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March
Language Arts Standards
Standard 2: Writing
(Adopted 8/7/96)
Students effectively use written language for a variety of
purposes and with a variety of audiences.
FUNCTIONAL (AGES 3-21)
Within the functional
context of home, school, work, and community environments using assistive
technology, Braille, and print, students know and are able to do the
following:
- W-FS1. Develop increased control of fine
motor skills.
PO 1. Reach for objects.
PO 2. Grasp/hold objects
and use purposefully.
PO 3. Indicate specific item purposefully
through pointing (e.g., finger, eye, elbow, head stick).
PO 4. Put objects in
correct places accurately and purposefully.
PO5. Perform increasingly complex fine
motor tasks using a variety of objects (e.g., fasteners, clothespins, door
knobs).
PO 6. Stabilize objects with one body part
(e.g., hand, elbow, foot) or any adaptive means while manipulating the
object with other body parts or any adaptive means (e.g., hold paper and
write, stabilize and wind up kitchen timer).
- W-FS2. Write the 26 letters of the
alphabet.
PO 1. Mark on paper within boundaries (e.g.,
drawing, illustrating, imitating modeled strokes, tracing).
PO 2. Copy letters (e.g., using computer
keyboard, Brailler, or print).
PO 3. Produce letters spontaneously (e.g.,
using computer keyboard, Brailler, or print).
- W-FS3. Write simple words and numbers.
PO 1. Print first and last
name from model.
PO 2. Print simple words and sentences from
model.
PO 3. Write numerals 0-9.
PO 4. Print address/phone
number from model.
PO 5. Print first and last name, address,
and phone number when needed.
PO 6. Write signature in a designated area
(e.g., mark an X, use a name stamp,
print name utilizing preferred method).
- W-FS4. Relate a narrative, creative story
or other communication by drawing, telling, or writing.
PO 1. Make lists (e.g., pictorial/word
shopping list).
PO 2. Document events around a specific
topic (e.g., retell story, experiences,
movie, or write in journal with words, pictures, or drawings).
READINESS (Kindergarten)
Students know and are able to do the
following:
W-R1.Relate a narrative, creative story or other
communication by drawing, telling and writing
PO 1. Create a narrative by drawing, telling and/or emergent
writing
PO 2. Create a story by drawing, telling and/or emergent
writing
PO 3. Create a message by drawing, telling and/or emergent
writing
PO 1. Apply letter/sound relationships as emergent writers
W-R3.Write the 26 letters of the alphabet
PO 1. Copy the 26 letters of the alphabet
FOUNDATIONS (Grades 1-3)
Students know and are able to do all
of the above and the following:
W-F1.Use the writing process, including generating topics,
drafting, revising ideas and editing, to complete effectively a variety of writing tasks
PO 1. Generate topics through prewriting activities (e.g.,
brainstorming, webbing, mapping, drawing, writer’s notebook, K-W-L charts, scaffolds,
group discussion)
PO 2. Align purpose (e.g., to entertain, to inform, to
communicate) with audience
PO 3. Write a first draft with the necessary components for a
specific genre
PO 4. Revise draft content (e.g., organization, relevant
details, clarity)
PO 5. Edit revised draft using resources (e.g., dictionary,
word lists and banks, thesaurus, spell checker, glossary, style manual, grammar and usage
reference)
PO 6. Proofread revised draft
PO 7. Present final copy according to purpose (e.g., read
aloud, display, publish, mail, send, perform)
W-F2.Use correct spelling, punctuation, capitalization,
grammar and word usage, and good penmanship to complete effectively a variety of writing
tasks
In final copy of student’s own writing tasks:
PO 1. Spell high frequency words correctly
PO 2. Punctuate endings of sentences
PO 3. Capitalize sentence beginnings and proper nouns
PO 4. Use standard, age-appropriate grammar and word usage
(e.g., basic subject-verb agreement, complete simple sentences, appropriate verb tense,
regular plurals)
PO 5. Write legibly
W-F3.Write a personal experience narrative or a creative
story that has a beginning, middle, and end and uses descriptive words or phrases to
develop ideas and advance the characters, plot and setting
PO 1. Write a narrative
- establish a beginning, middle and end
- use sensory details to describe
-OR-
PO 2. Write a story
- use sensory details to describe setting and characters
- develop a story line with a problem and events leading to a
