of topic
through dictation
a.
Introduce the types of writing through literature. Show examples of each.
Complete each type of writing as situations occur that lend themselves to
writing. Writing prompts-teacher generated.

Uses literature as a
model for writing
a.
Read a big shared book
It Looks Like Spilt Milk by Charles Shaw
Brown Bear, Brown Bear by Bill Martin, Jr.
Morris and Boris At The Playground by Bernard Wiseman
Rewrite Brown Bear substituting other animals or objects.
b.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Drafting
a.
Students will play game matching pictures to topics.
 Selects drawing to
b.
Show students 2-3 book jackets and have student pick book jacket
represent topic (focus)
that matches topic.

Writes unconventionally
to express own
meaning
a.
b.
c.
Students will write and illustrate to a specific prompt.
Students will use picture cards to create a sentence.
Students will use emergent spelling in everyday writing.

Writes many upper and
lower case letters
a.
Students will make letters using manipulatives (ex. applejacks for Aa,
buttons for Bb).
Students will write letters using chalkboards, magic slates or magnetic
letters.
Teacher and students read Caribou Alphabet by Owens Harold’s ABC by C.
Johnson
b.
c.

Uses phonemic
awareness and letter
knowledge to spell
independently
(emergent spelling)
a.

Understands the
correspondence of
spoken and written
words when using
dictation to record
thoughts
b.
Collaborates with
others to create a piece
of writing
a.

a.
b.
b.
Teacher makes tongue depressor word puzzles-choose a familiar word (3-4
letters)
ex. “cat” – place 3 tongue depressors together, side by side and print
the letters c a t on bottom part of sticks. Then draw a simple picture
of a cat across the top of sticks. Children use as puzzles and put
together.
Students will use chunking to spell words (1 sound per box)
Shared writing – teacher and students work together to compose stories.
Teacher supports process as a scribe.
Students will use emergent spelling to write teacher dictated sentences.
Teacher and students compose a story during shared writing. Teacher supports
process as scribe
Students will use emergent spelling to write teacher-dictated
sentences.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a.
Teacher and students read 10 Bears in my Bed by S. Machand discuss author’s
purpose for writing the book. Answers will vary. Discuss reasons for writing.
 Writes for functional
Use shared writing to model writing for a variety of purposes.
purposes (i.e., personal b.
c.
Teacher and students discuss the following wordless books:
narrative, stories,
Out! Out! Out! by M. Alexander
descriptions)
Look What I Can Do by J. Aruego

Revising
Uses appropriate
vocabulary and
grammatical
constructions in
dictation
a.
b.
Students will write letters, directions, poems
Students will create books eg; All About Me, Birthday Book.
During shared writing students will provide.
a.

Recognizes that writing
crosses disciplines
Use shared and interactive writing for math journals, get well cards,
thank you notes, group telephone book, room labels, room signs,
message wheels, song charts, poetry charts.

a.
Self assesses using a
grade appropriate rubric
b.
Students will conference with teacher on individual basis about prewriting.
Teacher models assessing own writing using the grade appropriate rubric.

Responds to a peer
about his/her writing
and suggests
alternative
a.
b.
Teacher models with a student how to peer conference about a piece of writing.
Teacher and students create a writers checklist.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Proofreading  Recognizes upper and
a.
Teacher and students read Q is for Duck: An Alphabet Guessing Game by
/Editing
Clarion Books.
lower case letters
b.
Play alphabet bingo.
c.
Teacher and students play alphabet twister.
d.
Students match upper and lower case magnetic letters to printed letters.

Knows difference
between letters and
words
a.

Leaves spaces
between words
a.
b.
Students will put dot stickers between words in a sentence.
Student will count the number of words in a sentence on chart and
put number flash card at end.

Uses appropriate end
punctuation
a.
b.
During interactive writing, teacher asks students to punctuate the sentences.
Students will unscramble simple sentences and use appropriate end punctuation.

Writes from left to right
a.
b.
Put a green sticker at beginning of sentence and a red sticker at end.
Interactive class writing – promotes focusing on beginning and ending
of sentences.
b.
Teacher will ask for a letter or a word and students will respond by raising the
card with appropriate answer.
Use chunking to explain sounds in words.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Publishing
a.
Create a mural of students drawings.
 Displays drawings
b.
Have students create a Big Book about a particular theme. (ex:
Spring)
a.
Author's chair – all students should read their work from the author’s chair.
 Shares stories with
b.
Have students create a story about their families to share with the class.
class

Keeps a collection of
drawings and writing
a.
b.
Students write in journals everyday.
Keep a portfolio of each child’s writing and drawing. Teacher models assessing
progress of work.

understands and uses
positional and time
words
a.
Children listen to directions and put an x on the people and objects that are
under the chair, behind the tree, in front of the box, out of the box, etc.
Children write about events that happened yesterday after school.
Children make calendar picture journals. See page 83, Teacher's
Manual, Buckle My Shoe. At the bottom of each page, write a day of
the week. Children draw a picture of something that happened to
them that day.
See A Chorus of Cultures, A. Ada, et. al. (Instructional Media Center) for
additional poems.
Vocabulary
b.
c.
d.
Reference

recognizes
onomatopoeic words
a.
Children will recognize onomatopoeic words through literature. Read Buzz Said
the Bee, by W. Lewison. Generate a list of onomatopoeic words to hang on the
word wall.

recognizes synonyms
and antonyms
a.
b.
c.
d.
e.
Match pictures or words of synonyms/antonyms.
Play opposites Bingo.
Have children work in pairs to think of and illustrate antonyms/synonyms.
Label classroom opposites. See page 109, Teacher Guide Buckle My Shoe.
Teacher and students read Very Tall Mouse and Very Short Mouse by Arnold
Lobel.

Knows the parts of a
a.
Students label the parts of a book on a flannel board.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
and Study
book and their functions b.
Students will identify parts of the book during story time.
Skills
c.
Teacher and students read Seven Little Monsters by M. Sendak and discuss
parts of the book.

Knows what an author
is
a.
b.

Knows what an
illustrator is
a.
b.

Uses picture dictionary
a.
b.

Recalls the order of
letters in the alphabet
a.
b.
c.
d.
e.

Classifies, compares
and contrasts grade
appropriate material
a.
b.
a.
Teacher and students conduct an author study by reading all of the books of a
favorite author and looking for biographical information on the author.
Suggestions: M. Sendak, P. Hutchins, E. Carle.
Every student is an author of his/her own book and presents it from the author’s
chair.
Teacher and students conduct an illustrator study by looking at all of the books
illustrated by a favorite illustrator and by finding biographical information about the
illustrator. Suggestions: E. Carle, B. Martin.
Each student illustrates his/her own book.
Teacher and students create picture dictionaries with magazines. Cut pictures
from magazines (A - apples, ants). Put one in the class library.
Have students use picture dictionaries during writing.
Line students in ABC order according to their names.
Make word lists. Sort the words in ABC order. Make a chart with the
words
Arrange word wall in ABC order.
Play dictionary game. Where's the letter? Beginning, middle, or
end?
Teacher and students read Anno's Alphabet by M. Anno.
Have students sort buttons to classify by size, shape and color.
Literature: The Blueberry Pie Elf by J. Thayer. Gather together a variety of
kitchen untensils for baking or cooking. Classify by function, size, shape, or
color.
Schedule class trip to the school/public library and arrange for a tour.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
b.
Library Media Specialist speaks to class about using the library.
 Knows the function of
Discuss classroom library arrangement.
the library media center c.
and the special
arrangement of its
material
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Writing Process
st
1 Grade
Prewriting

Chooses and /or
responds to a topic

Shares and extends
experiences relevant
to topic through
brainstorming



a. Teacher and students read Cats Are Good Company by U.
Landshoff and discuss why the author may have chosen that
topic.
b. Teacher models thinking about and choosing a topic.
c. Student creates own topic list in journal.
a. Have a story starter box or topic box. Students choose
topic/story
starter and share experiences, drawing on prior knowledge.
Plans writing through
webbing
Establishes purpose
and audience
Recognizes types of
writing
a. Teacher and students read Can I Keep Him? By S. Kellogg
and create
a story map. This is a model for the webbing that they will use
to plan
their own writing.
b. Students web various topics together or individually.
a. Teacher and students read Your First Pet and How to Take
Care of It by C. Stevens and discuss what they think the
author’s purpose was in writing the book and who the audience
was.
b. Students and teacher generate a list of purposes for writing as
well as types of audiences.
a. Teacher and students read Favorite Poems old and New
compiled by
H. Ferris; Mouse Paint by E. Walsh and Clocks and How They
Go by
G. Gibbons and discuss the differences in types of writing
used in
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
each selection (poem, story, informational).
b. Students & teachers generate a list of writing prompts geared
 Demonstrates
to
understanding of
specific situations. Students can choose from the ongoing list
topic through
(i.e.
dictation
journal writing, thank-you letter, invitations, etc.)
c.
Students
suggest audiences for writing.
 Uses literature as a
d. Students and teacher compare and contrast types of writing
model for writing
e.g.;
letters/stories, poems/invitations
 Writes in a journal for
a variety of purposes
a. Students respond to teacher generated prompts.
a. Students construct a book of rhymes and rewrite Ten Black
Dots by
Donald Crews and When I Was Little by Jamidee Curtis.
a. Students keep a science journal, math journal, diary,
literature log.
Drafting

Writes
unconventionally to
express own
meaning
a.

