Round Lake Elementary Writing Curriculum

Round Lake Elementary Writing Curriculum

Kindergarten Expectations

First 9 Weeks

·  Writes first name

·  Writes 10 upper and lower case letters

·  Draws a picture and labels objects appropriately

·  Draws a picture on a given topic, orally describes (dictates) the picture’s message

·  Revising Focus: oral sensory details, describing objects

Second 9 Weeks

·  Writes first name with correct capitalization and left to right progression.

·  Writes 17 upper and lower case letters correctly.

·  When given a word, writes letter that corresponds with beginning and ending sound.

·  Uses letter-sound relationships to approximate spelling (invented spelling).

·  Draws a picture on a given topic, orally describes (dictates) the picture’s message.

·  Writes one sentence using correct spacing, capitalization, and punctuation.

·  Tells about an event using drawing, dictation, and sentence writing.

·  Revising Focus: sentence structure

Third 9 Weeks

·  Writes first and last name correctly.

·  Writes all upper and lower case letters correctly.

·  When given a word, writes letter that corresponds with beginning sound (and end?)

·  When given a picture or having drawn a picture, writes two related sentences using correct capitalization and spacing (topic and detail or scene and action).

·  Uses phonetic spelling. Spells sight words correctly.

·  Tells about an event using drawing, dictation, and sentence writing

·  Uses CAN-HAVE-ARE graphic organizer to explain (oral or written) informational topic

·  Revising Focus: phonetic spelling, strong verbs

Fourth 9 Weeks

·  When given a word, writes letters that correspond with beginning and ending sounds.

·  Uses phonetic and conventional spelling. Spells sight words correctly.

·  Uses print resources independently: word walls, dictionaries, word rings, etc.

·  Brainstorms (as a group) by listing ideas (teacher-led with classroom charts)

·  When given a picture or having drawn a picture, writes three related sentences that tell a story using correct capitalization, punctuation, and spacing.

·  Uses CAN-HAVE-ARE graphic organizer to brainstorm informational topic

·  Writes three informational sentences on a given topic using correct capitalization, punctuation, and spacing. Should include two details on a given topic and closing sentence.

·  Revising Focus: add sensory details to story writing and varied sentence beginnings

Kindergarten Writing Prompts

First 9 Weeks

Mid

Draw a picture of something you and your family did over the summer and label your family members.

End

Draw a picture of a classmate doing something and label it with their name and what they are doing.

Second 9 Weeks

Mid

Draw a picture and write a sentence about your favorite animal.

End

Draw a picture and write a sentence describing someone who works at our school.

Third 9 Weeks

Mid

Draw a picture and write two sentences about your teacher.

End

Draw a picture and write two questions you would ask an animal that could talk.

Fourth 9 Weeks

Mid

Draw a picture and write three sentences about a place you have visited with your family.

End

Draw a picture and write three sentences about what you liked best in Kindergarten this year.

Round Lake Elementary Writing Curriculum

1st Grade Expectations

First 9 Weeks

·  Writes sentences with proper punctuation, spacing, and capitalization

·  Uses phonetic and conventional spelling

·  Brainstorms (as a group) by listing ideas (teacher led with classroom charts)

·  Brainstorms (as a group) personal narrative paragraph using timeline (teacher led)

·  Writes 4-sentence personal narrative paragraph that contains setting, action, description, and closing sentences

·  Brainstorms (as a group) expository paragraph using a web (teacher led)

·  Writes 3-sentence expository paragraph with topic, detail, and closing sentences

·  Revising Focus: add sensory details, brainstorm sensory details with the “hand” icon

Second 9 Weeks

·  Writes sentences with proper punctuation, spacing, and capitalization

·  Uses phonetic and conventional spelling

·  Brainstorms (as a group) personal narrative paragraph using timeline

·  Writes 4-sentence personal narrative paragraph that contains setting, action, description, and closing sentences

·  Brainstorm (as a group) expository paragraph using a web

·  Writes 4-sentence expository paragraph with topic, fact, detail, and closing sentences

·  Writes a “How To” paragraph using transitions

·  Revising Focus: sentence fluency and varied sentence structure

Third 9 Weeks

·  Uses conventional spelling for grade-appropriate words

·  Brainstorms personal/imaginative narrative paragraph using timeline (independent)