solution
W-F4.Gather, organize and accurately, clearly and
sequentially report information gained from personal observations and experiences such as
science experiments, field trips and classroom visitors
PO 1. Record observations (e.g., logs, lists, graphs, charts,
tables, illustrations)
PO 2. Write an introductory statement
PO 3. Report events sequentially
PO 4. Write a concluding statement
W-F5.Locate, acknowledge and use several sources to write
an informational report in their own words
PO 1. Use resources (e.g., video tapes, magazines,
informational books, reference materials, interviews, guest speakers, Internet) and report
information in their own words
PO 2. Write an introductory statement, followed by details to
support the main idea
PO 3. List resources used by title
W-F6.Write well-organized communications, such as friendly
letters, memos and invitations, for a specific audience and with a clear purpose
PO 1. Organize content, including necessary components of the
selected format, for a specified audience
PO 2. Place commas correctly in components (e.g., heading,
greeting, closing, address) unique to letters, memos, invitations
ESSENTIALS (Grades 4-8)
Students know and are able to do all
of the above and the following:
Note: In developing the Essentials Level concepts, students
should use the writing process, including generating topics, drafting, revising ideas and
editing, to complete effectively a variety of writing tasks. See W-F1 for the performance
objectives.
W-E1.Use correct spelling, punctuation, capitalization,
grammar and usage, along with varied sentence structure and paragraph organization, to
complete effectively a variety of writing tasks
(Grades 4-5)
PO 1. Spell correctly
PO 2. Punctuate correctly (e.g., sentence endings, commas in
a friendly letter’s greeting and closing, commas in a series, abbreviations,
quotations in dialog, apostrophes)
PO 3. Apply rules of capitalization (e.g., sentence
beginnings, titles, abbreviations, proper nouns)
PO 4. Apply standard grammar and usage (e.g., subject-verb
agreement, simple and compound sentences, appropriate verb tense, plurals)
PO 5. Organize paragraphs with a variety of sentence
structures (e.g., simple, compound)
(Grades 6-8)
PO 1. Spell correctly
PO 2. Punctuate correctly (e.g., sentence endings, commas in
a series, commas in compound sentences, abbreviations, quotation marks, colon in a
business letter greeting, apostrophes)
PO 3. Apply rules of capitalization (e.g., sentence
beginnings, titles, abbreviations, proper nouns, direct quotations)
PO 4. Apply standard grammar and usage (e.g., subject-verb
agreement; simple, compound and complex sentences; appropriate verb tense; plurals;
prepositions)
PO 5. Organize paragraphs with a variety of sentence
structures (e.g., simple, compound, complex)
W-E2.Write a personal experience narrative or creative
story that includes a plot and shows the reader what happens through well-developed
characters, setting, dialog, and themes and uses figurative language, descriptive words
and phrases
(Grades 4-5)
PO 1. Write a personal experience narrative
- develop a story line in a sequence that is clear
- use descriptive words and phrases
-OR-
PO 2. Write a story
- develop a story line in a sequence that is clear
- develop the characters
- describe the setting
- use dialog when appropriate
- use descriptive words and phrases
(Grades 6-8)
PO 1. Write a personal experience narrative
- develop a story line in a sequence that is clear
- use figurative language or descriptive words and phrases
-OR-
PO 2. Write a story
- develop a story line in a sequence that is clear
- develop the characters
- describe the setting
- use dialog when appropriate
- use simile, metaphor or descriptive words and phrases
W-E3.Write a summary that presents information clearly and
accurately, contains the most significant details and preserves the position of the author
(Grades 4-5)
Note: For instructional purposes–not for state
assessment
(Grades 6-8)
PO 1. Use own words except for material quoted
PO 2. Preserve the author’s perspective and voice
PO 3. Contain main ideas of event/article/story plus the most
significant details
PO 4. Present clearly written and organized information
W-E4.Write an expository essay that contains effective
introductory and summary statements and fully develops the ideas with details, facts,
examples and descriptions
(Grades 4-5)
Note: For instructional purposes–not for state
assessment
(Grades 6-8)
