Stage A (K) | Stage B (K-1) | Stage C (1-2) |
---|---|---|
Students learn that symbols
can represent thought; they learn letters and sounds and begin to put
them into words. They discuss what authors do. Details |
Students should convey a complete
thought. They should feel comfortable writing. Writing should be in
both narrative and expository modes and include choice as well as assigned
writing. Details |
Students build fluency (being
able to fill a page with writing) as well as demonstrate knowledge,
using the language of the six writing traits. Details |
Stage D (2) | Stage E (2-3) | Stage F (3) |
Students continue to build
fluency, and we expect to see some evidence in student writing of all
of the traits. Students should begin to self-evaluate their writing. Details |
Students write in various
forms, for different purposes. Writing becomes substantial enough to
score based on six traits. Details |
Students have a strong understanding
of the six traits that have been modeled regularly, and they recognize
the traits in their own writing. (Portfolio includes personal narrative
and letter.) Details |
Stage G (4) | Stage H (5) | Stage I (6) |
Students write in an articulate,
cohesive manner for a variety of purposes and in varied forms. Students
are aware of audience and purpose as they write. (Portfolio includes
an essay.) Details |
Students show strengths in
all traits of writing. They are able to narrow or expand their own
topics and write on assigned topics. They revise for elaboration, organization,
word choice, and varied sentence structure. They edit for common errors
in conventions. (Portfolio includes a procedure or set of instructions
and a business letter.) Details |
Students are beginning to
control their writing and develop all their writing for a specific
audience and purpose. They expand their use of strategies to write
across content areas. They use resources to correct errors in conventions.
These students can comfortable access and paraphrase information. (Portfolio
includes a research report.) Details |
1. Writes clearly and effectively
- Ideas
Draws pictures or scribbles to convey meaning and talks about them
Makes attempts at writing using letters
Participates in group writing - Organization
Understands that writing has a beginning and an ending - Voice
Understands that voice represents the personality of the writing - Word Choice
Copies familiar words from the environment - Sentence fluency
Uses literary language in dictation (e.g., "Once upon a time") - Conventions
Knows and can form letters (upper and lower case)
Matches letters and sounds
Writes top to bottom, left to right
Writes own name
2. Writes a variety of forms for a variety of audiences and purposes
- Writes for different purposes
Creates pictures, labels, and captions
Narrative: to tell a story
Expository: to inform, to explain, and to observe - Writes in a variety of forms
Attempts a variety of forms including: sign, note or card, alphabet book, list
Discusses ways people use writing in their work
3. Understands and uses the steps of the writing process
- Prewrites
Uses pictures or discussion to plan writing
- Drafts
Uses own language, drawings, or symbols to create a rough draft
- Revises
Dictates text
- Edits
Checks for correct letter formation
- Publishes
Writes legibly
Reads writing to other
1. Writes clearly and effectively
- Ideas and content
Chooses topics from personal experience
Participates in shared writing
- Organization
Understands and identifies beginning, middle, and end of writing
- Voice
Recognizes voice as a trait of quality writing
- Word Choice
Experiments with word choice from a variety of sources (e.g., word walls, words from a story)
- Sentence fluency
Writes in complete sentences using basic sentence structure
- Conventions
Leaves spaces between words
Identifies and understands the purpose of ending punctuation (!,?,.)
Uses capitals at beginnings of sentences, writes "I" using a capital
Uses letter sounds (especially consonants) to attempt to spell unknown words
Spells grade-level words correctly
2. Writes in a variety of forms for different audiences and purposes
- Identifies different audiences for writing
- Writes for different purposes
- Writes for real-life purposes
- Narrative: to tell or retell a story
- Expository: to inform, to explain, to observe
- Attempts a variety of forms including: list, caption, description
- Writes application information (name, address, phone)
3. Understands and uses the steps of the writing process
- Prewrites
Generates ideas orally or with pictures
- Drafts
Uses own language and drawings to produce a rough draft
- Revises
Rereads writing to see if it makes sense
With support, adds to the text
- Edits
Understands the purpose of editing
Checks for correct letter formation and spaces between words
Corrects capitals at beginning and punctuation at end of sentences
- Publishes
Writes legibly
Reads writing to others
1. Writes clearly and effectively
- Ideas and content
Writes multiple sentences on a single topic including some details
- Organization
Identifies and organizes text with beginning, middle, and end
- Voice
Writes to convey personal thoughts
- Word Choice
With support, is able to choose words to enhance writing
- Sentence fluency
Uses basic sentence structure and varies sentence beginnings
- Conventions
Uses appropriate ending punctuation (!, ?, .)
