Writing

Functions of Writing

Persuasive Writing

Informative Writing

Narrative Writing

Writing Process

Producing Clear and Coherent Writing

Develop and Strengthen Writing through Planning and Revising

Editing Capitalization, Punctuation and Spelling

Technology in the Writing Process

Literacy Scope and Sequence – Writing
Persuasive Writing
K / With guidance and support, select a familiar book and use drawing, dictating, or writing to state an opinion about it. / ______
1 / Select a familiar book and use drawing, dictating, or writing to state an opinion about it. / ______
2 / Select a book and write, draw, or dictate to state an opinion about it. / ______
3 / Write opinions about topics or text.
  1. Select a text and write an opinion about it.
  2. Write one reason to support an opinion about a text.
/ ______
4 / Write opinions about topics or text.
  1. Select a topic or text and write an opinion about it.
  2. List reasons to support the opinion.
/ ______
5 / Write opinions about topics or text.
  1. Introduce a topic or text and state an opinion about it.
  2. Provide reasons to support the opinions.
/ ______
6 / Write claims about topics or texts.
  1. Write a claim about a topic or text.
  2. Write one or more reasons to support a claim about a topic or text.
/ ______
7 / Write claims about topics or texts.
  1. Introduce a topic or text and write one claim about it.
  2. Write one or more reasons to support a claim about a topic or text.
  3. Use temporal words (first, next, also) to create cohesion.
/ ______
8 / Write claims about topics or texts.
  1. Introduce the claim and provide reasons or pieces of evidence to support it.
  2. Write reasons to support a claim about a topic or text.
/ ______
9
10 / Write claims about topics or texts.
  1. Introduce a topic or text and write on claim and one counterclaim about it.
/ ______
11
12 / Write arguments to support claim.
  1. Write an argument to support a claim that results from studying a topic or reading a text
  2. Support claims with reasons and evidence drawn from text.
/ ______
Literacy Scope and Sequence – Writing
Informative Writing
K / With guidance and support, select a familiar topic and use drawing, dictating, or writing to share information about the topic. / ______
1 / Select a familiar topic and use drawing, dictating, or writing to share information about it. / ______
2 / Select a topic and use drawing, dictating, or writing to compose a message with one fact about the topic. / ______
3 / Write to share information supported by details.
  1. Select a topic and write about it including one fact or detail.
/ ______
4 / Write to share information supported by details.
  1. Select a topic and write about it include related visual, tactual, or multimedia information as appropriate.
  2. Lists words, facts, or details related to the topic.
/ ______
5 / Write to share information supported by details.
  1. Introduce a topic and write to convey information about it including visual, tactual, or multimedia information as appropriate.
  2. Provide facts, details, or other information related to the topic.
/ ______
6 / Write to share information supported by details.
  1. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.
  2. Provide facts, details, or other information related to the topic.
/ ______
7 / Write to share information supported by details.
  1. Introduce a topic and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.
  2. Provide facts, details, or other information related to the topic.
  3. Select domain-specific vocabulary to use in writing about the topic.
/ ______
8 / Write to share information supported by details.
  1. Introduce a topic clearly and write to convey ideas and information about it including visual, tactual, or multimedia information as appropriate.
  2. Write one or more facts or details related to the topic.
  3. Write complete thoughts as appropriate.
  4. Use domain specific vocabulary related to the topic.
  5. Provide a closing.
/ ______
9
10 / Write to share information supported by details.
  1. Introduce a topic clearly and use a clear organization to write about it including visual, tactual, or multimedia information as appropriate.
  2. Develop the topic with facts or details.
  3. Use complete, simple sentences as appropriate.
  4. Use domain specific vocabulary when writing claims related to a topic of study or text.
  5. Provide a closing or concluding statement.
/ ______
11
12 / Write to share information supported by details.
  1. Introduce a topic clearly and write an informative or explanatory text that conveys ideas, concepts, and information including visual, tactual, or multimedia information as appropriate.