PO 1. Write an expository essay that begins by stating the
thesis (purpose) with an effective introductory statement or paragraph; provides smooth
transitions; and ends with either a paragraph concluding the development of the thesis, a
summary or a clincher statement
PO 2. Use own words (except for quoted material) to develop
ideas accurately and clearly with supporting details, facts, examples or descriptions
PO 3. Use personal interpretation, analysis, evaluation or
reflection to evidence understanding of subject
W-E5.Write a report that conveys a point of view and
develops a topic with appropriate facts, details, examples and descriptions from a variety
of cited sources
(Grades 4-5)
PO 1. Write a report in own words that states, develops and
provides a concluding statement for a point of view (perspective) about a topic that is
narrow enough to be adequately covered
PO 2. Use logical sequence (including transitional words and
phrases such as first, next, then)
PO 3. Provide support through facts, details, examples or
descriptions that are appropriate, directly related to the topic and from a variety of
cited sources
(Grades 6-8)
PO 1. Write a report in own words (except for material
quoted) that states, develops and provides a concluding statement for a point of view
(perspective) about a topic that is narrow enough to be adequately covered
PO 2. Organize a report with a clear beginning, middle and
end including use of smooth transitions
PO 3. Provide support through facts, details, examples or
descriptions that are appropriate, directly related to the topic, and from a variety of
cited sources
PO 4. Use personal interpretation, analysis, evaluation or
reflection to evidence understanding of subject
W-E6.Write formal communications, such as personal or
business letters, messages, directions and applications, in an appropriate format and for
a specific audience and purpose
(Grades 4-5)
PO 1. Write a formal communication in an appropriate format
for a specific audience and purpose
PO 2. Organize ideas in a meaningful sequence using
transitional words or phrases (e.g., first, next, then)
PO 3. Express ideas that are clear and directly related to
the topic
(Grades 6-8)
PO 1. Write a formal communication in an appropriate format
for a specific audience and purpose
PO 2. Organize ideas in a meaningful sequence using smooth
transitions
PO 3. Express ideas that are clear and directly related to
the topic
W-E7.Write a response to a literary selection by
supporting their ideas with references to the text, other works or experiences
(Grades 4-5)
PO 1. Write a clear response supported with examples from the
text, other works or experiences
PO 2. Relate own ideas to supporting details in a clear
manner
PO 3. Organize response with a clear beginning, middle and
end
(Grades 6-8)
PO 1. State clearly a position that is interpretive,
analytic, evaluative or reflective
PO 2. Support inferences and conclusions with examples from
the text, personal experience, references to other works or reference to non-print media
PO 3. Relate own ideas to supporting details in a clear and
logical manner
PO 4. Provide support adequate to the literary selection
(e.g., short poem vs. novel)
W-E8.Demonstrate research skills using reference materials
such as a dictionary, encyclopedia and thesaurus to complete effectively a variety of
writing tasks
(Grades 4-5)
PO 1. Implement a research strategy that includes
- selecting appropriate source for a specific research purpose
- utilizing reference materials (e.g., dictionary, thesaurus,
encyclopedia, informational trade books, multimedia sources, Internet)
- writing a paraphrase of information from a source
- recording relevant information (e.g., notes, graphs, tables)
taken from a research source
- organizing notes and integrating notes into a finished product
- incorporating notes into a finished product
(Grades 6-8)
PO 1. Implement a research strategy that includes
- selecting best source for specific research purpose
- taking notes that summarize and paraphrase information
relevant to the topic
- incorporating notes into a finished product
PROFICIENCY (Grades 9-12)
Students know and are able to do all
of the above and the following:
Note: In developing the Proficiency Level concepts, students
should use the writing process, including generating topics, drafting, revising ideas and
editing, to complete effectively a variety of writing tasks. See W-F1 for the performance
objectives.
