MIDDLE SCHOOL WRITING CURRICULUM

The Middle School Writing Mission is to solidify and expand on the foundation provided at the elementary level in order to foster writings use as a tool for expression and persuasion.

LOOP SKILLS GRADES SIX THROUGH EIGHT Conventions: Eight parts of Speech Quotations in dialog and source passages Commas Apostrophes Agreement subject/verb and number Complete Sentence Paragraph Outlining Essay 5-paragraph form with emphasis on introductions, transitions, conclusions Write with audience in mind Write with purpose Utilize varied sentence structure

Composition/Style:

Process:

Pre-writing Organizing Research Drafting Revision Editing Use of available writing support resources Final Copy Instill use of entire writing process as an ethic

SIXTH GRADE LEARNING OBJECTIVES 6

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Eight parts of Speech d efinition, concept and identification focus on noun, verb, adjective and adverb Proper use of comparative versus superlative adjectives Quotations as supporting details in research Subject/Predicate Agreement subject/verb, number and tense Commas in appositives and to set off direct address Apostrophes to show quotation within a quotation in dialog Parenthesis Semi-colons between independent clauses connected by a conjunctive adverb (e.g., I studied late into the night; consequently, I passed the test.) Capitalization of races, languages, nationalities, religions Spelling using strategies such as visual patterns, homophones, affixes, Greek and Latin roots Usage consistent person, agreement between pronoun and its referent (e.g., A person needs his or her own space.), parallel construction Using resources to correct conventions, usage and grammar Citing sources according to prescribed format

DELIVERY METHODS Direct instruction Expository writing Persuasive writing Personal writing Writing about literature Creative writing Poetry Writing to a prompt 5-paragraph essay format Literary analysis Vocabulary sentences

YEAR-END PROFICIENCIES Punctuation rules from previous grades Usage rules from previous grades Defines and identifies nouns, verbs and adjectives Identifies simple subject and predicate Simple subject/verb agreement Capitalizations uses rules from previous grades, capitalizes languages, races, nationalities, religions Uses spelling strategies from current and previous grades Maintains consistent size, spacing, formation and appropriate case in handwriting Uses consistent person, agreement between pronoun and its referent (e.g., A person needs his or her own space.), parallel construction Spelling uses strategies such as visual patterns, homophones, affixes, Greek and Latin roots Uses resources to correct conventions, usage and grammar Cites sources according to prescribed format

CONVENTIONS

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Complete sentences Writing unified, cohesive paragraphs Organizing writing based upon form, genre and purpose Selecting and synthesizing information from documents for inclusion in writing Selecting relevant details to extend ideas and elaborate Using personal experiences, observations and research to support opinions and ideas Using detailed labeling, captions, headings and subheadings when appropriate Audience identify audience, include information audience needs to know, determining emphasis based on interest in and knowledge of topic, anticipate information needed by audience, consistently using voice appropriate to audience Writing for different purposes and including different forms/genres in a single piece Using more than one mode within a piece to address purpose Writing in forms associated with specific tasks Word Choice using precise and specialized language in content writing, using persuasive techniques, using literary devices (e.g., simile, metaphor, personification), using poetic devices (e.g., repetition, rhythm, rhyme), searching for alternatives to commonly used words Explaining accuracy of content and vocabulary for specific purposes and audiences Sentence Fluency writing sentences of various length with different structure, using rhythm and cadence in sentences to influence meaning in prose and poetry Identifying styles and techniques of professional authors Identifying and critiquing elements of persuasion in a peers writing Essay 5 paragraph form Thesis statement that narrows topic with controlling idea Introductions using various approaches (e.g., question, statistic, interesting fact, brief history) Transitions obvious and subtle transitions to link ideas, events, reasons within and between paragraphs Conclusions that go beyond repetition of the introduction Narrative varying methods for developing character and setting, varying leads, ending and types of conflict Writing in a characters voice Using first and third person in expository and persuasive writing

DELIVERY METHODS Expository writing Persuasive writing Personal writing Research reports Literary analysis Reading response journal Creative writing Poetry Writing to a prompt 5-paragraph essay format Biography Business letters Poetry

YEAR-END PROFICIENCIES Five-paragraph essay form (minimum length, 2 pages) Organizes writing based upon form, genre and purpose Applies understanding of multiple and varied audiences affect writers voice Demonstrates understanding of different purposes for writing Uses appropriate language for specific audiences and purposes Uses a variety of sentences Uses a variety of forms/genres Writes in forms associated with specific tasks Produces documents used in a career setting Evaluates own and others writing using established criteria Essay 5 paragraph form Thesis statement that narrows topic with controlling idea Uses various approaches to the introduction Links ideas, events, reasons within and between paragraphs using transitions Conclusions go beyond repetition of the introduction