  2. Develop the topic with relevant facts, details and quotes.
  3. Use complete, simple sentences, as well as compound and other complex sentences as appropriate.
  4. Use domain specific vocabulary when writing claims related to a topic of study or text.
  5. Provide a closing or concluding statement.
/ ______
Literacy Scope and Sequence – Writing
Narrative Writing
K / With guidance and support, select an event and use drawing, dictating, or writing and share information about it. / ______
1 / Select an event and use drawing, dictating, or writing to share information about it. / ______
2 / Select an event or personal experience and use drawing, writing or dictating to compose a message about it. / ______
3 / Write about events or personal experiences.
  1. Select an event or personal experience and write about it including the names of the people involved.
/ ______
4 / Write about events or personal experiences.
  1. Write about a personal experience including two events in sequence.
  2. List words that describe an event or personal experiences to use when writing about it.
/ ______
5 / Write about events or personal experiences.
  1. Write about an experience or event including tree or more events in sequence.
/ ______
6 / Write about events or personal experiences.
  1. Write a narrative about a real or imagined experience introducing the experience and including two or more events.
  2. Use words that establish the time frame.
  3. Use words that convey specific details about the experience or event.
/ ______
7 / Write about events or personal experiences.
  1. Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events.
  2. Use temporal words (e.g. first, then, next) to signal order.
  3. Use words that describe feelings of people or characters in the narrative.
/ ______
8 / Write about events or personal experiences.
  1. Write a narrative about a real or imagined experience introducing the experience, at least one character, and two or more events.
  2. Use temporal words (e.g., first, then, next) to signal order.
  3. Use words that describe feelings of characters or provide other sensory information about the setting, experiences or events.
  4. Provide a closing.
/ ______
9
10 / Write about events or personal experiences.
  1. Write narratives about a problem, situation, or observation, including at least one character, details, and clearly sequenced events.
  2. Organize the events in the narrative using temporal words to signal order as appropriate.
  3. Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters.
  4. Provide a closing.
/ ______
11
12 / Write about events or personal experiences.
  1. Write a narrative about a problem, situation, or observation including at least one character, details, and clearly sequenced events.
  2. Organize the events in the narrative using temporal words to signal order and add cohesion.
  3. Use descriptive words and phrases to convey a vivid picture of experiences, events, setting, or characters.
  4. Provide a closing.
/ ______
Literacy Scope and Sequence – Writing
Producing Clear and Coherent Writing
K
1
2
3 / With guidance and support, produce writing that expresses more than one idea. / ______
4 / Produce writing that expresses more than one idea. / ______
5 / Produce writing that is appropriate for an explicitly stated task or purpose. / ______
6 / Produce writing that is appropriate for the task, purpose or audience. / ______
7 / Produce writing that is appropriate for the task, purpose or audience. / ______
8 / Produce writing that is appropriate for the task, purpose or audience. / ______
9
10 / Produce writing that is appropriate for the task, purpose or audience. / ______
11
12 / Produce writing that is appropriate for the task, purpose or audience. / ______
Literacy Scope and Sequence – Writing
Develop and Strengthen Writing through Planning and Revising
K
1 / With and support from adults, add more information to own drawing, dictation, or writing to strengthen it. / ______
2 / With guidance and support from adults and peers, add more information to own drawing, dictation, or writing to strengthen the message. / ______
3 / With guidance and support from adults and peers, revise own writing. / ______
4 / With guidance and support from adults and peers, plan before writing and revise own writing. / ______
5 / With guidance and support from adults and peers, plan before writing and revise own writing. / ______
6 / With guidance and support from adults and peers, plan before writing and revise own writing. / ______