Uses phonemic
awareness and letter
knowledge to spell
independently
(emergent spelling)
a. Students will use individual letter cards to spell.
b. Students will use magnetic letters, individual chalkboards,
magic
slates to spell.
c. On Market Street by Anita Lobel uses alphabet sequence
Students use emergent spelling to freely express themselves.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
to tell a story. Read story to students and discuss the author’s
technique.
 Expresses ideas in
a. Students will answer and ask questions in complete sentences.
complete, simple
b. Students will unscramble simple sentences in a group or
sentences
individually.
c. Students will speak in complete sentences. Use a tape
recorder to record students responses to questions. Allow
students to critique each other.
 Focuses on topic

Writes for functional
purposes (i.e.,
personal narratives,
stories, descriptions,
letters)

Collaborates with
others to create a
piece of writing

Uses appropriate
vocabulary and
grammatical
a. Students should focus on the topic in speech as well as written
work.
They will use a special signal when they read or hear a
statement that
is not on the topic. (i.e. make OT with fingers or use director’s
signal
For cut.
b. During shared writing students take turns composing
sentences for
a story. Teacher and classmates verify that the story line is
maintained by signaling thumbs up or down.
a. Students will engage in shared or interactive writing projects
(i.e.
thank you notes, get well cards, stories, informational pieces).
b. Teacher will establish pen pals between 1st grade classes in
Plainfield.
c. Set up class or school post office and have students write to
each
other, teachers, or principal. Choose one person each week to
deliver
mail (special hat and bag).
d. Teacher and students read The Giant Jam Sandwich by J.
Lord, then
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
constructions
write a recipe for a favorite sandwich.

Increases use of
standard, formal
language

Creates an effective
beginning and
ending.

Recognizes that
writing crosses
disciplines
a. Students will work in small groups to write to a prompt.
b. Students will work in co-operative groups to make
books/stories.
Each member of group has a specific task (i.e. illustrator,
author,
publisher).
a. Students will proof read teacher selected paragraphs and
correct
(pgs. 178-183 Writing Process Houghton Mifflin English Level
I)
a. Conduct Circle Time, Sharing Time, Show and Tell (free
expression of
ideas).
b. Students will respond to specific topics to practice remaining
focused on a topic.
a. After hearing or reading a story, students will brainstorm ways
to change the beginning or ending of the story. This could be a
shared writing activity or co- operative small group.
b. After reading Will I Have a Friend? by M. Cohen or Nana
Upstairs, Nana Downstairs by T. dePaola, students will pick a
straw to determine whether they will create a new beginning or
ending to story (i.e. short straw – beginning, long straw –
ending).
a. See “Writing Across The Curriculum”, Teacher’s Edition Make
A
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Wish and A New Day.
b. Students maintain a math journal, science logs.
c. Literature: Read My Place in Space by R. Hirst for
mathematics,
Mr. Gumpy’s Outing by J. Burningham for science, The Snowy
Day by
E.J. Keats for art .
Revising
a. During shared writing students will add details to the story and
 Adds details to
brainstorm illustrating ideas.
drawings and stories
b. Students and teachers will make sentences grow by adding
adjectives
e.g. The big cat ran quickly past the brown dog. The next
group
might add – The big yellow cat ran quickly past the small
brown dog.
c. Knots on a Counting Rope by Bill Martin – good for
 Adds adjectives
reviewing author’s use of descriptive words.


Deletes unnecessary
words and sentences
Demonstrates
knowledge of
subject/verb
agreement
a. Make a noun cube. Toss cube to child and student will make
up
an adjective for the noun they see on top of cube.
b. Show students an object or picture of an object and see how
many
adjectives they can think of to describe the noun.
a. Students will delete unnecessary words in cut up
sentences. This could be done co-operatively using sentence
strip
chart or during circle time using cut up sentences in plastic
bags.
b. Students can work in co-operative groups to edit paragraphs.
Children can use highlighter pens or scented markers.
c. Students will edit pre-programmed sentences or paragraphs
using the
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
computer.
 Reconstructs
sentences to use
a. Activity, finding sentence parts, pgs. 75-79 Houghton Mifflin
correct tenses
English
Level I.
 Changes order of
b. Put cut up sentence strips on pocket charts. Students must
sentences
choose
correct verb-noun agreement.

Rewrites beginnings
and endings

Uses a writer’s
checklist

Self-assesses, using
a grade appropriate
rubric

Conferences with a
peer on own writing

Responds to a peer
about his/her writing
and suggests an
alternative
a. Sentences make sense pg. 103 Houghton Mifflin English Level
I.
b. Matching game-students will match correct sentence to picture.
a. Mix-up sentence strips in a pocket chart. Students will change
to
correct order or write in correct order.
b. Use common nursery rhymes or fairy tales on sentence strips
and
have students put in correct order.
a. After Teacher and students read Annabelle Swift, Kindergartner by
Amy Schwartz, students will work in co-operative groups to rewrite
beginning or ending of the story.
b. Students will use role-playing or puppets to create and write
new
endings to common folk or fairy tales.
a. Students and teacher co-operatively make a writers checklist
including
revising checklist, editing, and proofreading checklist
(examples can
be found in 2nd grade Houghton Mifflin English text.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
 Conferences with the
teacher
a. Teacher models using the grade appropriate rubric to assess
his/her
writing so that students see and hear the process of self
assessment.
b. District writing rubric should be displayed in room and referred
to
during conferencing on writing.
c. Students use grade appropriate rubric.
a.
Working with a partner, students will conference and assess
each
others writing (role playing using author hat, editor hat).
a.
Working with a partner, students will recommend revisions to
each
Other’s writing.
a. Student and teacher will conference, using district writing
rubric and
writers’ checklist.
Proofreading

Uses correct end
punctuation

Corrects grade
appropriate spelling
a. Read a big book. Cover punctuation with sticky notes.
Student will
identify what punctuation is needed.
b. Using an interactive writing, students will edit for spelling.
a. Personal picture dictionary
b. Word wall
c. Chunking
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a. Student will highlight emergent spelling with yellow crayon
 Recognizes the
before
difference between
conferencing.
emergent and
conventional spelling b. Try sheet for spelling pre-test. One attempt-correct spellingrewrite
 Corrects
capitalization for
a. Interactive class writing
proper nouns, the
b. Create a class chart for when to use capital letters.
pronoun “I”, and first
words of sentences


Rewrites simple
sentences for
completeness and
clarity
Leaves spaces
between words
a. Students will expand sentences given by partner (i.e., The cat
is
home. The brown cat is in his cozy home).
b. Student chooses simple sentences from reading selection and
expands for clarity.
a. Students will use a computer to write sentences using space
bar to
space words.
b. Teacher will write sentence without space and students will
determine
where spaces should be by indicating with marker.
Publishing

Generates final copy
a. Creates his/her own book. Makes a final copy to publish (ex.
Seasons/Animals).

Shares stories with
class orally
a. All students share stories from the Author’s chair.
b. Students volunteer to read his/her favorite book to the class.
a. Students make books in cooperative groups.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
 Publishes writing in a b. Students create an anthology of favorite poems.
variety of formats
a. Students write a thank you note, get well card or invitation to
predetermined audience.
 Sends letters to
b.
Teacher
arranges penpals with another 1st Grade class.
intended audience
c. Write a letter to the principal about choice of topic.

Develops a portfolio
or collection of
writings
a. Students write in journal daily.
b. Has a portfolio to collect writings which is periodically reviewed
by
teacher/parents.
c. Student selects “best” pieces of writing for inclusion into
portfolio.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Vocabulary
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a. Students create a story about his/her day with
 understands and
beginning, middle
uses positional and
and end.
time words
b. Read The Grouchy Ladybug by Eric Carle. Have
students draw a
picture of his/her favorite part of the day (time) in the
 recognizes
story.
onomatopoeic words

recognizes
synonyms and
antonyms
a. Shared writing activity-students make a book using
onomatopoeic
words.
b. Sentence starter-fill in blank with appropriate
onomatopoeic words.
c. Related literature: Why Mosquitoes Buzz in People’s
Ears by V.
Aardema.
d. See A Chorus of Cultures by A. Ada (Information
Media Center) for
onomatopoeia poems.
a. Play synonym and antonym lotto.
b. Students will cooperatively create/construct a bulletin
board
showing synonyms and antonyms.
c. Students will work in groups to make books showing
homographs
(homonyms).
d. Using sentence strips and a pocket chart, children
will choose the
correct homograph for the sentence.
e. See Building Vocabulary, pg. 157 in
Houghton Mifflin English Level I.
f. Create a word list. Students use words on list to
create compound
words (matching). Read The Snowy Day by Ezra
Jack Keats.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Reference and Study
 Knows the parts of a a. Students create and label a book. The book includes
Skills
a title page, dedication page, and table of contents.
book and their
functions

Knows what an
author is

Knows what an
illustrator is
a. Author study e.g. Tomie de Paola; Jane Yolan; Eric
Carle; A. Lobel
b. Invite an author into the class.
c. Look up authors on the internet.
d. Students become authors.
a. Illustrator study e.g.Eric Carle; Anita Lobel
b. Compare and contrast illustrator’s style
c. Students become illustrators.

