School Administrative District #4

Unity of purpose

K-12 WRITING PROGRAM

Developed: Summer, 1997

Revised: Summer, 1998

Curriculum Team:

Elementary Schools:

Abbie Fowler, Cambridge, Guilford Primary, McKusick, Wellington

David Pratt

Cindy Quimby (1998)

Melissa Stearns

Margaret Templet

Rachel Ulman (1998)

Piscataquis Community Middle School

Peggy Cleaves (1997)

Ellen Haley (1997)

Brenda Monahan (1997)

Thelma Regan

Robyn Rich (1998)

Piscataquis Community High School

Jody DiFrederico

Sue Stewart

Donna Vigue

---

School Administrative District #4

Unity of purpose

Department: English Language Arts

THE WRITING PROGRAM

Writing is both a process and a product. As a process, writing involves both cognitive and affective thinking: the ability to recall, to comprehend, to apply, to classify, to generalize, to analyze, to compare, to synthesize, to evaluate, to deduce, to infer, to appreciate, etc. The student who has learned to write effectively has learned to think.

The S.A.D. #4 English language-arts writing program aims to develop the individual student's ability to communicate effectively through writing. In the classroom, as in life, a group may develop a composition; but, for the most part, writing will be done by the individual. The teacher assesses the individual's work and helps and encourages him/her to improve. As the product is assessed, the teacher views it in relation to the individual's ability, achievement, and interests.

As part of the writing program, students learn that writing is more than pen meeting paper. They learn that writing begins with thinking÷thinking about the topic, a focus, an intended audience, a purpose, etc. They learn that writers often pre-write before drafting, that they revise before preparing a final draft, and that they edit and often rewrite a single composition many times until they are ready to share it. Students are expected to employ this writing process and to show evidence of their work at various stages. Students are asked, therefore, to keep all rough drafts and to maintain finished pieces in a classroom writing folder.

Students are occupied, often preoccupied, with establishing their own identities; and few areas of the curriculum can be as helpful in this process as writing. For this reason, the program seeks to involve students in personal or creative writing closely related to their emotions, their sensations, their thoughts, and their imaginations. Free-writing, log-writing, and opportunities to compose poetry and short fiction are critical components of the program.

Since they provide vehicles for many of the students' day-to-day and future communication needs, factual and practical writing are also important parts of the writing program. Students need to know how to compose and use letters, reports, applications, etc. Additionally, students need to learn to write exposition ranging from the personal-experience essay to critical analysis and the formal research paper. The emphasis placed on such writing increases as students move through the grades.

In every kind of writing, students must learn to use the mechanical elements of composition÷capitalization, punctuation, spelling, etc.÷as a means of giving the written word the organization essential to the full communication of meaning. Whenever possible, students should be encouraged to use word processing as a tool of revision and editing. In the assessment of student writing, however, the importance of what is said should not be lost through an over-emphasis on mechanical details.

Although some students will write more frequently than others, all students are expected to write regularly and often. Length of writing will vary from a single sentence to a paper of considerable length, e.g., the research paper. The length will depend upon the purpose and topic and upon the age and ability of the student. At times setting definite limits may be worthwhile; at other times doing so may be inadvisable. At all times students need to know that the quality of the writing is more important than the quantity of the writing.

Assessment is a critical part of the writing program. Assessment should include timely feedback regarding content, organization, proportion, diction, grammar, usage, mechanics, manuscript form, etc. Assessment should also include a variety of evaluative techniques and tools, such as peer editing, checklists, rubrics, and conferencing. To maintain an accurate record of student progress, teachers are encouraged to keep representative pieces of students' written work in classroom folders. At the end of any given year, a student's best piece should be passed on to the teacher responsible for that student the next year.