COMPOSITION/ STYLE

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Research gathering information from a range of resources and analyzing, synthesizing and evaluating information for use in writing Pre-writing generating ideas prior to organization and adjusting strategies Maintaining a journal to collect ideas, record observations, dialog or description for later use as a basis for writing Organizing using a variety of prewriting strategies (e.g., story mapping, lists, webs, jotting, outlining, free writing, brainstorming) Drafting referring to a prewriting plan to handwrite or type a draft, rereading text and drafting over time, returning to text later Revision rereading work several times for different reasons with different foci, seeking, recording, evaluating and using feedback from adults and peers, using resources (e.g., writing guide, rubric, checklists) to identify needed changes Editing identifying and correcting errors in conventions using resources (e.g., dictionary, peers, adults, writing/style guide, textbook), proofreading final draft for errors Final Copy selecting from a variety of publishing options, using a range of graphics and illustrations, publishing in appropriate form Creating a management timeline, flowchart or action plan for written projects Adapting time spent drafting in response to an on-demand prompt Adjusting number of drafts to compensate for allotted time Increasing time for prewriting, drafting, revising and editing while working for clarity and effective presentation Meeting deadlines Using available technology as a part of publication Revising/editing at any stage of process as needed Collaborating in writing process to create a group product Identifying and explaining strengths and weaknesses of own writing citing criteria Rereading own work for the craft of writing (e.g., sentence opening and variety) and for content (e.g., clear accurate information) Critiquing peers writing using rubrics and supporting opinions Setting and maintaining a log of goals based on own writing and writing criteria, providing evidence that goals have been met in a portfolio, reflecting about growth in writing skill Instill use of entire writing process as an ethic Use of Six Traits process and vocabulary

DELIVERY METHODS Expository writing Persuasive writing Personal writing Writing about literature Creative writing Poetry Writing to a prompt On-demand and extended writing

YEAR-END PROFICIENCIES Uses writing process as directed by teacher Can describe writing process verbally and in writing Uses writing process as directed Applies more than one strategy for generating ideas and planning writing Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples Uses an effective organizational structure Produces multiple drafts Revises text, including changes in words and sentences, paragraphs and ideas Applies understanding of editing appropriate for grade level Applies understanding of the recursive nature of writing process Analyzes own writing and writing of others using established criteria Uses knowledge of time constraints to adjust writing process Describes writing process verbally and in writing Uses available resources to edit writing Uses CUPS editing strategy Uses criteria to assess own writing Uses Six Traits process and vocabulary

PROCESS

SEVENTH GRADE LEARNING OBJECTIVES 7

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Review eight parts of f ocus on adverb, conjunction, and preposition Parallel construction in a list Simple subject and predicate Compound subject and predicate Agreement subject/verb, number and tense Quotations in dialog and source passages Using fragments intentionally for effect or to emulate speech Commas in phrases, clauses, dialog, and to separate and interrupter (e.g., The teacher, however, was not impressed.) Semicolons to separate lists groups that contain commas (e.g., The Seahawks traveled to Washington, DC; Foxburough, MA; and Denver, CO.) Apostrophes Using hyphens to prevent confusion (e.g., re-election) Using bullets in lists and other textual markers (e.g., table of contents, title and subtitle) Capitalization rules from previous grades, capitalizing correctly in an outline or list Spelling rules from previous grades, homophones (e.g., principal, principle), affixes, roots, frequently misspelled words (e.g., occasion, recommendation, sincerely), using resources to correct own spelling Using resources to check punctuation, spelling, conventions, and usage Citing sources according to prescribed format

DELIVERY METHODS Direct skills instruction Expository writing Persuasive writing Personal writing Writing about literature Creative writing/poetry Writing to a prompt Sentence expansion Book review

YEAR-END PROFICIENCIES Punctuation rules from previous grades Usage rules from previous grades Define and identify adverbs and conjunctions Identification and correction of runon sentences Spells accurately in final draft Applies capitalization, punctuation, and usage rules introduced/practice d during the year Applies paragraph conventions Maintains consistent size, spacing, formation and appropriate case in handwriting Applies conventional forms for citations