Uses picture
dictionary

Recalls the order of
letters in the alphabet a. Students alphabetize words.
b. Students line up alphabetically according to last or
first names.
c. Students help to arrange the word wall in abc order
Classifies, compares d. Literature: A My Name Is Alice by Bayer; Alphabatics
by Mac Donald;
and contrasts grade
The Icky Bug Alphabet Book by Pallotta.
appropriate material


a. Make pictionary books used for writing.
b. Use a picture dictionary. Use words in sentences.
a. Using beans, students will classify them according to
size, shape, color and use.
Knows the function of
b. Literature: Owl Moon by J. Yolan - classify sounds
the Instructional
Media Center and
the special
arrangement of its
material
a. Media specialist has on going lessons about the
arangement of the
Instructional Media Center and the materials.
b. Arrange class books in alphabetical, genre, author,
series order.
c. Use symbols N/NF in reading journals to distinguish
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Proofreading

Uses correct end
punctuation
a. Teacher will model writing declarative sentences, interrogative
sentences and exclamatory sentences. Students will identify the
ending punctuation of each type of sentence. Students will also write
two declarative sentences, two interrogative sentences and two
exclamatory sentences with the correct ending punctuation.
b. Teacher will write 10-12 sentences on the board or on overhead
transparencies with incorrect ending punctuation. Students will rewrite each sentence using the correct ending punctuation.
c. Tell students they are going to write about a circus clown. Have
students write four sentences: a statement, a command, a question
and an exclamation about the circus clown.

Edits for appropriate
grade level use of
commas and
apostrophes
a. The teacher explains to the class that when we describe a person or
object that uses three or more adjectives, a comma needs to
separate each adjective. To model this strategy, the teacher will ask
the class to describe 3 or 4 things that s/he is wearing. Begin writing
the sentence on the board Ms./Mr./Mrs.__________is wearing… As
a student responds, write down each response one by one, showing
the children how a comma is added after each article of clothing they
mention. As follow up, write sentences on the board that require
commas and have students place the commas correctly.
b. Teacher will ask some students when they were born and write the
dates on the board. Have children identify the month, date and year.
Explain that a date usually includes all three things. Then point to
the comma and ask children if they know what this mark is called.
Ask the class if they know any other important dates. Ask a student
to tell you how you should write that particular date, making sure
they tell you the correct place to put the comma.
c. Ask children what city and state they live in and write the names on
the board with a comma between them. Ask the class what mark is
between the city name and state name. Then ask what other cities
and states children know or have visited. Write down the city names
and state names omitting the comma. Have children correct your
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
“mistake”.
d. After students have learned about contractions, write various
contractions on the board omitting the apostrophes. Have students
rewrite the contraction with the apostrophe in the correct place.
e. After students have learned about possession and adding the ‘s to
show that and object belongs to someone or something, the students
will each be given a copy of a teacher made worksheet with
sentences, such as The coat belongs to Mary. It is
__________coat. Students are to fill in the blank, placing the ‘s to
Mary’s name.
f. Teacher writes a paragraph on the board or on chart paper, omitting
apostrophes and/or commas and distributes a copy of the same
paragraph to each student. Using different colored markers or
crayons, students correct the paragraph by circling the incorrect
word and rewriting it correctly above the circled word.

Corrects grade
appropriate spelling

Recognizes the
a. Each student is given (or brings in) a shoebox that they can
decorate and label “Spelling Words”. According to the month (if the
teacher wishes) the children will be given thematic cut-outs of each
month. The teacher will say a spelling word and the student writes
the spelling word on the blank cut-out. If the child spells the word
correctly, they color the cut-out and put it in their box. The teacher
works independently with students so they can fill their boxes.
b. After writing assignment, students exchange papers with Partners.
Partners check their papers for misspelled words and circles them.
When they return the papers to the rightful owners, the students
corrects their misspelled words.
c. Write a paragraph with misspelled words on chart or transparency
using a fly swatter with the center cut out. Model finding misspelled
words and correcting them. Have students continue the activity.
a.
Students are encouraged to sound out and say all the sounds they
hear in words they are not sure how to spell. They write down all
the sounds they hear. The teacher asks if the word looks right to
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
difference between
them. If it doesn’t, the teacher will ask the student what they think is
emergent and
missing or what they should take out. Students are also
conventional spelling
encouraged to look around the room and use word walls to assist in
their spelling. Students write the correct word underneath and
compare their emergent spelling with the conventional spelling.
b. Students select a piece of writing to edit for spelling. They circle
each word they suspect is misspelled and consult a variety of
resources to check the spelling. As students make their corrections,
they cite the source in the margin. Sources will include pictionaries,
dictionaries, word boxes, word lists, word wall, previous papers, or
peers. Students can collaborate to make a list of abbreviations that
can be used to indicate the source (e.g., P = pictionary).


Makes grade
appropriate
corrections in
capitalization
Rewrites simple
sentences for
completeness and
clarity
a. Students brainstorm and name types of words that begin with capital
letter. The teacher writes their responses on the board. Students
use the list to think of names to go under each category. The
students give the first letter of the word they supply (example:
“Capital M for McDonald’s).
b. Teacher will write a paragraph on the board or overhead
transparency with incorrect capitalization. Students will be asked to
rewrite the paragraph onto lined paper with the correct capitalization.
c. Students dictate sentences and the teacher writes them on the
board. The teacher uses incorrect capitalization, then students tell
why the sentence is incorrect and what should be done to make it
correct.
a. Students will rewrite mixed up sentences by putting the words in
correct order so the sentence makes sense. Encourage students to
look for capital letters and ending punctuation to assist in ordering
words.
b. Teacher will display an object in front of the class (a stuffed animal,
al ball, a toy, etc.). The teacher will ask the students to give a
sentence describing the object making sure that the sentence is
complete and clear. The teacher will write the sentence on the
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
board.
a. Teach students that a paragraph is a group of sentences about one
topic. Give students two copies of the same paragraphs –
one that is indented and one that isn’t. Have students discuss why
the two paragraphs are different, drawing their attention to the first
 Checks for
line of the
paragraph
indented paragraph. Give students a topic and have them write a
indentation
paragraph. Students will switch paragraphs and check for
indentation.
b. Students write a short story on a topic given by the teacher. They
will type their final copy on the computer using the Tab key to indent
each paragraph in their story.
Publishing

Generates final copy
a. Have students select paper, crayons, markers, etc. Have students
come up with a title for their stories and illustrate their writing, bind
and place in classroom library.
b. Students produce their final copy using the CD-Rom, Story Book
Weaver. Students select pictures to go along with their text and
have the computer read it back to them.

Shares stories with
class orally
a. Teacher has a special chair in the classroom that is used as an
“Author’s Chair”. Students share and respond to writing.
b. Students are given a writing assignment to draft individually or with a
partner if they choose. Once their final copies are complete, the pair
of students can present their work to the class. As one child reads
his/her story, their partner can act it out and vice versa.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
 Publishes writing in a a. Students write a thank-you note whenever visitors come to the
classroom or parents help with special projects. Notes may be
variety of formats
written individually or with a partner.
b. Students participate in a school-wide Young Authors’ Fair promoted
by the PTO. Children have submitted their best or favorite work as
entries. Competitive awards are not given, but every child who
contributes an original work in bound book form receives a certificate
of participation.
c. After students read the story “Harlequin And the Gift of Many Colors”
in Garden Gates, students will write their own invitations to another
class to come to their performance of “Harlequin”. Teacher will
model a form for an invitation on the board, including the date, time
and place they will want to perform.

Sends letters to
intended audience
a. Whenever there is a special assembly and the class returns to the
classroom, discuss all the events that took place during the
assembly. Have the students discuss what they liked best about the
assembly and why. Have students write “thank-you” letters to those
responsible for putting on the assembly.
b. Do an author study with the class by reading several books by a
single author. Discuss each book. Give students biographical facts
about the author and have the children find other books that person
has written. When the author study is complete, have students write
a letter to the author, discussing which book(s) they liked best and
why. Mail the letters to the author.
c. At the end of each day, take 15-20 minutes to allow the class to write
a letter to their parent/guardian telling them what they learned in
school that day. Each student must show the teacher his/her letter
before they go home.
d. Begin this activity in September. Have each student write a letter to
another student telling at least two things that they like about that
person. Do this once a week until each child in the class has written
to every other child in the class. Have a folder set aside for each
student; as they receive a letter they place it in their folder. Combine
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
all the letters into a book for the children to take home.