·  Writes 4-sentence personal/imaginative narrative paragraph that contains setting, action, description, and closing sentences

·  Brainstorms opinion paragraph using a web (independent)

·  Writes 4-sentence opinion paragraph with topic/answer, fact, detail, and closing sentences

·  Uses given resources to list facts about a research topic with a partner

·  Works with partner to brainstorm a 5-sentence informational paragraph about a research topic using web

·  Works with partner to write a 6-sentence informational paragraph about a research topic

·  Revising Focus: strengthen word choice

Fourth 9 Weeks

·  Uses conventional spelling for grade-appropriate words

·  Brainstorms personal/imaginative narrative paragraph using timeline (independent)

·  Writes 5-sentence personal/imaginative narrative paragraph that contains setting, action, description, action, and closing sentences

·  Brainstorms expository paragraph on research topic using a web (independent)

·  Writes 5-sentence expository opinion paragraph with topic, fact, detail, personal memory, and closing sentences

·  Publishes writing and shares with audience

·  Revising Focus: encouraging voice (writing with personality)

Round Lake Elementary Writing Curriculum

2nd Grade Expectations

First 9 Weeks

·  Uses conventional spelling for grade-appropriate words

·  Writes complete sentences with capitalization and punctuation

·  Brainstorms personal narrative using timeline

·  Writes a 5-sentence personal narrative paragraph that contains setting, action, description, action, and closing sentences

·  Brainstorms opinion paragraph using a web (including Elements of Why)

·  Writes 5-sentence opinion paragraph with topic, fact, detail, personal memory, and closing sentences

·  Revising Focus: organization of paragraph and sentence fluency

Second 9 Weeks

·  Uses conventional spelling for grade-appropriate words

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Uses transitions to move from one event to another in narrative writing

·  Brainstorms an imaginative narrative using a timeline

·  Writes a 7-sentence imaginative narrative that contains setting, action, description, action, description, action, and closing sentences

·  Uses given resources to list facts about a research topic

·  Brainstorms a research-based informational essay using a web

·  Writes a 6- to 8-sentence research-based informational paragraph with a topic sentence, plenty of facts and details to support the topic, and a closing sentence

·  Revising Focus: word choice (say it in a different way) and sentence fluency

Third 9 Weeks

·  Uses conventional spelling for grade-appropriate words

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Brainstorms a personal narrative using a timeline

·  Writes a 3-paragraph personal narrative with a beginning paragraph that sets the scene, a middle paragraph with action and description, and a closing paragraph that wraps it up

·  Brainstorms an opinion essay using a web

·  Writes a 3-paragraph opinion essay with a beginning that states the topic/answer, a middle that supports with Elements of Why, and an ending that gives a final thought

·  Revising Focus: organization of paragraphs and ideas

Fourth 9 Weeks

·  Extends conventional spelling based upon common spelling patterns

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Brainstorms an imaginative narrative using a timeline

·  Writes a 3-paragraph imaginative narrative with a beginning paragraph that sets the scene, a middle paragraph with action and description, and a closing paragraph that wraps it up

·  Brainstorms an expository essay using a web

·  Writes a 3-paragraph expository essay with a beginning that states the topic, a middle “reason” paragraph that supports with the Elements of Why, and an ending that gives a final thought

Revising Focus: encouraging voice (writing with personality)

2nd Grade Writing Prompts

First 9 Weeks

Mid

Narrative: Tell a story about an activity you did this summer.

End

Opinion: ______is my favorite season because…

Second 9 Weeks

Mid

Research-Based Informational: Think about one type of weather you have learned about. What are some facts about that type of weather? Why do we experience that type of weather? Now write to explain what you’ve learned about one type of weather.

End

Narrative: Tell a story about what you would do if it snowed in Florida.

Third 9 Weeks

Mid

Narrative: Think about what you would do on a day off from school. Now write a story about what you would do on a day off from school

End

Opinion: Think about all the animals that live in the ocean. Which animal do you find the most interesting? Explain why you find that animal interesting.
(______is the most interesting ocean animal.)

**Use books, pictures, web research as a class to build background knowledge of this prompt

Fourth 9 Weeks

Mid

Expository: Do you think it is important to do investigations/experiments in Science? Explain why you think it is important to do investigations/experiments in Science.