CONVENTIONS

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Simple and compound sentences Writing unified, cohesive paragraphs Organizing writing based upon form, genre and purpose Selecting and synthesizing information from technical documents for inclusion in writing Selecting relevant details to extend ideas and elaborate Using personal experiences, observations and research to support opinions and ideas Audience identify audience and consistently use audienceappropriate voice in narrative, informational and persuasive writing Writing to pursue personal interest and for self expression, to explain, to persuade, to inform and to entertain Writing for different purposes and including different forms/genres in a single piece Using more than one mode within a piece to address purpose Word Choice using precise language in poetic and narrative writing, using precise and specialized language to persuade or inform, using persuasive techniques (e.g., direct audience appeal, rhetorical questions), using literary devices (e.g., simile, metaphor, personification), using poetic devices (e.g., repetition, rhythm, rhyme), using vernacular appropriately Explaining accuracy of content and vocabulary for specific purposes and audiences Sentence Fluency writing sentences of various length for effect, sentences with different structure, using a variety of line lengths and structures in poetry for effect Identifying styles/techniques of professional authors Identifying and critiquing elements of persuasion in a peers writing Narrative varying methods for developing character and setting, varying leads, ending and types of conflict, writing in characters voice Using more than one perspective/point of view Using first and third person in expository and persuasive writing Integrating more than one form/genre in a single piece (e.g., a research paper with charts/graphs) Essay 5 paragraph form Introductions present a central idea, theme, or thesis while maintaining consistent focus Body selecting specific, relevant details to extend and support thesis, using personal experiences and research to support ideas and opinions Transitions obvious and subtle Conclusion that is more than a repetition of introduction Writing in forms associated with specific tasks

DELIVERY METHODS Expository writing Persuasive writing Personal writing Writing about literature Creative writing Poetry Writing to a prompt Sentence expansion Book review Analyzing informational and literary texts Story maps Oral histories Fictional journal entries Film and drama reviews Letters to the editor Brochures Poetry

YEAR-END PROFICIENCIES Compound sentences Writes unified, cohesive paragraphs Parallel construction Demonstrates understanding of different purposes for writing 5 paragraph essay structure Expository and persuasive as per 7th grade WASL Analyzes and evaluates own and others writing using established criteria Writes in forms associated with specific tasks Produces documents used in a career setting Evaluates own and others writing using established criteria Essay 5 paragraph form Thesis statement that narrows topic with controlling idea Uses various approaches to the introduction Links ideas, events, reasons within and between paragraphs using transitions Conclusions go beyond repetition of the introduction

COMPOSITION/ STYLE

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Research gathering and paraphrasing information from resources and analyzing, synthesizing and evaluating information for use in writing Pre-writing generating ideas prior to organization and adjusting prewriting strategies, explaining purpose and selecting effective form Maintaining a journal to collect ideas, record observations, dialog or description for later use as a basis for informational or literary writing Organizing using a variety of prewriting strategies (e.g., story mapping, lists, webs, jotting, outlining, free writing, brainstorming) Drafting referring to a prewriting plan to handwrite or type a draft, rereading text and deciding to continue draft or start a new draft Revision using effective revision tools (e.g., reading draft out loud), rereading work several times for different reasons with different foci, seeking, recording, evaluating and using feedback from adults and peers, using resources (e.g., writing guide, checklists) to identify needed changes Editing identifying and correcting errors in conventions using resources (e.g., dictionary, peers, adults, writing/style guide, textbook), proofreading final draft for errors Final Copy selecting from a variety of publishing options including available technologies to produce, design and publish a finished product, using a range of graphics and illustrations, publishing in appropriate form Use of writing support resources to identify needed changes (e.g., writing guide, checklist, criteria, adult, peer) Creating a management timeline, flowchart or action plan for written projects Adapting time spent drafting in response to an on-demand prompt Adjusting number of drafts to compensate for allotted time Increasing time for prewriting, drafting, revising and editing while working for clarity and effective presentation Using available technology as a part of publication Revising/editing at any stage of process as needed Collaborating to create a group product Identifying and explaining strengths and weaknesses of own writing citing criteria Critiquing peers writing using rubrics and supporting opinions Setting and maintaining a log of longrange goals based on own writing and writing criteria, providing evidence that goals have been met in a portfolio, reflecting about growth in writing Instill use of entire writing process as an ethic Use of Six Traits process and

DELIVERY METHODS Expository writing Persuasive writing Personal writing Writing about literature Creative writing/poetry Writing to a prompt

YEAR-END PROFICIENCIES Uses writing process on own and as directed by teacher Selects effective strategies for generating ideas and planning writing Analyzes ideas, selects a manageable topic and elaborates using specific relevant details Chooses an effective organizational structure Analyzes tasks and composes multiple drafts when appropriate Writes with different voice depending on audience and purpose Revises text, including changes in words, sentences, paragraphs and ideas Edits for conventions Spells accurately in final draft Applies capitalization, punctuation, and usage rules Publishes in formats that are appropriate for specific audiences and purposes Evaluates and adjusts writing goals using criteria Creates a management timeline and adapts the writing process to complete written projects on deadline Uses available, appropriate technology as part of publication