Develops a portfolio
or collection of
writings
a. Students review the contents of their writing portfolios to determine
what they have learned to do as a writer. Students report these
indications of learning to their teacher, who records their statements
on the inside of the folder. The teacher categorizes these
statements to reflect revising and editing skill development. During
conferences, the students and teacher determine what the focus of
writing should be in the next piece.
b. Students are given opportunities to reflect about their writing in their
portfolio. As part of that activity, they complete the following
statements: What I like about my writing is… I use my imagination
when I am writing by… I think that other people like my writing
because...
c. Periodically students review their portfolio with a peer. They notice
how their writing has changed in terms of topics and writing skills
since the last time they did this review. After the review, the
students complete a “Partner Suggestions” form on which they
indicate what their partner liked about their writing and any areas for
improvement that were suggested.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Vocabulary
a. Teacher and students generate a list of words that tell
 Understands and
position/time and write them on a chart. Display in class for
uses positional and
student reference. Students may add to the list any time.
time words
b. Teachers and students read Nana Upstairs, Nana Downstairs
by Tomie de Paola to identify position/time words in context.

Recognizes
onomatopoeic words
a. Students will be asked to tell the sound that a dog and a cat
make. The teacher will write these words on the board and
have the students say them aloud. The teacher will point out
that these words sound like the sounds the animals make.
Students will think of other words that sound like noises that
animals make, such as baa, moo, quack, neigh. Read poems
from A Chorus of Cultures by A. Ada – (Instructional Media
Center) and have students identify onomatopoeic words.
b. On sentence strips, teacher will write various words that
describe sounds such as “RING”, “CREEK”, “DING DONG”,
“HISSSS”. The teacher reads each word, one by one, with
the students and places it on the board. Students copy the
word onto construction paper and draw pictures that make
that sound.
c. Each student is given a copy of a variety of pictures, such as a
dog barking, a phone ringing, a baby crying, etc. Students
write at least one onomatopoeic word that describes each
picture.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a. Each student is given 16 pieces of 2” x 4” green posterboard
 Recognizes
that have an antonym/synonym written on them to correspond
synonyms and
with each red word. The students separate the red cards from
antonyms
the green cards. They take one pile and look at the first word
and take the other pile and find a word that means the
opposite/same of the first word. Students can play with a
partner or individually.
b. Students will be informed that they are going to hear a story
about the opposite twins, Mr. Big and Mr. Small (the teacher
will make up a story about Mr. Big and Mr. Small). For
example: If Mr. Big goes in, Mr. Small goes out. If Mr. Big
Frowns, Mr. Small _____________. This activity can be done
with synonyms, using the same twins; Mr. Big and Mr. Large.
If Mr. Big grins, Mr. Large smiles.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Proofreading

Edits for appropriate
grade level use of
punctuation
d. Teacher will model writing declarative sentences, interrogative
sentences and exclamatory sentences. Students will identify the
ending punctuation of each type of sentence. Students will also write
two declarative sentences, two interrogative sentences and two
exclamatory sentences with the correct ending punctuation.
e. Model use of commas (dates, places, in series), apostrophes (show
possession, contractions) and quotation marks in literature or
textbooks. Have students work together to review writing for
accurate punctuation, then supply or correct as needed.
f. Write a paragraph on the board or on chart paper with mistakes in
punctuation and distribute a copy of the same paragraph to each
student. Using different colored markers or crayons, students correct
the paragraph for punctuation.
g. Refer to Houghton Mifflin English T. E., pp. 80-83, 273-275, 264265,276-279.

Corrects spelling
c.
d.
e.
Have students keep a personal dictionary in their writing folders.
Distribute paragraphs with misspelled words and have students
work in teams to identify and correct misspelled words.
Refer to Houghton Mifflin English T. E., pp. 440-443.

Makes grade
appropriate
corrections in
capitalization

c. Give students copies of a paragraph containing only simple
Rewrites simple and
sentences and model changing simple sentences to complex ones.
compound sentences
d. Have students rewrite paragraph, changing sentences where
d. Write a paragraph on the board or overhead transparency with
incorrect capitalization and give students a copy. Have students
correct passage for capitalization.
e. Students will dictate sentences to the teacher that are to be written
on the board. The teacher will use incorrect capitalization and have
students tell why the sentence is incorrect and what s/he needs to do
in order to make it correct.
f. Refer to Houghton Mifflin English T. E., pp. 444-448.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
for clarity
appropriate.
e. Refer to Houghton Mifflin English T. E., pp. 20-23, 26, 35-36.

Checks for
paragraph
indentation
c. Teach students that a paragraph is a group of sentences about one
topic. Students will be given two of the same paragraphs – one that
is indented and one that is not indented. Have students discuss why
the two paragraphs are different, drawing their attention to the first
line of the indented paragraph. Give students a topic and have them
write a paragraph. Students will switch paragraphs and check for
indentation.
d. Students will write a short story on a topic given by the teacher.
They will type their final copy on the computer using the Tab key to
indent each paragraph in their story.
a.

Publishing
Verifies correct use
of pronouns
b.
Read a passage from “When I Was Nine”, p. 15 Castle in the Sand
and chart pronouns to which they refer.
Have students make similar charts based on personal writing or
book passages.

Generates final copy
a. Students publish a final copy of original work by typing on the
computer or in best possible handwriting.
b. Students publicly share written work in small group or whole class
oral presentations.

Shares stories with
class
a. Student shares work from the Author’s Chair.

Publishes writing in a
variety of formats
a. Students publish works in class books, independent portfolios,
letters, journals, newspapers, etc. as a means of reaching a target
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
audience

Sends letters to
intended audience
 Develops a portfolio
or collection of
writings
a. Students participate in the conclusion of the letter-writing process as
they address and stamp envelopes, and send letters to pen pals in
the district.
a. Provide a folder for students to keep examples of their writings
pieces that show progress in attaining grade level standards,
samples representing effective use of the writing process and/or
writing that demonstrates effective use of author’s craft.
b. Students decide what samples go in the portfolio with guidance from
teacher during conferences.
c. Conference with students about their writings, and point out how
students can evaluate progress from the beginning of the school year
to the present time.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Drafting
a. Read Mr. Popper’s Penguins by R.
 Focuses on topic
Atwater. Discuss ways the author
maintains focus on the topic of penguins.
b. Ask students to describe a character from
a favorite book and to focus on the topic
of character description.
 Writes for functional and
varied purposes (i.e.,
a. Students write to compare and contrast
personal narratives,
two superheroes or other television
comparison/contrast,
characters.
cause/effect, instructions,
b.
Students explore environmental
stories, descriptions, and
awareness through analysis of causeletters)
effect sequences. (i.e. dumping waste
causes polluted water, polluted water
causes animal and plant injury)
 Collaborates with others to
c.
Share the book, A Grain of Wheat: A
create a piece of writing
Writer Begins by R.
Bulla and discuss ways writers start their
work.


a. Students solve an open-ended math
problem in a cooperative setting. (i.e.
planning a schedule, calculating the area
of the room without using standard units)
Selects appropriate
and write about the strategies, selections,
vocabulary and grammatical
and process by which they solved the
constructions
problem.
b. Given a topic, have students brainstorm
ideas through webbing, listing or charting,
then begin a draft about the topic.
Expresses ideas in
a. Students create conversation between
complete, simple,
themselves and a famous person of
compound, and complex
choice. Students use varied verbs to
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
sentences and uses
replace “said” and demonstrate format for
appropriate conjunctions
comma, capitals, quotations.
b. Model identified strategies for vocabulary
and grammar constructions as needed.
 Incorporates descriptive,
a. Have students explain “how to” play a
persuasive, and figurative
favorite sport in writing journals. Rules,
language into writing
player functions and necessary
equipment should be explained using
simple, compound, and complex
sentences including conjunctions as
modeled.
b. Refer to Houghton Mifflin English T.E.,
pp. 26-29, 118-119.
 Uses sensory images
a. Read the book, My Ol’ Man by Patricia
Polacco. And discuss the way the author
uses descriptive and figurative language.
b. Write on chart/board examples of similes
using “like” or “as” and metaphors, a state
of being. Have students state their own
examples, then write them.
 Uses conventional spelling
c. Students create an “anchor list” of
examples of descriptive, persuasive, and
figurative words, ideas, and phrases, then
use in daily writing.

Organizes paragraph (i.e.,
beginning, middle, end)
a. Read the book, Owl Moon by Jane Yolen,
asking students to listen for words that
appeal to the senses.
b. Chart the sense and the words the author
uses to connect with each sense.
c. Have students describe a favorite food,
place or event through poetry or prose
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
that explores five senses.
 Composes an effective
beginning and ending
a. Students use dictionary, spelling lists,
and/or spell check to edit work for
conventional spelling.
b. Refer to Houghton Mifflin English T.E. pp.
472-474 for mini-lessons on identified
student needs.
c. Have students build a personal dictionary
kept in writing folders.

Selects content specific
details

Recognizes that writing
crosses disciplines

Applies the use of
transitional words
a. Model writing a paragraph using topic
sentence/supporting details/summary
sentence format.
b. Have students order sentences into a
paragraph using sentences on index
cards.
a. Read the book, Earrings, by Judith Viorst
and discuss how the author engaged the
reader. Read several other introductions
and charts ways the authors started their
books.
b. Model writing an effective opening using
dialogue, emotions, etc. to engage
reader. Then have students revise
beginnings in previous drafts.
c. Students explore paragraph construction
(beginningmiddle-end) through sequencing steps in
“how to” (narrative procedure) writing.
Students use topic sentence, sequence
words, and closing to explain task.
d. Use similar steps in working on endings
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
with books like It Could Always Be Worse
by Margot Zemack or Nana Upstairs,
Nana Downstairs by Tommie de Paola.

