Note: The 6+1 Traits of Writing have been noted within the objectives that particular traits support. Key for traits: (I) Ideas, (O) Organization, (V) Voice, (WC) Word Choice, (SF) Sentence fluency, (C) Conventions, (P) Presentation
Goal A: Composition - The student will compose in a variety of modes employing specific forms.
1. Write to Express Personal Ideas Objectives - The student will be able to compose oral, written, and visual presentations that express personal ideas by selecting a form (e.g., journal entry, paragraph, narrative, poem, play, letter, report) and its appropriate elements (e.g., plot, dialogue, rhyme scheme, vivid language), specifically:
2.Write to Inform Objectives - The student will be able to compose oral, written, and presentations that inform by using major points and examples to support a main idea, specifically: a. Identify and use sufficient information, including factual details and/or scientific observations, to adequately develop the topic using traditional and/or electronic retrieval sources. b. Use teacher directed note taking and/or other organizational strategies to record and organize information. c. Group related facts into a paragraph(s) that maintains a consistent focus and moves through a logical sequence with a topic sentence and supporting sentences. d. Write a friendly informational letter, or other appropriate form, that addresses the knowledge and interests of the recipient. e. Use content-related vocabulary and language to clarify the message for the intended audience.
3. Write to Persuade Objectives – The student will be able to compose oral, written and visual presentations that inform by using major points and examples to support a main idea, specifically:
a. Generate sufficient arguments (persuasive points), including factual information and observations, to adequately develop the topic or message.
b. Organize a composition that establishes a position, supports the position with organized and relevant reasons and evidence, includes a conclusion that restates the position and/or may ask the audience to take action, and maintains a consistent focus.
c. Write a friendly persuasive letter, or other appropriate form, that addresses the knowledge and interests of the recipient.
d. Use content-related vocabulary and language to clarify the message for the intended audience.
Goal B: Writing Process - The student will develop content by applying the appropriate steps of the writing process and recognizing its recursive nature.
1. Prewriting/Drafting Objectives - The student will be able to compose texts using pre-writing and drafting strategies of effective writers and speakers, specifically:
a. Set a purpose, identify the audience, and choose an appropriate form. b. Generate ideas and topics and make a plan for writing based on discussion of common experiences. c. Identify sources of information on a topic such as trade books and news magazines. d. Use graphic organizers such as webs and story maps to organize ideas and information. e. Write a first draft with a main idea and supporting details. f. Organize related ideas into a simple paragraph.
2. Revising/Editing/Publishing Objectives - The student will be able to compose texts using the revising and editing strategies of effective writers and speakers for clarity, completeness of thoughts, and effectiveness (e.g., focus, and logical sequence), specifically:
a. Maintain the topic. b. Delete unrelated ideas. c. Add ideas. d. Revise for word choice. e. Describe more precisely by adding single word modifiers. f. Use suitable traditional and electronic resources to edit final copies for correctness in language usage and conventions such as capitalization, punctuation, and spelling. g. Prepare writing for publication. h. Explain how textual changes clarify meaning or fulfill a purpose.
Goal C: Language Choices - The student will identify how language choices in writing and speaking affect thoughts and feelings.
1. Language Choice Objectives - The student will be able to assess the effectiveness of choice of details, word choice, and use of figurative language when composing, specifically: a. Use colorful language to convey thoughts and feelings in formal and informal writing.
b. Use sensory words and other details to expand and improve writing. (WC, V) c. Examine and use basic transitions such as and, but, or, first, second, and last.
Standard V: Conventions of Standard English
Goal A: Conventions - The student will control language by applying the conventions of Standard English in speaking and writing.
1. Grammar/Usage Objectives - The student will be able to comprehend and apply Standard English usage in oral and written language, specifically:
a. Recognize examples of conventional usage in personal and academic reading.
b. Recognize and use various parts of speech such as nouns, pronouns, verbs, and adjectives.
c. Recognize and use verb forms such as helping verbs. d. Recognize and use verb tenses such as present, past, and future. e. Recognize and use correct subject/verb agreement and noun/pronoun agreement. f. Recognize and use consistent and appropriate verb tenses such as past, present, and future. g. Compose declarative, interrogative, imperative, and exclamatory sentences.