PROCESS

EIGHTH GRADE LEARNING OBJECTIVES 8

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Review eight parts of speech focus on articles, prepositions and prepositional phrases, interjections, and subordinate and correlative conjunctions Quotation marks in dialog and source passages Periods and commas inside quotation marks Ellipses points Commas to set off phrases, clauses and interjections, to enclose titles, for clarity (e.g., What the cook does, does matter.) Semicolon Colon between title and subtitle Using a slash (/) correctly in a fraction and to show choice Apostrophes to form plurals of letters and numbers (e.g., Know your ABCs.), in possessive compound noun (e.g., mother-in-laws birthday) Agreement subject/verb, number and tense Capitalization of the title of a specific course Spelling rules from previous grades, homophones (e.g., capitol, capital), affixes, Greek and Latin roots, words from other languages, frequently misspelled words (e.g., accommodation, cemetery, receive), using resources to correct own spelling Usage application of usage rules from previous grades, identification and correction of past grammatical and usage issues, using fewer versus less correctly, using parallel construction when listing infinitive phrases Using resources to check punctuation, spelling, conventions, and usage Citing sources according to prescribed format

DELIVERY METHODS Direct skills instruction Expository writing Persuasive writing Personal writing Writing about literature Creative writing Poetry Writing to a prompt

YEAR-END PROFICIENCIES Punctuation rules from previous grades Usage rules from previous grades Articles Quotation marks in dialog and source passages Periods and commas inside quotation marks Ellipses points Commas to set off phrases, clauses and interjections, to enclose titles, for clarity (e.g., What the cook does, does matter.) Semicolon Colon between title and subtitle Using a slash (/) correctly in a fraction and to show choice Apostrophes to form plurals of letters and numbers (e.g., Know your ABCs.), in possessive compound noun (e.g., mother-in-laws birthday) Agreement subject/verb, number and tense Capitalization of the title of a specific course Capitalization from previous grades Prepositions and prepositional phrases Interjections Quotation marks in dialog and source passages Apostrophes Maintains consistent size, spacing, formation and appropriate case in handwriting

CONVENTIONS

10

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Simple, compound, complex and compound-complex sentences, using fragments intentionally for effect Use and concept dependent and independent phrases and clauses Identify and correct sentence fragments Writing unified, cohesive paragraphs Audience identify and properly address audience, analyze its needs, anticipate and address readers questions, respect cultural backgrounds, describe how a particular audience may interpret a text, write from more than one point of view or perspective Writing to pursue personal interest and for self expression, to explain, persuade, entertain, inform, to examine opposing perspectives Writing for different purposes and including different forms/genres in a single piece Using more than one mode within a piece to address purpose Analyzing informational and literary texts Producing technical and non-technical documents for career audiences in appropriate format Outlining to provide supporting details and to organize thinking as determined by purpose Essay expand the 5 paragraph form Introductions writing compelling introduction presenting a central idea, theme, or manageable thesis while maintaining consistent focus Body selecting specific, relevant details to extend and support thesis, using personal experiences, observations and research to support ideas and opinions Transitions obvious and subtle that show logical relationships among ideas Conclusion more than a repetition of intro Emphasizing key ideas through appropriate use of text features (e.g., headings, diagrams, bullets) Explaining accuracy of content and vocabulary for specific purposes and audiences Word Choice using precise language in poetic, narrative and persuasive writing, using precise and specialized language to persuade or inform, using persuasive techniques, using literary devices, using poetic devices, considering connotation versus denotation, using vernacular appropriately Sentence Fluency writing sentences of various length and with different structure to create a cadence appropriate for audience, purpose and form, using a variety of line lengths and structures in narrative poetry for effect Limiting use of pronouns Appropriate use of active and passive voice Developing convincing characters and settings within a range of narrative plots

DELIVERY METHODS Expository writing Persuasive writing Personal writing Writing about literature Creative writing/poetry Writing to a prompt Poetry Reviews Editorial cartoons Graphic organizers Journals Fictional stories Scripts Essays Speeches Reports

YEAR-END PROFICIENCIES Writes a 3-page essay Essay expands the 5 paragraph form Introductions writes compelling introduction presenting a central idea, theme, or manageable thesis while maintaining consistent focus Body selects specific, relevant details to extend and support thesis, uses personal experiences, observations and research to support ideas and opinions Transitions obvious and subtle that show logical relationships among ideas Conclusion is more than a repetition of introduction Complex sentences Applies understanding of multiple and varied audiences to write effectively Demonstrates understanding of different purposes for writing Uses a variety of forms/genres Utilizes varied sentence structure consistent with audience, purpose and form