States and supports an
opinion

Uses an outline to develop
a paragraph

Combines information from
multiple sources in writing
reports

Uses notes to write a report
a. Students describe a subject (season,
food, person, event or celebration)
without naming it through incorporation of
content specific details.
b. Have students list details and have
partners supply the topic from the details.
a. Students keep math journals to
incorporate writing in math. Students
gain exposure to open-ended written
assessment in all disciplines.
b. Read excerpts of writing from different
content areas. Using a chart, have
students compare/contrast the writing
related to each discipline.
c. Emphasize the importance of writing
because it supports all subject areas.
Have students write as part of each
instructional session.
a. Read the book, Something Special for Me
by Vera B. Williams and have students
chart the transitional words.
b. Show a passage from the book without
these words and have students supply
missing transitions.
c. Have students review a draft and adjust
use of transitions as needed.
d. Have students use sequential and
transitional words to describe actions in a
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
logical order.

Uses dialogue in writing
a. Students explore appropriate issues
(uniforms, field
trips, class officer) by stating opinions
and supporting it
in writing.
b. Share writing in class and see if students’
opinions change.
a. Show students a completed outline (i.e.
the outline contains information on a
given topic). Model how to convert the
outlined information into a paragraph.
Present another completed outline.
Assign students to convert the
information into paragraph form.
a. Have students choose one of the regions
of the United States as a topic for a
report. The students need to include the
following information about the region:
climate, natural resources, history,
economy, etc.
b. Students can use books about their
social studies books, encyclopedias,
atlas, almanacs etc. Students complete a
cross-discipline research report through
synthesis research acquired from multiple
sources including trade books, reference
material, Internet, multimedia, and expert
sources.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a. Refer students to charts created when
learning to take notes and using those
notes to form an outline. (See Prewriting)
Use these charts to model drafting
portion of a report from the outline. Show
completed reports.
b. Prompt students through completion of a
report on a selected state.
c. Have students select two sources of
information, take notes, build an outline,
and write an original report about the
state. This activity should be integrated
with the previous assignment related to
using multiple sources to write a report.
a. Read the book, Aunt Flossie’s Hats and
Crab Cakes Later by E. Fitzgerald
Howard. Use a transparency to illustrate
use of dialogue from the text. Lead
students in recognizing how dialogue is
indicated in the text through use of
quotation marks and punctuation. Show
examples of quotes at the beginning,
middle and end of sentences.
b. Using dialogue without punctuation,
model how to use quotation marks for
dialogue at the beginning, the middle,
and the end of sentences. Have students
supply missing punctuation for dialogue.
c. Follow up with students selecting a piece
of their own writing and revise by adding
dialogue or edit punctuation of existing
dialogue in a draft.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
d. Refer to Houghton Mifflin English T.E. pp.
59-60.
Revising
a. Read a passage from House on Mango
 Adds details
Street by Sandra Cisneros. Reread
sentences that demonstrate effective use
of details. Write a portion of the text
without details. Have students supply
descriptive words or phrases.
b. Have conferences with students and
guide them into adding details to make
their writing clearer and more interesting.
c. Refer the Houghton Mifflin English T. E.,
 Adds adjectives and
pp. 240-244.
adverbs
a.
b.
c.

Replaces vague words with
exact ones
d.
e.
Write a set of simple sentences on the
board. Model how a simple sentence
can be made more interesting and
informative by adding adjectives and/or
adverbs.
Have the students rewrite the simple
sentences with added adjectives and
adverbs. Allow students time to share
their responses with the class.
Read the book, Miz Berlin Walks by
Jane Yolen. Chart author’s use of
adjectives and the nouns they describe
as well as adverbs and the verbs they to
which they relate. Have students review
their writing for effective use of adverbs
and adjectives.
Have students refer to anchor list of
adjectives and adverbs.
Refer to Houghton Mifflin English T. E.,
pp. 388-389, 386-387.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Assesses clarity

Changes order of
sentences and/or
paragraphs

Rewrites beginnings and
endings
a. Model changing a simple sentence with
vague words into a clearer one by using
exact words.
b. Prompt students through revision of
vague sentences from transparency or
chart. Use thesaurus to find alternatives.
c. Students reread and revise drafts by
replacing vague words with exact words.
a. Display a paragraph that has marked
problems in clarity and focus. Read and
have students use rubric to assess
problems with the writing, guiding toward
recognition of difficulties in focus and
clarity.
b. Using student suggestions, revise the
work for clarity by adjusting focus,
sequence, details, usage, etc.
c. Generate a list of questions students can
use to check for clarity.
d. Post these questions in the classroom.
Students should use question chart
during peer conferences.
a.
b.
Use an overhead and transparency to
display a paragraph wherein the
sentences are not in correct order. In
pairs, have students determine the
correct order of the sentences and
prepare explanations for the changes
they suggest.
Distribute copies of another paragraph in
which the sentences are out of order.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Have students cut up and reorder the
sentences/paragraphs correctly, then
glue or tape sentences/paragraphs to a
new sheet of paper. Have students
 Rewrites to vary sentence
share their results.
type, length, and structure
c. Have students reread and change the
order of sentences (or even paragraphs)
in their own writing if necessary.
d. Refer to Houghton Mifflin English T. E.,
pp. 120-121.

Deletes unnecessary words
and sentences
a. Read the book, The Relatives Came by
Cyntiha Rylant, calling students’ attention
to the opening. Reread several other
introductions of books previously read.
b. Through discussion, help students
recognize the author engaged the reader
and supplied an idea about the content of
the book. Have students reread the
opening of a draft and revise.
c. Repeat these procedures with focus on
ending/closing. For endings, read the
book, The Keeping Quilt by Patricia
Polacco.
a.


Demonstrates knowledge of
subject/verb agreement
Reconstructs sentences to
use correct grade
b.
Review the structure of simple, complex,
and compound sentences. Show
examples on the board. Model how two
simple, related sentences can be
combined to form complex and
compound sentences.
Assign students to reread their drafts
and, where, appropriate, combine
related sentences to form complex and
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
appropriate tenses
compound sentences.
c. Remind students to revise any run-on
 Avoids unnecessary tense
sentences and change them to several
shifts
simple sentences, complex or
compound sentences.
d. Refer to Houghton Mifflin English T.E.
pp. 26-32, 118-119.

Uses a Thesaurus

Uses a writer’s checklist
a. Prepare two samples of paragraphs each
containing an irrelevant sentence. Write
the paragraphs on chart paper or
transparency, and make copies to
distribute copies to students.
b. Have students read the first paragraph
and decide if any sentence does not
relate to the topic or main idea of the
paragraph. Discuss replacement
sentences that give information about the
topic, then add to paragraph.
c. Continue with procedures with the
second paragraph with students working
as partners to select and adjust irrelevant
sentences.
d. Have students revise their writing by
eliminating irrelevant information.
a. Display a list of sentences, some with
correct subject and verb agreement and
others having incorrect subject/verb
usage. Have students discuss each
sentence, whether correct or incorrect.
For the sentences that are incorrect,
change the noun to singular or plural or
change the verb, depending on the
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
context.
b. Write a sentence, with incorrect verb
 Self-assesses, using the
tense, on an index card, one card per
Registered Holistic Scoring
student. Have students read their
Rubric
incorrect sentences orally, tell how to
correct the sentence, and tell why the
sentences should be corrected that way.
c. Write a paragraph with several changes
in tense lead the class in discovering the
verb tense shifts. Have the students
make corrections on the board or chart to
show past tense.
d. Refer to Houghton Mifflin English T. E.
pp. 140-150.