 

---

School Administrative District #4

Unity of purpose

CORE CURRICULUM: SCOPE AND SEQUENCE

Department: English Language Arts

CONTENT STANDARD: PROCESS WRITING

Performance Indicators: The learner will·

Kindergarten

1.        Review and extend prior learning

2.        Draw pictures and/or use letters and phonetically spelled words to communicate ideas and to write about personal experiences (initial drafting stage) (EK-2)-1

3.        Demonstrate an initial understanding of how to print upper- and lower-case letters

Grade 1

1.        Review and extend prior learning

2.        Generate ideas about which to write, focus on one topic, and use descriptive words to write about people, places, things, and events (initial pre-writing stage)

3.        Demonstrate an initial understanding of how word choice affects the quality of his/her writing

4.        Demonstrate an initial understanding of the kinds of questions writers ask

á         What do you like about my piece?

á         What do you want to know more about?

á         What do you not understand about my piece?

5.        Demonstrate an initial understanding of proofreading or checking his/her work for unintentional errors (initial editing stage) (FK)-2

á         Complete sentences

á         Evidence of correct spelling of frequently used words

á         Few significant errors in capitalization of proper nounds and of the words that begin sentences

á         Few significant errors in the use of end stop punctuation (eg. Periods, question marks)

6.        Share writing with others

Grade 2

1.        Review and extend prior learning

2.        Demonstrate an initial understanding of how to revise written work for clarity (initial revising stage)

3.        Respond to things read, heard, and viewed by writing about them (EK 2)-2, (EK 2)-3

Grade 3

1.        Review and extend prior learning

2.        Use the writing process to complete written work (E 3-4)-2

á         Prewriting

á         Drafting

á         Revising

á         Sharing/publishing

3.        Demonstrate an initial understanding of how to word process a piece of writing

Grade 4

1.        Review and extend prior learning

2.        Demonstrate an initial understanding of how to edit written work for spelling, mechanics, and usage (F 3-4)-1

3.        Identify strengths and weaknesses in his/her own writing and seek help from others (E 3-4)-1

4.        In an on-demand, age-appropriate writing situation, plan, draft, and revise a well-developed, organized piece that demonstrates effective use of language, voice, and command of mechanics (E 3-4)-3, (EM)-2, (EH)-3, (E 3-4)-5

5.        Give Accurate directions

Grade 5

1.        Review and extend prior learning

2.        Use direct feedback from peers and teachers to revise and polish the content of "finished" pieces (EM)-1

Grade 6

1.        Review and extend prior learning

2.        Use the writing process to complete written work

á         Editing

Grade 7

1.        Review and extend prior learning

2.        Revise a sequence of drafts to improve the content and organization of "finished" pieces (EH)-2

3.        Recognize the importance of carefully proofreading and editing "finished" pieces before "publishing" them

4.        Edit a sequence of drafts to reflect standard spelling, mechanics, and usage (FM)-1

Grade 8

1.        Review and extend prior learning

2.        Demonstrate an understanding of how word choice affects the quality of his/her writing

3.        Ask pertinent questions during writing conferences and when working alone, using knowledge of personal writing strategies, strengths, and weaknesses to improve his/her writing (EH)-1

4.        Use word processing to complete a piece of length, e.g., a research report

5.        Experiment with graphics and layout to enhance communication of meaning

Grade 9

1.        Review and extend prior learning

2.        Use word processing to complete all written work

3.        Experiment with a variety of techniques to introduce and present ideas and to communicate substantive insights in written work (GH)-11

4.        Demonstrate an understanding of the distinction between literal and figurative language and make conscious choices to incorporate both in written work

5.        Reflect on and evaluate "finished" work in order to help self and others improve written work (EH)-2

Grade 10

1.        Review and extend prior learning

2.        Consciously apply skills acquired during language study (e.g., varied sentence beginnings, structures, and lengths) to written work on a regular basis (FH)-1

3.        Experiment with word choice as it affects specificity, clarity, shades of meaning, tone, etc. (GH)-10

4.        Make appropriate use of idiomatic expressions, colloquialisms, slang, etc. in writing

Grade 11

1.        Review and extend prior learning

2.        Distinguish between depth and length in writing and consciously select the appropriate length and depth necessary to fulfill a specific purpose for a specific audience