COMPOSITION/ STYLE

11

TH

GRADE

INTRODUCED/PRACTICED DURING YEAR Research gathering and paraphrasing information from a range of resources and analyzing, synthesizing and evaluating information for use in writing Pre-writing generating ideas prior to organization, adjusting prewriting strategies Maintaining a journal to collect ideas, record observations, or description for later use as a basis for informational or literary writing Organizing determining purpose, analyze audience, select form, formulate theme or thesis to organize text Drafting referring to a prewriting plan to handwrite or type a draft according to audience purpose and time, assessing draft and/or feedback to decide if multiple drafts are necessary Revision selecting and using effective revision tools, rereading work several times for different reasons with different foci, seeking, recording, evaluating and using feedback from adults and peers, using resources (e.g., writing guide, rubric, checklists) to identify needed changes, deciding if revision is warranted, revising typographic devices to clarify text Editing identifying and correcting errors in conventions using resources (e.g., dictionary, peers, adults, writing/style guide, textbook), editing with a critical eye using a self-initiated checklist or editing guide, proofreading final draft for errors Final Copy publishing in appropriate form, selecting from a variety of publishing options including available technologies to produce, design and publish a finished product, using a range of graphics and illustrations, using visual and dramatic presentations Collaborating in to create a group product Use of writing support resources to identify needed changes (e.g., writing guide, peer) Creating a management timeline, flowchart or action plan for written projects Revising/editing at any stage of process as needed Identifying and explaining strengths and weaknesses of own writing citing criteria Critiquing work, independently and in groups, according to detailed scoring guide Identifying persuasive elements in peers writing and critiques the effectiveness Rereading own work for the craft of writing (e.g., sentence opening and variety) and for content Setting, evaluating and adjusting goals Instill use of entire writing process as an ethic Use of Six Traits process and vocabulary

DELIVERY METHODS Expository writing Persuasive writing Personal writing Writing about literature Creative writing/poetry Writing to a prompt Reflective journals Fictional stories Scripts Essays Speeches Reports Poetry

YEAR-END PROFICIENCIES Uses writing process independently and as directed by teacher Analyzes and selects effective strategies for generating ideas and planning writing Analyzes ideas, selects a manageable topic and elaborates using specific relevant details Analyzes and selects an effective organizational structure Analyzes tasks and composes multiple drafts when appropriate Writes with different voice depending on audience and purpose Revises text, including changes in words, sentences, paragraphs and ideas Edits for conventions Spells accurately in final draft Applies capitalization, punctuation, and usage rules Publishes in formats that are appropriate for specific audiences and purposes Evaluates and adjusts writing goals using criteria Uses Six Traits process and vocabulary Uses available, appropriate technology as part of publication

PROCESS

12

13

APPENDICES

INSTRUCTIONAL MATERIALS

GLOSSARY OF TERMS

OVERVIEW OF STUDENT WRITERS (OSPI)

14

INSTRUCTIONAL MATERIALS

ELEMENTARY P-K through Grade 5: Instructor designed thematic units Grades 1 through 5: Rebecca Sittons Sourcebook for Teaching Spelling and Word Skills, Egger Publishing Grade 1: Read Well Comprehension and Skills Sheets, Sopris West (penmanship, word families, punctuation) Grade 5: Language for Daily Use, Harcourt Brace; Write Source, Great Source Education Group

MIDDLE SCHOOL Instructor designed activities Write Source 2000, Great Source Education Group (Resource only) Elements of Writing, Holt Rinehart and Winston (Resource only)

HIGH SCHOOL
Instructor designed activities Writers Inc. (2006), Great Source Education Group

15

GLOSSARY OF TERMS Academic writing: Writing based on formal study and conforming to traditional rules of composition Adjective: A word that describes a person, place, thing or idea Adverb: Can give more information about a verb, adjective or other adverb, typically answers the question how or to what extent. Examples: quickly, very Alliteration: The repetition of initial consonant sounds at the beginning of two or more words of a sentence or line of poetry; used to draw attention to words or ideas or to create music with the language Anchor paper: A student paper that is an example of a score point described on a rubric Anecdote: A short narrative account of an interesting or humorous incident or a short narrative used as an example in expository or persuasive writing Apostrophe: Punctuation mark that shows missing letters in a contraction or possession when accompanied by the letter s. Examples: didnt, dogs bone Article: A word used with a noun to limit or give definiteness for the use of the word, examples: a, and, the Assonance: A repetition of vowel sounds without the repetition of consonant sounds (e.g., dance, clap) Audience: The expected readers of a writing piece Authors chair: One student shares his or her writing orally with the entire class. This student then asks other students to either share a comment on what they thought or ask a question about the writing. Use of an author's chair gives children feedback on their writing, models conferencing, and develops a sense of community for writing. Authors craft: Choices an author/poet makes regarding elements such as organizational patterns, vocabulary, images, symbols, and point of view to produce a desired effect Composition/Style: Composition refers to the act of putting thoughts and information on paper. Style describes the sum of choices made in composition from word choice to sentence structure Conventions: The rules that govern the English language including grammar, spelling and punctuation Claim: Thesis or main point, especially in persuasive writing Class anthology: Collection of writing submitted by individual class members Cluster or word web: A prewriting strategy where the writer maps thoughts about a topic using lines or arrows to show how ideas are related -- intended to suggest an organizational pattern for main ideas and supporting details Cohesion (cohesive adj.): Logical connectedness that holds parts of text together Colloquial: Conversational, informal language Conjunction: A word that joins two words, phrases, clauses or sentences. Examples include: either, or, but, while Consonance: Repetition of consonant sounds particularly at the ends of words (e.g., to kick the black rock). Consonant Blends: when two letters with unique sounds are grouped in a word and gain a new sound c h in chin Content-specific writing: Using writing as a tool for learning or writing within the common language of a discipline (e.g., writing in history or science, using the conventions appropriate to the discipline) writing within the common language of a discipline (e.g., writing in history or science, using the conventions appropriate to the discipline) Conventions: Rules of Standard English usage, capitalization, punctuation, paragraphing, and spelling; common features that have become traditional or expected within a specific form or discipline CUPS Editing: Acronym for a directed set of editing foci. Capitalization, Usage, Punctuation, Spelling 16

