Standard 3
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Progression
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objectives in chronological order with shifts bolded
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how the objectives develop & change through the grade levels |
| PK.3.W |
Students will use drawing and labeling to tell a story or share information with prompting. |
Students begin expressing ideas through drawing. Students may label parts of their drawing using emergent writing as they progress to more conventional writing.
Teachers providing prompting and questioning is essential to students as they learn to share information through drawing and labeling.
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| K.3.W |
Students will use drawing, labeling, and writing to tell a story, share information, or express an opinion with prompting.
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Students are introduced to drawing and labeling to tell a story in Pre-K. Kindergarten students go beyond drawing and labeling to writing a simple sentence that shares information. Kindergarten students continue to need support through prompting and questioning.
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| 1.3.W.2 |
Students will begin to write facts about a topic in response to a text read aloud to demonstrate understanding with prompting.
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In first grade, informative writing includes writing facts about a topic from a read-aloud text in a way that demonstrates understanding of the text. Teachers provide shared writing opportunities and other support as students learn to write to inform. |
| 2.3.W.2 |
Students will write facts about a topic and include a main idea with supporting details in a paragraph.
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In second grade, students' informative writing shifts from simply writing facts from a read-aloud to including a main idea and supporting details written in a single paragraph. |
| 3.3.W.2 |
Students will write facts about a subject, including a main idea with supporting details, in multiple paragraphs with transitional words and phrases.
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Third grade students continue to expand their informative writing by focusing on a subject rather than a broad topic. Their writing includes development of a main idea and supporting details. Students also incorporate transitions and signal words to introduce new details or facts in longer pieces of two or more paragraphs.
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| 4.3.W.2 |
Students will compose informative essays that:
● introduce and develop a topic
● incorporate evidence (e.g., specific facts, examples)
● maintain an organized structure with transitional words and phrases
● use sentence variety and word choice to create interest
● model literary devices from mentor texts
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Students in grade 4 move from writing informative text to composing essays. The essays include the introduction of a topic and development of ideas across the essay. Students incorporate evidence to provide additional information to the reader. Throughout the informative essay an organized structure is maintained through a variety of sentence types, as well as transitional words and phrases. Students choose words that create interest for the intended audience. Writers in grade 4 study mentor texts and emulate the literary devices used by the authors.
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5.3.W.2
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Students will compose informative essays that:
● introduce and develop a topic
● incorporate evidence (e.g., specific facts, examples, charts, and graphs)
● maintain an organized structure with transitional words and phrases
● use sentence variety and word choice to create interest
● model literary devices from mentor texts |
Students in grade 5 will broaden understanding and application of informative essays that incorporate various types of evidence. Evidence may take the form of charts and graphs as well as providing specific examples and facts. This broadened use of evidence will provide the reader more detailed information on the topic presented. |
| 6.3.W.2 |
Students will compose informative essays or reports that:
● objectively introduce and develop topics
● incorporate evidence (e.g., specific facts, details, charts and graphs, data)
● maintain an organized structure
● use sentence variety and word choice to create clarity
● emulate literary devices from mentor texts
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In grade 6, students continue to compose informative writing as essays (compositions that address one specific subject and informs readers about the topic) or they may now write reports (compositions that present facts about a topic and will help readers learn about and understand the topic).
While students are continuing to introduce and develop a topic, at this level they are now introducing and developing multiple topics objectively, or without personal feelings or opinions. Students are also continuing to incorporate evidence, such as facts, charts, and graphs. At this level, students are including details and data as evidence as well. Students continue to maintain an organized structure and use sentence variety and word choice. In grade 6, sentence variety and word choice are expected to create clarity in students’ informative essays or reports. Students specifically choose words and sentence types that help to best convey their ideas.
At this level, students are no longer directly modeling literary devices from mentor texts. Instead, students are emulating the literary devices from mentor texts, or using their own ideas while following the author’s style and craft.
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| 7.3.W.2 |
Students will compose informative essays or reports that:
● objectively introduce and develop topics
● incorporate evidence (e.g., specific facts, details, charts and graphs, data)
● maintain an organized structure
● use sentence variety and word choice to create clarity
● establish and maintain a formal style
● emulate literary devices from mentor texts
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In seventh and eighth grades, students begin using a formal style in their informative writing. In a formal style, students pay close attention to word choice, selecting more formal academic language rather than more casual written or spoken forms of language.
At this level, students continue to objectively introduce and develop topics, incorporate evidence, maintain an organized structure, use sentence variety and word choice for clarity, and emulate literary devices from mentor texts.
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| 8.3.W.2 |
| 9.3.W.2 |
Students will compose informative essays, reports, or technical writing that:
● objectively introduce and develop topics
● include a defensible thesis
● incorporate evidence (e.g., specific facts, details, charts and graphs, data)
● maintain an organized structure
● use sentence variety and word choice to create clarity and concision
● establish and maintain a formal style
● emulate literary devices from mentor texts
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At the high school level, students continue to expand their knowledge and application of informative writing. While students continue to write essays and reports, once they enter high school, students begin utilizing technical writing which involves communicating complex information to those who need it to accomplish a task. Technical writing may include, but is not limited to contracts, instructions, proposals, demonstrations/how-tos, warning labels, and user manuals.
Within their informative writing, students at this level continue to recursively apply all previously learned material as well as now including a defensible thesis that can reasonably be argued, does not merely state an obvious truth, and creates an opposing viewpoint. The addition of a defensible thesis statement helps expand informative writing into more blended modes of writing and creates more complexity in the writing task.
As part of the recursive nature of writing, students at the high school level strive for concision within their sentence variety and word choice. By eliminating unnecessary words and rearranging phrases, students focus on effectiveness, which will contribute to a clear, concise message in their informative writing task.
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| 10.3.W.2 |
| 11.3.W.2 |
| 12.3.W.2 |
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