Attempts apostrophes
Uses capitals at beginnings of sentences, writes "I" as capital
Uses letter sounds to attempt to spell unknown words
Spells grade-level words correctly
2. Writes in a variety of forms for different audiences and purposes
- Identifies and writes for a specific audience
- Writes for different purposes
- Narrative: to tell a story, to entertain
- Expository: to inform, to reflect, to observe
- Attempts a variety of forms including: observation log, story, letter
- Discusses different forms and purposes of writing people use in their work
3. Understands and uses the steps of the writing process
- Prewrites
Generates ideas orally, with pictures, or in written form
- Drafts
Uses planning ideas to produce a rough draft
- Revises
Rereads writing to self or others to see if it makes sense
With support, adds or changes to enhance writing
- Edits
Corrects capitals at beginning and punctuation at end of sentences
Corrects recurring errors in spelling of grade-level words
- Publishes
Reads writing to others
1. Writes clearly and effectively
- Ideas and content
Narrows a topic
Understands and adds details
- Organization
Writes with a clear beginning, middle, and end
Understands that paragraphs separate ideas
- Voice
Takes risks
Attempts to avoid mundane or trite words which lack voice
Writes with enthusiasm
- Word Choice
Attempts to use unusual or hard-to-spell words
Uses appropriate words for the audience
- Sentence fluency
Writes in complete sentences
Varies sentence length
Experiments with combining or expanding sentences
- Conventions
Uses vowels in phonetic spelling
Spells grade-level words correctly
Has subject-verb agreement
Uses pronouns correctly
2. Writes in a variety of forms for different audiences and purposes
- Identifies and writes for a specific audience
- Writes for different purposes
- Narrative: to tell a story
- Expository: to inform, to reflect, and to observe
- Attempts a variety of forms including: learning log, comparison, invitation
3. Understands and uses the steps of the writing process
- Prewrites
Generates ideas and organizes them in advance of drafting
- Drafts
Uses prewriting to produce a rough draft
- Revises
Rereads writing to self or others to revise or clarify
With support, adds or changes words to enhance writing
- Edits
Corrects capitals, apostrophes, and ending punctuation
Corrects recurring errors in spelling of grade-level words
- Publishes
Produces final copy-edited piece of writing
1. Writes clearly and effectively
- Ideas
Writes on topics within personal knowledge
Writes on a variety of topics
Adds significant details to ideas
- Organization
Organizes writing in logical sequence
Understands the purpose of transition words
Is aware of strong leads and conclusions in literature
- Voice
Recognizes voice in others' writing
- Word Choice
Gives attention to interesting word choice
- Sentence fluency
Uses a variety of sentence structures (e.g., simple, compound)
- Conventions
Uses ending punctuation correctly
Uses periods after abbreviations, between city and state, and in a date
Uses mostly accurate grammar
Spells grade-level words correctly
2. Writes in a variety of forms for different audiences and purposes
- Identifies and writes for a specific audience
- Writes for different purposes
- Narrative: to entertain
- Expository: to reflect, to report
- Attempts a variety of forms including: how-to paragraph, personal
letter
- Discusses different forms and purposes of writing people use in their work
3. Understands and uses the steps of the writing process
- Prewrites
Generates ideas and gathers information prior to drafting
- Drafts
Elaborates on a topic and gives supporting ideas
- Revises
Adds more details or changes text to enhance writing
- Edits
Uses resources to correct spelling, punctuation, grammar, and usage
Understands the purpose of editing
Corrects recurring errors in spelling of grade-level words
- Publishes
Produces a completed writing project to share with chosen audience
1. Writes clearly and effectively
- Ideas and content
Stays on topic during an entire piece