Decoding: Reading. The skills required to interpret written expression to gain meaning Descriptive: Writing whose primary goal is to richly describe a place or event Dialectical discourse: Writing focusing on systematic reasoning, exposition, or argument that seeks to resolve conflict between opposed or contradictory ideas Digraph: A group of two letters that make one sound. Examples: Vowel Digraph the ea in bread. Consonant Digraph ng in sing Direct instruction: A lesson where a grammatical element or other skill is defined and its use is modeled and practiced in a very specific way Directionality: Understanding that print progresses from left to right and top to bottom Double-entry log: A form of learning log or journal in which a student keeps notes on the left side of a double column and then responds, asks questions, analyzes the topic, or relates the information to other ideas on the right side Draft: Verb compose, Noun preliminary version of a piece of writing Editing: The step in the writing process when writers ensure neatness, legibility proper spelling, usage, capitalization, paragraph indentation and punctuation. This step includes use of available resources such as a dictionary, thesaurus, or writing textbook as well as teacher feedback and peer conferencing. Use of a computers spell-check program is of limited usefulness. Ellipses points: marks indicating an omission of words from a quote or a pause Encoding: Writing. Putting thoughts, ideas or sound into written form Environmental print: The print of everyday life (e.g., the symbols, signs, numbers, and colors found in McDonald's, Wal-Mart, Exxon, Pizza Hut, 7-Up, and on websites) offering excellent entry points for young children to begin to learn to read, write, and do math Essay: an analytic or interpretative literary composition usually dealing with its subject from a limited or personal point of view Extended metaphor: A metaphor continuing throughout an entire text; often used to create unity or rhetorical effect Expository: Writing to explain Figurative language: Word images and figures of speech not meant to be taken literally; used to enrich language (e.g., simile, metaphor, personification) Final Copy: The most perfected piece of writing the student can produce, typically the result of several drafts. Flashback: Interruption in the chronological sequence of a narrative to tell about a related event from an earlier time Foreshadowing: A literary technique where the author gives hints or clues about an event before it happens Form or genre: Organization of specific types of writing within a general category of purpose/mode (e.g., if the form is editorial, then purpose/mode is persuasive or possibly expository; or if the form is a tall tale, then purpose/mode is narrative) Format: Most often used to refer to layout or visual presentation of text Free writing: A prewriting technique in which the writer drafts quickly, without stopping, without editing or self-correcting, to discover what he or she knows, thinks, or feels Graphic organizer: A visual representation of knowledge, concepts, and ideas and their relationships within an organized frame (e.g., concept maps, word webs, story boards) Imagery: Figurative language used to produce mental pictures and appeal to the senses Interjection: A word used to show emotion. Example: Wow! Informational or expository writing: Writing that has as its primary purpose explanation or the communication of details, facts, and information Introduced/ Practiced during Year: Introduced skills are those taught for the first time. Once skills are introduced, they are practiced both in that year and subsequent years, to provide students with an opportunity to become proficient at the skills. 17