End

Narrative: Imagine that you came to school and your teacher told you that you were in charge for the day. Tell a story about what you would do as the teacher for a day.

Round Lake Elementary Writing Curriculum

3rd Grade Expectations

First 9 Weeks

·  Extends conventional spelling based on common spelling patterns

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Takes notes on a given topic and connects facts to opinions and personal experiences

·  Identifies story elements: characters, setting, conflict, resolution

·  Correctly identifies and contrasts action sentences versus descriptive sentences

·  Brainstorms a personal narrative using a timeline (connect to story sequencing)

·  Writes a 3-paragraph personal narrative with a beginning paragraph that sets the scene, a middle paragraph with action and description, and a closing paragraph that wraps it up

·  Revising Focus: organization and ideas

Second 9 Weeks

·  Extends conventional spelling based on common spelling patterns

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Defines the steps of the writing process

·  Connects intended audience of written work with author’s purpose

·  Recognizes transitions and identifies appropriate use of examples

·  Brainstorms an imaginative narrative using a timeline (connect to story sequencing)

·  Writes a 3-paragraph personal narrative with a beginning paragraph that sets the scene, a middle paragraph with action and description, and a closing paragraph that wraps it up

·  Brainstorms an expository essay using a web

·  Writes a 3-paragraph expository essay with a beginning that states the topic, a middle “reason” paragraph that supports using Elements of Why, and an ending that gives a final thought

·  Publishes a story/essay and shares with intended audience

·  Revising Focus: sentence fluency and word choice

Third 9 Weeks

·  Extends conventional spelling based on common spelling patterns

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Identifies types of “grabbers” and uses appropriately in expository and narrative writing

·  Brainstorms an opinion essay using a web

·  Writes a 4-paragraph opinion essay with a beginning that states the topic and answer, 2 middle “reason” paragraphs that support using Elements of Why, and an ending that gives a final thought

·  Sequences story events using narrative timeline

·  Identifies story elements such as conflict/problem and resolution/solution

·  Revises and refines narrative writing (add 4th paragraph as student progress indicates)

·  Revising Focus: voice (writing with personality)

Fourth 9 Weeks

·  Extends conventional spelling based on common spelling patterns

·  Writes complete sentences with capitalization and punctuation and indents paragraphs

·  Defines dialogue and uses proper conventions when writing dialogue

·  Uses specific details instead of generalized statements as support

·  Identifies types of “grabbers” and uses appropriately in expository and narrative writing

·  Brainstorms a personal narrative using a timeline

·  Writes a 4- to 5-paragraph personal narrative that has identifiable characters and setting, accurately sequenced action elements connected to description, transitions that move the story along, and closing sentence that wraps it up

·  Brainstorms an expository essay using a web

·  Writes a 4- to 5-paragraph expository essay with a beginning that states the topic, 2 to 3 middle “reason” paragraphs that support using Elements of Why, and an ending that gives a final thought

·  Publishes a story/essay and shares with intended audience

·  Revising Focus: supporting details and description

3rd Grade Writing Prompts

First 9 Weeks

Mid

Personal Narrative: Many students enjoy activities over summer break. Think about what you did over summer break. Now write to tell a story about a fun day during summer break.

End

Imaginative Narrative: Think about the amazing things that scientists have discovered in our universe. Imagine if it were possible to take a trip into deep space. What would you see? What adventures might you have? Now tell a story about your adventure into space.

Second 9 Weeks

Mid

Expository: The principal is trying to decide whether or not students should wear uniforms to school. Think about how wearing uniforms could be a good idea or a bad idea. Write to explain why uniforms are either a good idea or a bad idea.

End

Personal Narrative: Animals can behave in many different ways. Think about an animal you know or have seen. Think of some events that might happen if you were taking care of that animal for a day. Now write to tell about a day where you were taking care of an animal.

Third 9 Weeks

Mid

Imaginative Narrative: Imagine you were a plant for a day. Think about the different types of plants you’ve learned about. What type of plant would you be? What kinds of animals and other things might you come in contact with? How would you get food? Now write to tell a story about your day as a plant.

End

Opinion: Energy is important for daily life. It powers our cars, our lights, and our computers. Currently our main source of energy is oil. However, some people think we should do more research into renewable energy sources that don’t run out like sunlight, water, and steam. Should we spend the money to research renewable energies? Support your opinion with reasons why or why not.