7 / With guidance and support from adults and peers, plan before writing and revise own writing. / ______
8 / With guidance and support from adults and peers, plan before writing and revise own writing. / ______
9
10 / Develop writing by planning and revising own writing. / ______
11
12 / Develop and strengthen writing as needed by planning, revising, editing and rewriting. / ______
Literacy Scope and Sequence – Writing
Using Technology in the Writing Process
K / With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. / ______
1 / With guidance and support from adults, explore a variety of digital tools to produce individual or group writing. / ______
2 / With guidance and support from adults and peers, use technology (including assistive technologies) to produce and publish writing. / ______
3 / With guidance and support from adults, use technology to produce writing while interacting and collaborating with others. / ______
4 / With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others. / ______
5 / With guidance and support from adults, use technology, including the Internet, to produce writing while interacting and collaborating with others. / ______
6 / Use technology, including the Internet, to produce writing while interacting and collaborating with others. / ______
7 / Use technology, including the Internet to produce writing to interact and collaborate with others. / ______
8 / Use technology, including the Internet to produce writing to interact and collaborate with others. / ______
9
10 / Use technology, including the Internet, to produce, publish, and update individual or shared writing projects. / ______
11
12 / Use technology, including the Internet, to produce, publish, and update individual or shared writing projects. / ______
Literacy Scope and Sequence – Writing
Capitalization, Punctuation and Spelling
K
1 / Demonstrate emerging understanding of conventions of standard English.
  1. With guidance and support during shared writing, put a period at the end of a sentence.
  2. With guidance and support, use letters to create words.
  3. With guidance and support during shared writing, identify the letters that represent sounds needed to spell words.
/ ______
2 / Demonstrate emerging understanding of conventions of standard English.
  1. With guidance and support, capitalize the first letter of familiar names.
  2. Identify printed rhyming words with the same spelling pattern.
  3. Consult print in the environment to support reading and spelling.
/ ______
3 / Demonstrate understanding of conventions of standard English.
  1. Capitalize the first letter of familiar names.
  2. During shared writing, indicate the need to add a period at the end of a sentence.
  3. Use resources as needed to spell common high-frequency words accurately.
  4. Use spelling patterns in familiar words with common spelling patterns to spell words with the same spelling pattern.
  5. Consult print in the environment to support reading and spelling.
/ ______
4 / Demonstrate understanding of conventions of standard English.
  1. Capitalize the first word in a sentence.
  2. Spell words phonetically, drawing on knowledge of letter-sound relationships, and/or common spelling patterns.
/ ______
5 / Demonstrate understanding of conventions of standard English.
  1. Spell untaught words phonetically, drawing on letter-sound relationships and common spelling patterns.
/ ______
6 / Demonstrate understanding of conventions of standard English.
  1. Use question marks at the end of written questions.
  2. Spell untaught words phonetically, drawing on letter-sound relationships and common spelling patterns.
/ ______
7 / Demonstrate understanding of conventions of standard English.
  1. Use end punctuation when writing a sentence or question.
  2. Spell words phonetically, drawing on knowledge of letter-sound relationships and/or common spelling patterns.
/ ______
8 / Demonstrate understanding of conventions of standard English.
  1. Use end punctuation and capitalization when writing a sentence or question.
  2. Spell words phonetically, drawing on knowledge or letter-sound relationships and/or common spelling patterns.
/ ______
9
10 / Demonstrate understanding of conventions of standard English.
  1. Use a comma and conjunction to combine two simple sentences.
  2. Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.
/ ______
11
12 / Demonstrate understanding of conventions of standard English.
  1. Demonstrate conventions of standard English including capitalization, ending punctuation, and spelling when writing.
  2. Spell most single-syllable words correctly and apply knowledge of word chunks in spelling longer words.
/ ______