a. Review the use and format of a
thesaurus. Write a set of sentences on
the board. Underline nouns in some
Conferences with a peer on
sentences, verbs in some sentences,
own writing
and adjectives in the other sentences.
Responds to a peer about
his/her writing and proposes b. Have students look up the underlined
words and find more colorful or more
alternatives
interesting synonyms for those words in
a thesaurus.
c. Have students rewrite the sentences
using the synonyms they found. Allow
students to read their revised sentences
orally.
Conferences with the
teacher
a. Display a sample piece of writing on an
overhead. Ask students if this is a “good”
piece of writing. List criteria generated
on chart.
b. Distribute an ESPA Writer’s Checklist to
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
each student. Model for students using
the checklist on the sample. Be critical,
based on the checklist criteria. Prompt
students in using the checklist on a
writing piece.
c. Have students work with partners and
practice using the checklist.
d. Review use of checklist during
conferences.
a. Ask students how they know when they
have done a good job. Chart responses
(good grades, praise, rewards, etc.).
b. Explain that in writing a rubric is used. A
rubric is a rating scale. Hand out a copy
of the RHSR and review criteria for
receiving the highest score (6). Remind
students these strategies are primarily
revising and proofing ones.
c. Show a sample writing piece and model
scoring using the rubric, verbally stating
reasons for the score using language
found in the rubric.
d. Have students select a draft and use the
rubric to rate. Hold a conference with
each student. Have student explain how
they arrived at the score. Clarify any
discrepancies and discuss use of the
rubric and ways to improve students’
writing.
a. Have students assess a first draft using
the Registered
Holistic Scoring Rubric.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
b. Have students pair up with a partner and
rate each other’s draft. Partners should
give the reasons for their rating based on
rubric criteria and make suggestions for
revision to improve performance rating.
c. After students have paired up and
assessed each other’s writings with
checklist or the RHSR, each student
reviews his/her own draft.
d. Students make revisions, then confer
with their partners and discuss
appropriateness of the revisions.
a. Score the first draft writings, of students,
using the RHSR. Have students review
their scored writing piece.
b. During a conference with the students
determine if they were able to state the
reasons for the score by referring to
specific criteria given by the RHSR.
c. Review and reteach rubric criteria as
needed. Point out strategies students
can use to reach the next level on the
RSHR.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Proofreading
a. Display, using the overhead projector, a
 Edits for appropriate grade
paragraph that contains errors in
level use of punctuation
punctuation. Have the class locate the
errors and use a transparency marker to
insert the proper proofreading symbols,
onto the paragraph, to indicate the
punctuation errors and what type of
punctuation errors.
b. Have students rewrite the paragraph with
the necessary corrections. Display a
copy of the same paragraph with
 Corrects spelling
corrected punctuation. Have students
compare their copy with the model and
include any corrections missed.


Makes corrections in
capitalization
Rewrites simple,
compound, and complex
sentences for clarity
a. Distribute copies of a paragraph that
contains misspelled words.
b. Have students read through the
paragraphs and find spelling errors.
c. Students mark those words with the
proofreading symbols for spelling errors
and correct the misspellings. Allow
students to use dictionaries if necessary.
d. Review the assignment with the students.
Students mark and properly spell any
words they may have missed or
misspelled.
a. Review the use of capital letters with the
class. Have students partner up and
exchange first drafts of a current piece of
writing. Students are to locate and mark
any capitalization errors present on the
drafts.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
b. Have students conference with their
partners to discuss the errors. Then,
have each student correct the errors and
rewrite their drafts.
 Checks for paragraph
indentation
a. Give students copies of a paragraph
containing only simple sentences.
Explain to students that the paragraph
needs to be edited for sentence
construction.
b. Have students rewrite the paragraph
making compound and complex
 Verifies correct use of
sentences where appropriate. Go over
pronouns
the students’ responses orally and
provide clarification as needed.
a. Have students select a draft of a writing
assignment, and locate one paragraph
that actually is two or more paragraphs
combined.
b. Have students to mark the places, where
they should have begun a new
paragraph, with the correct symbol.
c. Have students rewrite their compositions
with the necessary paragraph
indentation.
a. Read a passage from Houseon Mango
Street by S. Cisneros and chart pronouns
and nouns to which they refer.
b. Have students make similar charts based
on personal writing or book passages.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Publishing
c. Students publish a final copy of original
 Generates final copy
work by typing on the computer or in best
possible handwriting.
d. Students publicly share written work in
small group or whole class oral
presentations.
 Shares stories with class
Publishes writing in a
variety of formats
a. Student shares work from the Author’s
Chair.

Sends letters to intended
audience
a. Students publish works in class books,
independent portfolios, letters, journals,
newspapers, etc. as a means of reaching
a target audience.

Develops a portfolio or
collection of writings

b. Students participate in the conclusion of
the letter-writing process as they address
and stamp envelopes, and send letters to
pen pals in the district.
a. Provide a folder for students to keep
examples of their
writings pieces that show progress in
attaining grade
level standards, samples representing
effective use of the
writing process and/or writing that
demonstrates effective
use of author’s craft.
b. Students decide what samples will go
into the portfolio.
c. Conference with students about their
writings, and point out how students can
evaluate their own progress from the
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
beginning of the school year to the
present time.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
Vocabulary
 Writes onomatopoeic words a. Share poems from A Chorus of Cultures
by A. Ada, et.al. available in the school
media center. Explain to the class what
onomatopoeia is and why it is used in
literature.
b. List some onomatopoeic words on chart
paper. Words such as fizz, roar, murmur,
and crackle are good examples. Have
the students suggest more onomatopoeic
words to chart.
c. Pair students and supply a copy of one of
the poems from A Chorus of Cultures by
A. Ada. Ask students to locate and write
each example of onomatopoeia they find.
d. After students have listed the
 Uses synonyms and
onomatopoeic words or phrases, have
antonyms in writing
them select one of the words and draw
an illustration of the word.

a. Explain to the class that using synonyms
in sentences can make sentences more
interesting. Write several sentences on
the board. Underline one word in each
sentence.
Uses the correct homograph
b. Have students copy the sentences, and
substitute a synonym for each underlined
word. Students can use synonyms that
are familiar; use a list of synonyms
provided by the teacher, or use a
thesaurus This same type of exercise
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
can be used with antonyms.

Uses compound words

Chooses appropriate words
to write about experiences
in other content areas

Uses grade appropriate
suffixes and prefixes

Writes literal meanings for
figurative language
a. Write several sets of sentences on the
board. Each set is comprised of two
sentences, both using the same
homograph though meaning and usage
are different
b. Have the students read the sentences
and use a dictionary to determine which
definition is correct for each homograph.
Have students write the appropriate
definition for each homograph.
a. Write a list of compound word parts on
the board. Have students pair up the
correct compound word parts.
a. As chapters conclude, students
summarize units of study in multiple
disciplines through inclusion of unit
vocabulary words and key concepts in
their writing.
 Understands that English
has borrowed many words
from other languages

a. Students create an anchor list of prefixes
and suffixes and their definitions, and an
example for each, to serve as a reference
Recognizes that the meaning
in writing journals. (i.e. pre=before,
of an idiom is different from
preview=view before)
the meaning of its separate
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
words
a. Students connect figurative language to
literal meaning through weekly
“decoding” exercises in which an
exaggerated picture or passage is
presented and students write a brief
explanation of what is actually
happening. One example is an
illustration of a head in the clouds, which
might be explained by saying what the
person was full of dreams.
a. Students use a dictionary to identify the
word origin of selected words and gain
appreciation for the blended nature of the
English language
Reference and Study Skills


Recognizes that entry
words in a dictionary are
listed in alphabetical order
Uses guide words to find
entry words
a. Students review a “menu” of words/phrases separated
into
categories (nouns, verbs, prepositional phrases, articles)
To create idioms. Students identify changes in word
meanings.
a. Remind students that dictionary entries
are arranged in alphabetical order and
that knowledge of alphabetical order is
important when using guidewords to
locate entries on a page.
b. Write a set of guide words on the board.
Next, write a list
of entry words (some of the word should
be eligible to be
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
on the same dictionary page as guide
words, and some
of the words should not).
c. Have the students list only those words
that appear on the same dictionary page
as the guidewords. Have students
 Uses pronunciation key to
explain why they listed certain words and
assist in the pronunciation
not others and correct any errors.
of new words

Uses a dictionary to find a
meaning for a word

Chooses the correct
meaning for a word
a. Have students turn to the glossary
section of the basal, or use a dictionary
page. Review with the students how to
use the pronunciation key. Go over the
sounds represented by the symbols, and
review the use of the key words.
b. Give each student an index card that has
the pronunciation spelling of a word
written on it. Have each student
pronounce the word, by using the
pronunciation spelling. Then have the
students write the correct spelling for the
words they pronounced.
a. Read “Teeny, Tiny, Tinny Visitors”, (p. 17
Silver Secrets, Vol. 1) which contains the
word ‘colonize”. Model using the
dictionary to find the meaning.
b. Reread the sentence to confirm
understanding of the word in context.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a. Read “The Parakeet named Dreidel”, (p.
 Classifies, compares and
172, Silver Secrets, Vol. 1) and ask
contrasts grade appropriate
students the meaning of “composed”,
material
then chart responses.
b. Have students suggest other meanings
for compose and chart. Model strategies
for finding appropriate meaning for
homograph, i.e., using context,
dictionary, etc.



a. Write several categories on the board or
chart, such as:
states, mammals, and nutrients. Ask
students to name
items that belong to each category. Add
the items to
appropriate list.
b.
Have
students peruse the literature
Understands and uses a
presented in one unit of
grade appropriate thesaurus
the basal reader and categorize each
reading piece as
fiction or non-fiction. Have students
share their responses
Recognizes that a book is
and tell how they knew which literature
made up of different parts
pieces were fiction
and non-fiction.
c. Distribute Venn diagrams to students.
Ask students to write the similarities and
differences between an apple and an
Recognizes and writes a
orange, in the appropriate sections of the
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
summary that includes the
diagram. Have students share their
most important parts
responses.
d. Distribute a second Venn diagram to
students and have them compare and
contrast the uses of a dictionary and a
thesaurus (or compare any two materials
that may be relevant to a particular
subject area.)