W-P1.Use transitional devices; varied sentence structures;
the active voice; parallel structures; supporting details, phrases and clauses; and
correct spelling, punctuation, capitalization, grammar and usage to sharpen the focus and
clarify the meaning of their writings
PO 1. Use transitions (e.g., conjunctive adverbs,
coordinating conjunctions, subordinating conjunctions) where appropriate
PO 2. Vary sentence structure (e.g., compound, complex,
compound-complex)
PO 3. Use active voice as appropriate to purpose (e.g.,
creative writing, expository writing)
PO 4. Use parallel structure appropriately
PO 5. Sharpen the focus and clarify the meaning of their
writing through the appropriate use of
- capitalization
- standard grammar and usage (e.g., subject-verb agreement,
pronoun agreement and consistency of verb tense)
- spelling, with the use of a dictionary/thesaurus (as needed)
- punctuation (e.g., comma, ellipsis, apostrophe, semicolon,
colon)
W-P2.Write a persuasive essay (e.g., an editorial, a
review, an essay, a critique) that contains effective introductory and summary statements;
arranges the arguments effectively; and fully develops the ideas with convincing proof,
details, facts, examples and descriptions
PO 1. Write a thesis statement to convey a point of view
about a subject
PO 2. Develop the point of view with ample and convincing
support (e.g., details, facts, reasons, examples and descriptions) appropriate to audience
and purpose
PO 3. Create an organizational structure that includes an
effective beginning, middle and end
PO 4. Use persuasive word choice and sentence structure
(e.g., connotation, strong verbs, repetition and parallelism)
W-P3.Write an analysis of an author’s use of literary
elements such as character, setting, theme, plot, figurative language and point of view
PO 1. Develop a thesis that states a position about the
author’s use of literary elements
PO 2. Support the thesis with relevant examples from the
selection
PO 3. Analyze the author’s use of literary elements
(e.g., character, setting and theme)
PO 4. Organize the analysis with a clear beginning, middle
and end
W-P4.Craft a cohesive research document that develops a
logical argument or thesis; contains comprehensive, supporting information from a variety
of credible and cited resources; and conforms to a style manual
PO 1. State a point of view, position or argument about the
subject
PO 2. Organize with a beginning that states the thesis, a
middle that develops the thesis, and an end
PO 3. Support a point of view, position, or argument,
utilizing facts, examples, details, and/or quotes from credible, accurate sources
PO 4. Follow the guidelines of a selected style manual
consistently
W-P5.Write formal communications, such as a résumé,
manuals and letters of application, in appropriate formats, for a definite audience and
with a clear purpose
PO 1. Establish a clear purpose for a specific audience
PO 2. Use a clear and appropriate organizational pattern
following a standard format for the assigned communication
PO 3. Include only relevant information
PO 4. Use language with an appropriate degree of formality
W-P6.Write a narrative or story that develops complex
characters, plot structure, point of view and setting; organizes ideas in meaningful
sequence; and includes sensory details and concrete language to advance the story line
PO 1. Write a first- or third-person narrative or story
- develop a point of view
- present events in a logical order
- develop events that convey a unifying theme or tone
- include sensory details, concrete language and/or dialog
- use literary elements (e.g., plot, setting, character, theme)
DISTINCTION (Honors)
Students know and are able to do all
of the above and the following:
W-D1.Expand writing experiences by experimenting with
language, form and genres (e.g., poetry, screen plays and public policy documents)
- W-D2.Reflect the subtleties of language and polished
literary style in their writings including the power of imagery and precise word choice,
and the use of such literary devices as foreshadowing, flashbacks, metaphors, similes,
symbolism and idioms
- W-D3.Analyze, synthesize, evaluate and apply principles of
formal logic in expository writing tasks
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