I-Search paper: Student poses a question to guide his or her personally motivated inquiry, develops a search plan that identifies how information will be gathered, follows search plan and gathers information (often through interviews) to construct knowledge, drafts, revises, edits, and publishes report. The I-Search report includes: My Search Questions, My Search Process, What I Learned, What This Means To Me, and References. Learning log: A journal or notebook in which a student records questions, problems, and thoughts about a particular subject, idea, or concept as it is studied or learned Listening trio: Group of three students, one reading his or her paper while the other two offer feedback during peer revision Literary analysis: Discussion and writing about the literary devices used by an author in a particular work Literary devices: Techniques used to convey or enhance an authors message or voice (e.g., idiom, figurative language, exaggeration, dialogue, and imagery) Literary writing: Creating original writing rather than analyzing or synthesizing the writing of others (e.g., poetry, short stories, novels, plays, scripts) Mentor text: Text models that exemplify elements of the writers craft that students can explore and practice Metaphor: A figure of speech indirectly comparing two essentially dissimilar things; used to create new connections for the reader (e.g., The fog creeps in on little cat feet.) Methods of Delivery: This column provides examples of potential writing tasks assigned to build skills listed in the I ntroduced/Practiced During Year column. Mode: A type of writing determined by the writers purpose often used interchangeably with purpose (e.g., If the writers purpose is to explain, then the mode is expository.) Modeling: An instructional technique where the teacher shows a skill being used Mood: Emotional atmosphere (e.g., suspenseful, peaceful, mysterious, terrifying) created by the writers purposeful choice of vocabulary, pacing, and details Narrate: To tell a story in detail Narrative: Presentation of a series of events in a purposeful sequence to tell a story, either fictional or factual Noun: Person, place, thing or idea On-demand writing: Timed writing, often a first draft with minor revisions that demonstrates students ability to apply writing strategies and skills independently on a single task in a limited time. Often the purpose, audience, topic, and form are specified in a common prompt. Onomatopoeia: Words that imitate the sounds of movement, animals, or objects (e.g., buzz, hiss, clicketyclack) where the words pronunciation suggests its meaning Onset and rime: Onset is the part of a word that precedes the vowel; rime is the part of the word after the initial consonants. It includes the vowels and final consonants (e.g., bat, cat, fat). Organize: The activities undertaken to structure ideas for a piece of writing. These can include mind-maps, note cards and outlines Paragraph: A unit of meaning signaled by indenting the first word or by inserting a line space between sections of writing Parallel structure: The repetition of phrases and sentences that are syntactically similar (e.g., phrases all starting with verbs in the same tense) Paraphrase: Restating the meaning in own words, retaining all of the ideas without making an interpretation or evaluation Patterned poetry: Poetry based on a prescribed syllable count, parts of speech, or shape (e.g., diamond or diamante poem) Patterned sentences: A construction used as a base to create new sentences or when young writers substitute a word while keeping the rest of the sentence the same (e.g., I like pizza. I like snowflakes. I like whales.) Person: Point of view; the perspective from which the author writes (e.g., first person, third person) 18

Persuasion: Writing that convinces the designated audience to support a point of view, make a decision, or take an action Persuasive devices: Logical and/or emotional appeals in order to move an audience to action (e.g., imagery, rhetorical questions, parallelism, emotive language) Phoneme: The smallest unit of sound in a spoken word that makes a difference in the words meaning Phonemic writing: A form of proto-writing characterized by attempts to spell words using a students knowledge of sound/symbol relations. Phonetic spelling: Spelling according to the sequence of sounds instead of according to spelling rules (e.g., fon instead of phone) Point-by-point comparison: A structure that discusses two subjects together, within the same paragraph, around one criterion of comparison Portfolio: A purposeful collection of student work that exhibits to the student (and/or others) the students efforts, progress, or achievement Preposition: Provides information about the relationship of an object to a noun. Examples include beneath, behind, through Prewriting: (noun) The thinking and planning the writer does before drafting including considering the topic, audience, and purpose, gathering information, choosing a form, determining the role of the writer, and making a plan Pre-writing: (adjective) In the context of encoding (writing composition), pre-writing is an activity characterized by those behaviors engaged in by students in pursuit of learning to write, including drawing, scribbles, letter/line combinations, etc. Process: used in the development of a piece of writing and refers to the steps that writers use to create a finished piece of writing. Not all steps are used in all writing applications. The districts ultimate goal concerning process is to instill use of the writing system as an ethic, that is, that students will habitually use the appropriate aspects of this system whenever they write for any reason regardless of whether it is a school assignment or not. Prompt: A specific topic or mode that defines a writing exercise Proto-Writing: Any of a number of attempts at written communication that do not perfectly follow accepted conventions Publishing: A final draft shared with an audience, large or small; displayed publicly; sent to a newspaper, contest, or magazine; posted on a website Quatrain: A poem or a stanza within a poem that consists of four lines, often with alternating lines rhyming (abab) Read-around group: During peer revision, a small group of students take turns reading their pieces and receiving feedback from the rest of the group. Reading response journals: Booklets where students keep personal reflections about their reading Response journals can include lists of words to learn, goals for reading (e.g., number of books or pages read), things they do well as readers, predictions made prior to and during reading, thoughts, pictures, feelings, questions, or connections to other texts. Responses can be made before, during, and after reading. Recursive: The writing process is not a linear one (Emig, 1971; Flower and Hayes, 1981). The act of composing involves: prewriting, drafting, revising, editing, and publishing. Writers often perform these acts many times in a different order as a piece is completed. As authors write, they think a little, write a little, go back and cross out something already written or add something. They also may re-read and think some more. In this recursive process writers do NOT have to start at the beginning they can start with the easiest or most difficult part whatever is conceptually ready. Research: Finding information needed to present ideas well and fully. This activity can be accomplished through various means including interviews, reading books and magazines or searching the internet Research report: An expository account of an event or findings about a topic that a student has researched Resolution: The ending of a story where the conflicts are resolved and loose ends are tied together