2. Punctuation Objectives - The student will be able to apply Standard English punctuation in written language and explain how it makes and clarifies meaning in academic and personal reading and writing, specifically:
a. Use periods and other end punctuation, including exclamation points, at the end of exclamatory and imperative sentences.
b. Use commas correctly in dates, addresses, between city and state, greetings (salutations) and closings in friendly letters, and items in a series.
c. Use apostrophes in contractions. d. Use periods with abbreviations for titles of respect (e.g., Mrs., Dr., Mr.).
3. Capitalization Objectives - The student will be able to apply Standard English capitalization in written language and explain how it makes and clarifies meaning in academic and personal reading and writing, specifically:
a. Capitalize the beginning of a sentence. b. Capitalize proper nouns. c. Capitalize the month of the year, pet names, school names, holidays, and street names. d. Capitalize the greeting (salutation) and closing of a friendly letter. e. Capitalize titles of respect, honor, or rank (e.g., Mrs., Dr., Captain, Uncle).
4. Spelling Objectives - The student will be able to recognize conventional spelling in and through personal and academic reading and apply conventional spelling in written language specifically:
a. Spell non-phonetic high frequency words. (C) b. Spell phonetically regular high frequency words. c. Spell grade-level appropriate pattern words, including (All bullets are C): • One-syllable, short vowel families with final blends/digraphs such as:
-uck, -ump, -unk, -ush • One-syllable words with long vowel sounds such as:
-a-consonant –e, ai,-ay -e-consonant-e, ee, ea -i-consonant-e, -ind as in kind, -igh as in might, -y as in my -o-consonant-e, oa, ow as in know, -o as in go -u-consonant-e, ue as in blue, -ew as in new
• One-syllable words with the /k/ in the final position spelled –k and -ck • One-syllable words beginning and ending with digraphs ch, sh, and th • One-syllable words with –ed endings added, no change in spelling (e.g. looked, played, needed) • One-syllable words made plural by adding –s or –es (e.g., boats, wishes, inches) • One-syllable words ending in –ll and -ss • Words with the sound of /au/ spelled o as in song, ou as in bought, aw as in draw, au as in because, and al as in talk • One-syllable words ending in silent-e and those ending with one vowel and one consonant to which –ing has been added (e.g., hope, hoping; hop, hopped) • One-syllable words ending in silent-e and those ending with one vowel and one consonant to which –ed has been added (e.g., hope, hoped; hop, hopped) • One-syllable words with r-controlled sounds (e.g., farm, there, first, sort, turn) • Homophones, using content clues (e.g., hear, here).
d. Spell two-syllable words that follow regular spelling patterns, including compound words. (C)
e. Spell words with simple prefixes and suffixes. (C) f. Represent all sounds in a word when attempting unknown words. (C) g. Apply a variety of spelling strategies to spell unknown words (e.g., spelling by analogy and writing it several ways). (C) h. Access resources to spell unknown words such as a word wall, content word chart, dictionary, technology. (C)
Handwriting Objective - The student will be able to demonstrate the ability to write effectively by maintaining skill with manuscript (e.g., using correct letter formation, alignment, proportion, and spacing). (P)
Standard VI: Listening
Goal A: Listening - The student will demonstrate effective listening to learn.
Listening Objectives - The student will be able to comprehend and analyze what is heard, specifically:
a. Attend to the speaker and respond appropriately to clarify and understand. b. Determine whether a speaker’s general purpose is to inform, to persuade, or to entertain. c. Identify rhythms and patterns in language including alliteration, onomatopoeia, rhyme, and repetition. d. Demonstrate an understanding of what is heard by retelling, asking questions, relating prior knowledge, and summarizing. e. Follow a set of multi-step directions. f. Listen carefully to expand and enrich vocabulary. g. Make judgments based on information from the speaker.
Standard VII: Speaking
Goal A: The student will communicate effectively in a variety of situations with different audiences, purposes, and formats.
1. Speaking Objectives - The student will use organization and delivery strategies, specifically:
a. Speak clearly enough to be heard and understood in a variety of settings. b. Use verbal and nonverbal techniques useful in communication, such as volume control and/or gestures. c. Express complete thoughts when the situation calls for it. d. Question others to clarify meaning and acquire information. e. Voluntarily express relevant thoughts and ideas in both small and large groups. f. Exhibit appropriate speaking behaviors such as being polite, taking turns, and listening to others. g. Plan and deliver effective oral presentations. h. Speak in a variety of situations to inform, persuade, and/or relate experiences.