Reading

/ Word Work - Word Identification
Phonics and Phonemic Awareness
Mediated and automatic word recognition are required for proficient reading.
Strong mediated word recognition skills coupled with lots of practice in connected text is the best route to automatic word identification.
Anchor-Read-Apply Process - Knowledge, Context and Integration (Text Comprehension)
Knowledge of World – Vocabulary, Personal Experience, Exposure
Written language is different from spoken language. Text comprehension requires language comprehension; however, language comprehension does not require word identification or print processing beyond word identification.
Print to Meaning Links – primarily important to support comprehension of homophones
Integration – Making Connections (Connecting to self, experiences, other text, other media)
Reading and Language Intervention - Text Structures Fluency (Print Processing)
Inner Speech – Verbal Working Memory
Knowledge of Text Structures
Projecting Prosody – Structural features of text support reading and expression
Eye Movements – Cognitively Controlled

Reading - Word Identification

Phonological Awareness

Phonics and Word Recognition

Literacy Scope and Sequence – Word Study
Phonological Awareness
K / Demonstrate emerging understanding of spoken words, syllables, and sounds (phonemes).
  1. With guidance and support, recognize rhyming words.
  2. With guidance and support, recognize the number of words in a spoken message.
  3. With guidance and support, identify single-syllable spoken words with the same onset (beginning sound) as a familiar word.
/ ______
1 / Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
  1. Recognize rhyming words.
  2. With guidance and support, match orally presented segmented phonemes (e.g., C-A-T) to pictures of words illustrating the corresponding word.
  3. Identify a single syllable spoken word and the same onset (beginning sound) as a familiar word.
  4. With guidance and support, substitute individual sounds (phonemes) in simple, one-syllable words to make new words.
/ ______
2 / Demonstrate emerging use of letter-sound knowledge to read words.
  1. Identify the lower case letters of the alphabet.
  2. Identify letter sound correspondence for single consonants.
  3. Recognize 10 or more written words.
/ ______
Literacy Scope and Sequence – Word Study
Phonics and Word Recognition
K / Demonstrate emerging awareness of print.
  1. With guidance and support, recognize first letter of own name in print.
  2. With guidance and support, recognize environmental print.
/ ______
1 / Demonstrate emerging letter and word identification skills.
  1. Identify upper case letters of the alphabet.
  2. With guidance and support, recognize familiar words that are used in every day routines.
/ ______
2 / Demonstrate emerging use of letter-sound knowledge to read words.
  1. Identify the lower case letters of the alphabet.
  2. Identify letter sound correspondence for single consonants.
  3. Recognize 10 or more written words.
/ ______
3 / Use letter-sound knowledge to read words.
  1. In context, demonstrate basic knowledge of letter-sound correspondences.
  2. With models and supports, decode single-syllable words with common spelling patterns (CVC or high-frequency rimes).
  3. Recognize 40 or more written words.
/ ______
4 / Use letter-sound knowledge to read words.
  1. Apply letter-sound knowledge to use first letter plus context to identify unfamiliar words.
  2. Decoding single-syllable words with common spelling patterns (CVC or high frequency rimes).
/ ______
5 / Use letter-sound knowledge to read words.
  1. Read common sight words and decode single syllable words.
/ ______

Reading - Knowledge, Context and Integration

Key Ideas and Details

Determining Content and Making Inferences

Determining Central Idea or Themes

Development and Interaction of Individuals, Events and Ideas

Integration of Knowledge and Ideas

1

2

3

Communicating Comprehension

Strategies to Determine Word Meanings

Reading – Text Structures and Fluency

Developing Reading Fluency

Print Concepts

Craft and Structure

Interpreting Words and Phrases Used in Text

Structure of Text

Point of View and Purpose of Text

Literacy Scope and Sequence – Reading
Determining Content and Making Inferences
K / Literature:With guidance and support, identify details in familiar stories.
Informational Text: With guidance and support, identify a detail in a familiar text. / ______
1 / Literature:Identify details in familiar stories.
Informational Text: Identify details in familiar text. / ______
2 / Literature:Answer who and where questions to demonstrate understanding of details in a familiar text.
Informational Text: Answer who and what questions to demonstrate understanding of details in a familiar text. / ______
3 / Literature:Answer who and what questions to demonstrate understanding of details in a text.
Informational Text: Answer who and what questions to demonstrate understanding of details in a text. / ______
4 / Literature:Use details form the text to recount what the text says.
Informational Text: Identify explicit details in an informational text. / ______