19

Revise/revision: The process of reworking or re-seeing writing, which includes: considering changes in audience, purpose, focus, organization, style; elaborating, emphasizing, clarifying, or simplifying text (adding, deleting, reordering, or substituting) Rhetorical question: A question where an answer is not expected; often used in persuasive writing to involve the audience and create interest Rubric: Criteria for evaluation and descriptions of evidence for meeting that criteria -- A rubric allows for standardized evaluation according to specified criteria. Run-together sentence: A sentence in which two independent clauses are written together without any punctuation to separate them as if they were a single sentence. Shared writing: Teacher leads class or group to compose a text with teacher scribing for the students so they can focus on composing the text. The teacher may lead the class to explore various text types, construct more complex sentences, edit and proofread. The class is encouraged to contribute to the construction of the text. Simile: A figure of speech directly comparing two essentially dissimilar things; the comparison is signaled with like or as; used to make writing more vivid, fresh, or interesting (e.g., l ike ancient trees, we die from the top )

20

Six Traits of Writing: A model of writing instruction and assessment that focuses on six traits commonly found in exemplary writing. These traits, defined below, are ideas, organization, sentence fluency, voice, word choice, and conventions. Ideas: The main components of a piece of writing, its point Organization: The internal structure of a piece of writing, the sequence that ideas are presented Sentence fluency: Refers both to the use of varied sentence structure and to the flow or rhythm between sentences in a piece of writing Voice: Writing that gives the reader the sense that a real person composed a piece. Voice also embodies the stylistic and other choices that a writer uses to convey a purpose, communicate an idea or position, or that makes the writing come alive Word Choice: The use of precise, richly descriptive and powerful words to communicate Conventions: The proper application of the rules of writing including spelling, punctuation, usage and grammar Sound devices: Use of assonance, consonance, alliteration, rhyme, and rhythm to produce the musical cadence in poetry Sound/symbol association: A students ability to connect a sound to its language symbol (letter) Spatial organization: Pattern for ordering descriptive writing where items are arranged according to their physical position or relationships (e.g., front to back, left to right) Story frame: Graphic organizer used to plan the development of a story or visual/multi-media presentation Summarize: Determine what is important in the text, condense this information, and put it into ones own words Symbol/sound association: Knowing that a given letter represents a sound Syntax: The way words, phrases, and clauses are combined to form sentence order (e.g., In English, subject-verb-object is a common pattern.) Synthesize: Pulling together ideas or information to create a new idea or to develop a common framework for understanding T-chart: A graphic organizer composed of two columns with a heading for each column across the top and a dividing line between the columns Technical: Content or vocabulary directly related to specific knowledge or information in a career or interest area Technical writing: Type of expository writing most often used to convey information and give directions for technical or business purposes Transitions: Words, phrases, or full sentences that establish logical connections between sentences, paragraphs, and sections of a piece of writing often used to signal relationships between ideas Two-syllable rhyme (also called double or feminine rhyme): Rhyme that happens in two syllables of a word rather than in one (e.g., yellow, fellow) Verb: A word that shows action or a state of being Vernacular: Language of a particular dialect or region Voice: The sense of the person behind the writing (e.g., serious, honest, compassionate, or angry); writing that captures the correct level of distance, formality, or personality for the purpose of the writing and the audience Word bank: Storage place for learners to keep written words that they have learned. Students can refer to the word bank as they are writing or editing to find out how to spell a word. Word wall: A systematically organized collection of words (usually alphabetically and sometimes by topic) displayed in large letters on a wall or other large display place in the classroom It is a tool to use, not just a display. Word walls are designed to promote group learning and be shared by a group of students. Writing continuum: An articulation of developmental stages of written language growth as well as a source of information about the competencies that students are expected to learn. The descriptors list specific behaviors that are typical of development at particular ages or 21

grades. Writing guide: Expectations and guidelines for writing in general or for writing particular types of papers or assignments Year-end proficiencies: This column lists skills that students will use properly and consistently in their writing by the end of a given school year. These proficiencies will be confirmed by targeted assessments at each grade level.

22