Chooses appropriate
reference aids
Distinguishes among and
locates fiction, non-fiction
and reference books in a
library
a. Students revise a given paragraph by
identifying ten words to look up in a
thesaurus and replace with more colorful
or exact language. Revised paragraphs
are then shared and compared.
a. Students maintain a reference list of parts
of a book, their function and location.
Table of contents, glossary, index, etc.
are used in daily lessons to find a story in
a basal, define a boldface vocabulary
word, and cross-reference a subject in a
social studies lesson.
a. Read a passage from House on Mango
Street by S. Cisneros and model
oral/written summarization’s of the
passage.
b. Have students write summaries of any
text using the following guidelines:
 State the main idea of the piece.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
 Write clear sentences that give
 Uses maps, diagrams,
details that support the main idea.
tables, graphs, and charts
 Be sure to give enough
for information
i8nformation so that the summary
makes sense.
 Be sure the information is in the
proper order or sequence.
Refer to Houghton Mifflin English T. E. p.
 Recognizes and uses grade
422.
appropriate test taking
a. Students are given a note card with a
strategies.
specific question on a given topic.
Students must direct themselves to the
appropriate reference aid to find and
record the information and its source.
b. Cards are exchanged with other students
as the search continues. Responses are
shared and compared for completeness.
Best sources are identified.
c. Demonstrate and encourage use of
reference tools on the Internet or other
software.
a. Students identify characteristic traits of
fiction, non-fiction, and reference library
materials and their call number formats in
their journals. Give students a list of
books to “seek out” in the library. Using
call number format as a guide, students
identify the type and location of the book.
b. Students record titles of each
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
“neighboring” book but do not remove
books from the shelves. Prizes are given
for accurate and speedy responses.
a. Distribute a copy of a map, a diagram, a
table, a graph, and a chart, to each
student.
b. Have students work in cooperative
groups to think of questions for each of
the graphic aids. Each group records its
questions and answers, then share
information with class.
a. Students identify a list of test-taking
guidelines to post and share with their
classmates. The list includes pre-testing
activities such as eating a balanced meal,
testing activities including restating the
question in an open ended response, and
post-testing ideas including immediate
conferencing and discussion of material
whenever appropriate.

Takes notes and writes a
paragraph from the notes
a. Model the process of taking notes on a
given topic, and then converting the
notes into paragraph form.
b. Have students select a planet, research
and take notes on it. Provide a list of
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
information students should find and
note.
 Writes a paragraph from an c. Assign students to rewrite the information
from their notes into paragraph form.
outline
a. Model or show a sample of how to use an
outline to construct a paragraph. Explain
to students that forming an outline from
notes makes it easier to write a
paragraph. The headings for the outlines
become the main ideas or topic
sentences for the paragraphs.
b. Supply students an outline and guide
them in converting the information into
paragraph form.
c. Have students check their paragraphs for
proper mechanics and usage. Have
students revise and rewrite as needed.
Students share their paragraphs at any
step in the process.
Drafting

Focuses on topic
a. Have students respond to a writing
prompt. Examine prompt orally with
students, underlining key words in prompt
to maximize focus in student writing.
b. Discuss genre, purpose and audience for
writing response, then chart this
information.
c. Provide thirty minutes for students to
draft.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
d. Refer to Houghton Mifflin T. E., pp. 500 Writes for functional and
519 for examples of writing prompts.
varied purposes (i.e.,
personal narratives,
a. Model functional writing forms (i.e.
comparison/contrast,
letters, comparison/contrast, procedures,
cause/effect, instructions,
etc.) that correspond to real life activities.
stories, descriptions, and
b.
Have students select form of writing and
letters)
draft. Hold peer conferences for focus
and clarity of draft.
 Collaborates with others to
create a piece of writing


a. Have students pair up and help each
other brainstorm ideas about an identified
topic.
Selects appropriate
b.
Students record ideas in chart form and
vocabulary and grammatical
begin writing the first draft of the their
constructions
composition, alternating writers.
Students share drafts with the class.
Expresses ideas in
complete, simple,
compound, and complex
sentences and uses
a. Explain to students that vocabulary usage
and grammar are important in drafting.
b. Draft a short letter to a friend with unclear
vocabulary and incorrect grammar as a
model. Show how these errors affect
general understanding of the writing.
c. Have students choose a friend and write
a letter explaining directions to a game.
d. Have students share their letters with the
class. Have the class discuss how
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
appropriate conjunctions
vocabulary and grammar are appropriate
or inappropriate.


Incorporates descriptive,
persuasive, and figurative
language into writing
Uses sensory images
a. Review simple, compound, and complex
sentences by placing examples of each
on the board.
b. Distribute a copy of a comic strip to each
student. Have students write a short
summary of the comic strip. Remind
students to use at least one simple
sentence, one compound sentence, and
one complex sentence in their
summaries.
c. Have students share summaries with the
class.
a. Choose a topic and model completing a
web listing words that describe the topic.
Replace ordinary words with more
descriptive phrases on the chart.
b. Have students choose a topic or person
and use a graphic organizer to chart the
features/characteristics of the person or
object. After completing the graphic
organizer, students use that information
to write a descriptive paragraph about
their topics
c. Teacher and students read My Mama
Had a Dancing Heart by Libba Moore
Gray. Use a transparency to list similes
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
and examples of alliteration used in the
book.
d. Have students review previous writing
and underline descriptions. Then, rewrite
one or two descriptions using figurative
language or more vividly descriptive
vocabulary.
e. Poll students to find out their opinions on
having hot chocolate served in the
cafeteria during the winter months.
Have students state reasons for their
opinions. List these
reasons on the board or on chart paper.
Have students
write a composition persuading other
 Uses conventional spelling
students. Students
share compositions with class.

Organizes paragraph (i.e.,
a. Read Aunt Flossie’s Hats and Crab
Cakes Later by Elizabeth Fitzgerald
Howard. Reread passages with words
that appeal to the senses. Write words
on chart or board. Ask students to add
other words to the chart and name what
sense it calls to mind.
b. Write the following sentences on the
board.
The cactus is in the terrarium.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
beginning, middle, end)
She ate the grapefruit.
I went into a perfume shop.
Look at the pole.
c. Have students rewrite the sentences
using sensory words. Have students
share their responses orally and point out
the sensory words they used. Students
can review their writing pieces and add
sensory words where appropriate.

Composes an effective
beginning and ending

Selects content specific
details
a. Refer to spelling guidelines in the
Houghton Mifflin English T.E., pp.522-522
for mini-lessons on identified student
needs. Model use of “Word often
Misspelled”, p. 521 in the English text as
an aid to spelling while drafting.
b. Students can build a personal dictionary.
c. Model and instruct students in the First
Try-Second Try strategy. Students circle
questionable spellings of words in draft.
Fold a piece of composition paper in to
three columns labeled “first try,” “second
try,” and “okay.” Record their words in
appropriate columns. The First try comes
directly from the draft. The second try is
another attempt at spelling the word.
Other students, teacher and reference
materials are used to assist in securing
the corrector okay spelling. Check this
paper with students.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.

Recognizes that writing
crosses disciplines

Applies the use of
transitional words

States and supports an
opinion
a. Show students a model of a wellorganized paragraph, identifying topic
sentence, supporting details,
conclusions, etc.
b. Distribute individual sentences to
students. Explain that these sentences
all relate to the same topic. Have
students work together to order
sentences into a paragraph. As students
build paragraphs, have them write on a
transparency. Group leaders read the
created paragraph aloud and analyze it
with the class.
c. Vary this activity by adding irrelevant
details that do not support the topic
sentence. Have students identify which
sentences are topic, details, cause effect,
beginning, middle and ending sentences,
etc.
a. On chart or transparency show two
beginnings. For example:
I have an interesting family.
Let me introduce you to the craziest
bunch of people I know.
b. Explain that a beginning or opening
needs to engage the reader and state the
topic. Look at additional openings and
have students select the sentences that
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
are good openings, stating why. Have
students add additional words to improve
openings.
c. A similar procedure can be followed for
instruction in effective endings.

Uses an outline to develop
a paragraph

Combines information from
multiple sources in writing
reports
a. Write a topic and topic sentence on the
board. Have students orally state details
that support the topic and write them on
the board.
b. Show a transparency with a paragraph
from science text, but with details added
that are unrelated to topic. Have students
identify relevant details and
change/eliminate details not specific to
content.
a. Read excerpts of writings from different
content areas. Using a chart, have
students compare/contrast the writing
related to each discipline.
b. Emphasize the importance of writing
because it does support all subject areas.
Have students write as part of every
instructional session.