Grade 12

1.        Review and extend prior learning

2.        Recognize that language is fluid and that conscious rule-breaking can be effective

3.        Develop a personal style of writing

---

School Administrative District #4

Unity of purpose

CORE CURRICULUM: SCOPE AND SEQUENCE

Department: English Language Arts

CONTENT STANDARD: CREATIVE WRITING

Performance Indicators: The learner will·

Kindergarten

1.        Review and extend prior learning

2.        Dictate and/or write stories that (GK-2)-1

á         Convey basic ideas

á         Have sequences that make sense

Grade 1

1.        Review and extend prior learning

2.        Write stories that

á         Show evidence of a beginning, middle, and end

3.        Contribute to a group poem

Grade 2

1.        Review and extend prior learning

2.        Use writing to explore ideas and to express feelings and reactions, i.e., free write (G 3-4)-1

3.        Demonstrate an initial understanding of poetry and begin to experiment with form

Grade 3

1.        Review and extend prior learning

2.        Write stories (or other pieces) that show a definite beginning (introduction), middle (body), and end (conclusion) (G 3-4)-2, (GM)-1

3.        Write original poems based on appropriate models from literature

á         Haiku

á         Cinquain

á         Acrostic

á         Diamanté

Grade 4

1.        Review and extend prior learning

2.        Demonstrate an initial understanding of the elements of a short story and develop stories reflecting that understanding

Grade 5

1.        Review and extend prior learning

2.        Write stories that include major events, develop settings, and deal with problems and solutions (GM)-2, (GH)-1

3.        Write original poems based on appropriate models from literature

á         Tanka

á         Alphabet

á         Shape

á         Epitaph

á         Dada (collage poem)

á         Miscellaneous recipe poems

Grade 6

1.        Review and extend prior learning

2.        Write original poems based on appropriate models from literature

á         Clerihew

á         Limerick

á         Parody of a nursery rhyme

Grade 7

1.        Review and extend prior learning

2.        Write original poems that incorporate stylistic features of poems as studied in literature

á         Rhyme

á         Rhythm

á         Types of verse

á         Free

á         Blank

á         Rhymed

3.        Write character sketches on one or more levels of character development

á         Physical appearance

á         Thoughts

á         Speech

á         Behavior

á         Conversation of others

á         Author's direct comments

Grade 8

1.        Review and extend prior learning

2.        Write original poems about universal themes (e.g., love, death, nature)

3.        Write short stories using the techniques of

á         Foreshadowing

á         Sequencing

á         Chronology

á         Flashback

á         Interweaving

á         Building exposition, rising action, climax, and falling action

á         Building characters on multiple levels

á         Building plots and sub-plots

á         Building natural dialogue

Grade 9

1.        Review and extend prior learning

2.        Write original poems based on appropriate models from literature

á         Sonnet

á         Miscellaneous parodies

á         Miscellaneous non-recipe poems

3.        Write original poems that incorporate stylistic features of poems as studied in literature

á         Literal images

á         Figurative language

á         Sound devices

á         Alliteration

á         Onomatopoeia

á         Assonance

á         Consonance

4.        Write original paragraphs and short stories evidencing controlled point of view

á         First person

á         Objective

á         Limited omniscient

á         Omniscient

Grade 10

1.        Review and extend prior learning

2.        Write original short stories (GH)-1, (GH)-10

á         Evidencing controlled tone (e.g., seriousness, sarcasm, humor, bitterness)

á         Developing one or more symbols

á         Evidencing conscious theme building

á         Evidencing manipulation of word and story elements for effect (e.g., to arouse fear, anger, laughter)