Elaborates in detail on one topic
- Organization
Begins to use transition words accurately
Begins to use paragraphs to separate ideas - Voice
Shows self through writing
Shows knowledge and enthusiasm for topics in nonfiction
- Word Choice
Considers the effects of word choice on various audiences
Use resources (e.g., dictionaries, taxonomies) for writing
- Sentence fluency
Uses a variety of sentence structures (e.g., simple, compound)
Combines and expands sentences
- Conventions
Uses commas in a series correctly
Uses commas in compound sentences
Attempts quotation marks in dialogue
Uses apostrophes in possessive nouns
Spells grade-level words correctly
Begins cursive writing
2. Writes in a variety of forms for different audiences and purposes
- Identifies and writes for a specific audience
- Writes for different purposes
- Narrative: to tell a story, to entertain
- Expository: to learn
- Attempts persuasive: to convince
- Attempts a variety of forms including: personal narrative, journal entries, summaries, graphs
3. Understands and uses the steps of the writing process
- Prewrites
Uses graphic organizers
Uses library sources to gather information
- Drafts
Uses own vocabulary, drawings, and ideas to create a rough draft
Uses graphic organizers to create a rough draft
- Revises
Asks questions about others writing and of own writing
- Edits
Corrects some errors independently
Corrects recurring errors in spelling of grade-level words
- Publishes
Selects a publishing form and produces a completed writing project to share with chosen audience
1. Writes clearly and effectively
- Ideas and content
Chooses own topic and represents one main idea or topic in text
Elaborates with details to enhance or support main ideas
Paraphrases information accurately
Names sources when writing reports
- Organization
Organizes using a variety of structures (e.g., sequential, cause and effect, comparison)
Uses transitions and paragraphs to construct logical order
- Voice
Demonstrates awareness of the audience
Communicates own perspective and ideas
- Word Choice
Uses patterns and vocabulary from literature and nonfiction
Uses words in more than one context
- Sentence fluency
Uses a variety of sentence lengths and types
Develops an awareness of rhythm and flow of language
- Conventions
Uses commas in numbers, titles, and initials; uses most grammar correctly
Uses learned rules of punctuation and capitalization correctly even when drafting
Spells grade-level words correctly in the final draft
Writes legibly
2. Writes in a variety of forms for different audiences and purposes
- Shows some awareness of audience needs
- Writes for different purposes including to respond to teacher's prompt
- Narrative: to imagine
- Expository: to tell about something
- Persuasive: to persuade
- Writes in a variety of forms and genres including: comparison, problem solution essay, speech, memos
3. Understands and uses the steps of the writing process
- Prewrites
Consistently organizes and plans writing (e.g., story mapping, nonfiction mapping)
Begins to use available technology (e.g., word processor) consistently throughout the writing process
Uses resources in schools, libraries, and community
- Drafts
Uses planning ideas to produce a rough draft
Forms complete phrases, sentences, and thoughts
- Revises
Collects input from others
Adds or changes appropriate language and/or graphics to enhance text and style
- Edits
Uses a dictionary and other references to edit errors
Corrects common errors in spelling, punctuation, and capitalization; adds missing words
Beginning peer editing for specific conventions
- Publishes
Produces a legible and effective final product using technology when needed
1. Writes clearly and effectively
- Ideas and content
Stays on topic for extended writing giving significant details and examples
Gathers information from other sources and summarizes or synthesizes information
Cites sources when writing reports or technical documents
- Organization
Organizes writing in logical sequence including time, topic and details, problem and solution, etc.