Uses notes to write a report
a. Model writing directions for making a
peanut butter and jelly sandwich. Elicit
key transition words to keep correct order
and get the desired result. Circle these
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
words and start a separate chart labeled
“Transitional Words.” Transfer these
words to chart and have students add
others.
b. Place a writing piece with missing or
inappropriate transitions on a
transparency and have students make
adjustments.
c. Review student draft during conferences
 Uses dialogue in writing
and recognize appropriate uses of
transitions.
a. Review paragraph construction by
recalling the paragraph building activity.
Remind students that there should be a
topic sentence, and sentences containing
supporting details.
b. Read the book, Mufaro’s Beautiful
Daughters by John Steptoe. Have
students select Manyara or Nyasha and
write a paragraph stating why one or the
other should be queen. Students should
support their opinions by citing character
dialogue or actions in the text.
c. Allow students to discuss how they feel
about wearing uniforms to school and
reasons for their feelings. Have students
draft a letter to the principal stating their
opinions and reasons.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
a. Show students a completed outline (i.e.
the outline contains information on a
given topic). Model how to convert the
outlined information into a paragraph.
Present another completed outline.
Assign students to convert the
information into paragraph form.
e. Have students choose one of the United
States as a topic for a report. The
students need to include the following
information about the state:
location, climate, natural resources,
history, government,
economy, other interesting facts (state
flag, bird, flower,
nickname, etc.)
f. Students can use books about their
states, encyclopedias, and an almanac
for the most recent information on the
economy and the current government
figures in office.
g. Students should use Internet sources
(commercial and non-commercial) to
secure necessary information.
d. Refer students to charts created when
learning to take notes and using those
notes to form an outline. (See Prewriting)
Use these charts to model drafting portion
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND
FORM FOR DIFFERENT AUDIENCES AND PURPOSES.
of a report from the outline.
e. Prompt students through completion of a
report on a selected state.
f. Have students select two sources of
information, take notes, build an outline,
and write an original report about the
state. This activity should be integrated
with the previous assignment related to
using multiple sources to write a report.
a. Read the book, Back Home by Gloria
Jean Pinkney. Use a transparency to
illustrate use of dialogue from the text.
Lead students in recognizing how
dialogue is indicated in the text through
use of quotation marks and punctuation.
Show examples of quotes at the
beginning, middle and end of sentences.
b. Using dialogue without punctuation,
model how to use quotation marks for
dialogue at the beginning, the middle, and
the end of sentences. Have students
supply missing punctuation for dialogue.
c. Follow up with students selecting a piece
of their own writing and revise by adding
dialogue or edit punctuation of existing
dialogue in a draft.
d. Refer to Houghton Mifflin English T.E. pp.
66-67, pp. 292-293.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.
Revising

Adds details

Adds adjectives and adverbs
d. Read the book, Isabelle the Itch by C.
Greene. Reread passages that
demonstrate effective use of details.
Write a portion of the text without details.
Have students supply descriptive words
or phrases.
e. Conferences with students and guide
them into adding details to make they’re
writing clearer and more interesting.
f. Refer the Houghton Mifflin English T. E.,
pp.271-272.
f.
g.

Replaces vague words with
exact ones
h.
i.

Assesses clarity
Write a set of simple sentences on the
board. Model how a simple sentence
can be made more interesting and
informative by adding adjectives and/or
adverbs.
Have the students rewrite the simple
sentences with added adjectives and
adverbs. Allow students time to share
their responses with the class.
Read the book Owl Moon by Jane Yolen.
Chart author’s use of adjectives and the
nouns they describe as well as adverbs
and the verbs they to which they relate.
Have students review their writing for
effective use of adverbs and adjectives.
Refer to Houghton Mifflin English T. E.,
pp. 232, 416-417.
b. Model changing a simple sentence with
vague words into a clearer one by using
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.
exact words.
d. Prompt students through revision of
vague sentences from transparency or
chart. Use thesaurus to find alternatives.
e. Students reread and revise drafts by
replacing vague words with exact words.

Changes order of sentences
and/or paragraphs

Rewrites beginnings and
endings
e. Display a paragraph that has marked
problems in clarity and focus. Read and
have students use rubric to assess
problems with the writing, guiding toward
recognition of difficulties in focus and
clarity.
f. Using student suggestions, revise the
work for clarity by adjusting focus,
sequence, details, usage, etc.
g. Generate a list of questions students can
use to check for clarity.
h. Post these questions in the classroom.
Students should use question chart during
peer conferences.
a. Use an overhead and transparency to
display a paragraph wherein the
sentences are not in correct order. In
pairs, have students determine the correct
order of the sentences and prepare
explanations for the changes they
suggest.
b. Distribute copies of another paragraph in
which the sentences are out of order.
Have students cut up and reorder the
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.




Rewrites to vary sentence
type, length, and structure
Deletes unnecessary words
and sentences
sentences/paragraphs correctly, then glue
or tape sentences/paragraphs to a new
sheet of paper. Have students share their
results.
c. Have students reread and change the
order of sentences (or even paragraphs)
in their own writing if necessary.
d. Refer to Houghton Mifflin English T. E.,
pp. 125-126, 266-267, 330-331.
d. Read the book, Tar Beach by Faith
Ringgold, calling students’ attention to the
opening. Reread several other
introductions of books previously read.
e. Through discussion help students
recognize that the author engaged the
reader and supplied an idea about the
content of the book by writing interesting
openings. Have students reread the
opening of a draft and revise.
f. Repeat these procedures with focus on
ending/closing. For endings, read the
book, Aunt Chip and the Great Triple
Creek Dam Affair by Patricia Polacco.
a. Review the structure of simple, complex,
and compound sentences. Show
Demonstrates knowledge of
examples on the board. Model how two
subject/verb agreement
simple, related sentences can be
Reconstructs sentences to use
combined to form complex and compound
correct grade appropriate
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.

tenses
Avoids unnecessary tense
shifts

Uses a Thesaurus

Uses a writer’s checklist
sentences.
b. Assign students to reread their drafts and,
where appropriate, combine related
sentences to form complex and
compound sentences.
c. Remind students to revise any run-on
sentences and change them to several
simple, complex or compound sentences.
d. Refer to Houghton Mifflin English T.E. pp.
36, 94, 172, 232, and 428.
e. Prepare two samples of paragraphs, each
containing an irrelevant sentence. Write
the paragraphs on chart paper or
transparency, and make copies to
distribute to students.
f. Have students read the first paragraph
and decide if any sentence does not
relate to the topic or main idea of the
paragraph. Discuss replacement
sentences that give information about the
topic, then add to paragraph.
g. Continue with procedures with the second
paragraph with students working as
partners to select and adjust irrelevant
sentences.
h. Have students revise their writing by
eliminating irrelevant information.
d. Display a list of sentences, some with
correct subject and verb agreement and
others having incorrect subject/verb
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.

Self-assesses, using the
Registered Holistic Scoring
Rubric

Conferences with a peer on
own writing
Responds to a peer about
his/her writing and proposes
alternatives


Conferences with the teacher
agreement. Have students discuss each
sentence. For the sentences that are
incorrect, change the noun to singular or
plural or change the verb, depending on
the context.
e. Write a sentence, with incorrect verb
tense, on an index card, one card per
student. Have students read their
incorrect sentences orally, tell how to
correct the sentence, and tell why the
sentences should be corrected that way.
f. Write a paragraph with several changes in
tense. Lead the class in discovering the
verb tense shifts. Have the students make
corrections on the board or chart to show
past tense.
d. Refer to Houghton Mifflin English T. E.
pp. 150-157.
d. Review the use and format of a
thesaurus. Write a set of sentences on
the board. Underline nouns in some
sentences, verbs in some sentences, and
adjectives in the other sentences.
e. Have students look up the underlined
words and find more colorful or more
interesting synonyms for those words in a
thesaurus.
f. Have students rewrite the sentences
using the synonyms they found. Allow
students to read their revised sentences
orally.
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.
e. Display a sample piece of writing on an
overhead. Ask students if this is a good
piece of writing. List criteria on chart.
f. Distribute a writer’s checklist to each
student. Model for students using the
checklist on the sample. Be critical,
based on the checklist criteria. Prompt
students in using the checklist on a
writing piece.
g. Have students work with partners and
practice using the checklist.
h. Review use of checklist during
conferences.
e. Ask students how they judge when they
have done a good job. Chart responses.
f. Explain that in writing we use a rubric,
which means rating. Hand out a copy of
the RHSR and review criteria for
receiving the highest score (6).
g. Show a sample writing piece and model
scoring it using the rubric. State reasons
for the score using language found in the
rubric.
h. Have students select a draft and use the
rubric to score. Hold a conference with
each student. Have student explain how
they arrived at the score. Clarify any
discrepancies and discuss use of the
rubric and ways to improve students’
STANDARD 3.3
ALL STUDENTS WILL WRITE IN CLEAR, CONCISE, ORGANIZED LANGUAGE THAT VARIES IN CONTENT AND FORM FOR DIFFERENT
AUDIENCES AND PURPOSES.
writing.
e. Have students assess their first draft
using the Registered
Holistic Scoring Rubric.
f. With a partner students rate each other’s
draft.
Partners should give the reasoning for
their rating based on
rubric criteria and make suggestions for
revision to improve
performance rating.
g. After students have paired up and
assessed each other’s writings with
checklist or the RHSR, each student
reviews his/her own draft.
h. Students make revisions, then confer with
their partners and discuss
appropriateness of the revisions.
d. Score the first draft writings, of students,
using the RHSR. Have students review
their scored writing piece.
e. During a conference with the students
determine if they were able to determine
the reasons for the score by referring to
specific criteria given by the RHSR).
f. Review and reteach rubric criteria as
needed. Point out strategies students can
use to reach the next level on the RSHR.