Standard 3: Critical Reading and Writing

Students will apply critical thinking skills to reading and writing.

WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice.

Understanding 

Objectives 

Approaching 

5.W.1 NARRATIVE

  Students consistently write narratives incorporating all of the following elements: characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.

5.3.W.1 NARRATIVE

  Students will write narratives incorporating characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue.

Developing 

5.3.W.1 NARRATIVE

Students write narratives incorporating most of the following elements: characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue, but may need some guidance and support. 

5.3.W.1 NARRATIVE

Students attempt to write narratives incorporating some of the following elements: characters, plot, setting, point of view, conflict (i.e., internal, external), and dialogue, but will need guidance and support. 

5.3.W.2 INFORMATIVE- Grade Level Focus

Students attempt to introduce and develop a topic, but will need support when incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

5.3.W.2 INFORMATIVE- Grade Level Focus

Students introduce and develop a topic, but may need guidance when incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure.

5.3.W.2 INFORMATIVE- Grade Level Focus

Students are consistently able to introduce and develop a topic, incorporating evidence (e.g., specific facts, examples, details) and maintaining an organized structure, independently.

5.3.W.3 OPINION

Students attempt to express their opinions about a topic, but will need support providing facts and details to support their opinions.

5.3.W.3 OPINION

Students frequently express opinions about a topic, but may need guidance providing facts and details to support their opinion.

5.3.W.3 OPINION

Students consistently express opinions about a topic, providing facts and details to support their opinion. 

5.3.W.4

Students attempt to distinguish between facts and opinions, but will still need guidance and support.

5.3.W.4

Students distinguish between facts and opinions in writing, but may need support when providing facts to support their own opinions.

5.3.W.4 

Students independently show relationships among facts, opinions, and supporting details.

5.3.W.4

 Students will show relationships among facts, opinions, and supporting details.

 Instructional Guidance 

• Use mentor texts for students to study and imitate examples of the good writing. These can be writing samples from past and current students, real world writers, or the teacher.
• Model using a word wall to select interesting words.
• Use graphic organizers to help students plan their writing.
• Provide a rubric or checklist specific to the genre of writing.
• Meet with students in writing conferences to monitor their progress and provide support.

• Use mentor texts for students to study and imitate examples of the good writing. These can be writing samples from past and current students, real world writers, or the teacher.
• Model using a word wall to select interesting words.
• Use graphic organizers to help students plan their writing.
• Provide a rubric or checklist specific to the genre of writing.
• Meet with students in writing conferences to monitor their progress and provide support as needed.

• Use mentor texts for students to study and imitate examples of the good writing. These can be writing samples from past and current students, real world writers, or the teacher.
• Use graphic organizers to help students plan their writing.
• Provide a rubric or checklist specific to the genre of writing. Practice evaluating writing samples using the rubric.
• Take small steps through the writing process.
• Meet with students in writing conferences to monitor their progress.

Deeper

Acquisition 

• Provide opportunities for feedback and peer editing.