Uses transitional words correctly
Uses introduction and conclusion in writing
- Voice
Analyzes voice in others' writing
Communicates own perspective and ideas effectively
- Word Choice
Uses words appropriate to the context
Consistently uses a wide range of words to convey precise meaning
Is aware of figurative language and imagery in literature
- Sentence fluency
Consistently uses a variety of sentence lengths and types
Experiments with rhythm and flow of language
- Conventions
Uses capitals, ending punctuation, commas, and quotation marks, and hyphens correctly in final draft
Uses accurate grammar and writes in paragraphs
Spells grade-level words correctly
2. Writes in a variety of forms for different audiences and purposes
- Writes for a variety of audiences
- Writes for different purposes
- Narrative: to describe, to tell about something
- Expository: to direct, to name something
- Persuasive: to persuade, to request
- Writes in a variety of forms including: poetry, directions/instructions,
business letter, news articles
- Identifies documents one writes in a career setting
3. Understands and uses the steps of the writing process
- Prewrites
Demonstrates a variety of planning strategies (e.g., graphic organizers, lists)
Uses strategies to organize as well as generate ideas
Uses school, library, and community resources (e.g., public libraries, internet connections, civic groups)
- Drafts
Focuses on development of details, organization, and voice while drafting
- Revises
Uses knowledge of traits to revise
Accepts appropriate suggestions from others and collaborates with a team to revise
- Edits
Uses references to edit errors; adds missing or necessary words
Corrects punctuation, capitalization, and grammatical errors; corrects spelling of grade-level words (teacher, peer editing)
- Publishes
Selects appropriate publishing form such as poster or book
1. Writes clearly and effectively
- Ideas and content
Writes to own and assigned topic for various audiences and purposes
Elaborates to enhance or support main ideas (e.g., descriptions, reasons)
Selects and cites essential or useful information from multiple sources
- Organization
Organizes text with a clear beginning and end
Writes in logical sequence including problem and solution, compare and contrast, analysis and conclusion
Uses transitions and paragraphs to construct logical order (e.g., time and sequence words, pronouns)
- Voice
Experiments with multiple voices suitable to purpose and audience
- Word Choice
Uses specific nouns and modifiers to convey precise meaning for the audience and purpose
Uses some language relevant to content area (e.g., social studies, math, health)
Experiments with figurative language and imagery (e.g., alliteration, onomatopoeia, rhyme schemes)
- Sentence fluency
Varies sentence length and structure (e.g., simple, compound, complex)
Shows some rhythm and flow of language
- Conventions
Spells correctly except for effect in final draft; uses accurate punctuation and capitalization
Employs conventional grammar (e.g., subject/verb agreement and verb tense agreement) except for effect
2. Writes in a variety of forms for different audiences and purposes
- Identifies and writes for a specific audience (e.g., self, principal,
friends)
- Chooses form, details, organization, and word choice to suit audience
- Writes for different purposes across content areas
- Narrative: to create, to entertain
- Expository: to inform others, to explain ideas or procedures
- Persuasive: to convince, to request
- Writes in a variety of forms and genres including: essays, research reports, news articles, pamphlets, graphs, tables
3. Understands and uses the steps of the writing process
- Prewrites
Uses a variety of strategies to generate and organize ideas (e.g., brainstorming, mapping)
Uses available tools and technology (e.g., computer applications) throughout the writing process
Narrows or expands a topic prior to drafting
- Drafts
Elaborates on an initial idea
Uses ideas and perspectives to produce a rough draft
Focuses on development of details, organization, and voice while drafting
- Revises
Rereads writing to self to see if it makes sense; confers with others and considers their suggestions
Adds and deletes language to enhance text and style
- Edits
Uses more than one resource to edit text (e.g., teacher, dictionary, computer, peers, style guides)
Corrects errors in spelling, punctuation, grammar, and capitalization
- Publishes
Selects a format for publishing (e.g., speech, poster, essay, research) appropriate for the audience
Uses technology as part of the process
Now that you have explored the developmental stages of writing, you may check your understanding of this section by clicking on the assessment button at the bottom of the Learning Activities page, or you may wait to complete your self-check at the end of this unit section.