á         Detailing conflict and resolution of conflict

Grade 11

1.        Review and extend prior learning

2.        Write poems and short stories for personal satisfaction

Grade 12

1.        Review and extend prior learning

2.        Write original

á         Fables, myths, folk tales, fairy tales, tall tales, and/or legends

á         Tragedies and/or comedies

á         Humorous and/or dramatic monologues

---

School Administrative District #4

Unity of purpose

CORE CURRICULUM: SCOPE AND SEQUENCE

Department: English Language Arts

CONTENT STANDARD: PRACTICAL WRITING

Performance Indicators: The learner will·

 

Kindergarten

1.        Review and extend prior learning

2.        Print his/her first name from memory

3.        Demonstrate an initial understanding of how to write a group thank-you note

Grade 1

1.        Review and extend prior learning

2.        Print his/her first and last name from memory

3.        Print upper- and lower-case letters legibly

4.        Demonstrate an initial understanding of the parts of a friendly letter

5.        Demonstrate an initial understanding of how to send and receive electronic messages

Grade 2

1.        Review and extend prior learning

2.        Practice writing friendly letters

Grade 3

1.        Review and extend prior learning

2.        Begin to write in cursive

3.        Demonstrate an initial understanding of how to address an envelope

Grade 4

1.        Review and extend prior learning

2.        Write legibly in cursive

3.        Demonstrate an initial understanding of how to create and print a computer-generated classroom newspaper and/or literary magazine

4.        Use the computer to send and receive messages

Grade 5

1.        Review and extend prior learning

2.        Write a variety of friendly letters, using the appropriate format

3.        Demonstrate an initial understanding of the parts of a business letter and practice writing a business letter, e.g., writing for information

4.        Address an envelope properly

Grade 6

1.        Review and extend prior learning

2.        Write a variety of business letters, using the appropriate format

3.        Create and print a computer-generated classroom newspaper and/or literary magazine

Grade 7

1.        Review and extend prior learning

2.        Create and print a variety of computer-generated business letters

Grade 8

1.        Review and extend prior learning

2.        Create and print computer-generated

á         Letterhead

á         Greeting cards

3.        Demonstrate an initial understanding of how to insert graphics, tables, graphs, etc. into word-processed documents

Grade 9

1.        Review and extend prior learning

2.        Complete a variety of forms properly

á         Work permit

á         Job application

Grade 10

1.        Review and extend prior learning

2.        Create and print computer-generated

á         Banners

á         Posters

á         Pamphlets

á         Brochures

á         Word-processed documents with graphics

3.        Use or create templates to generate

á         Minutes from a meeting

Grade 11

1.        Review and extend prior learning

2.        Use or create templates to generate

á         Memorandums

Grade 12

1.        Review and extend prior learning

2.        Complete a variety of forms properly

á         College application

3.        Compile a résumé

---

School Administrative District #4

Unity of purpose

CORE CURRICULUM: SCOPE AND SEQUENCE

Department: English Language Arts

CONTENT STANDARD: EXPOSITORY WRITING

Performance Indicators: The learner will·

 

Kindergarten

1.        Review and extend prior learning

2.        Dictate and/or write simple "essays" that

á         Convey basic ideas

á         Have sequences that make sense

Grade 1

1.        Review and extend prior learning

2.        Dictate and/or write simple essays that

á         Show evidence of a beginning, middle, and end

3.        Demonstrate an initial understanding of the research process, i.e., finding answers to questions (HK-2)-1

4.        Demonstrate an initial understanding of plagiarism and the reasons to avoid it

Grade 2

1.        Review and extend prior learning

2.        Demonstrate an initial understanding of how to develop a search strategy which makes use of appropriate and available resources

3.        Demonstrate an initial understanding of how to formulate and record questions to ask when gathering information (H K-2)-2

4.        Demonstrate an initial understanding of how to record and share information gleaned from a variety of sources (H K-2)-3

Grade 3

1.        Review and extend prior learning

2.         Demonstrate an initial understanding of the well-structured paragraph

á         Topic sentence

á         Supporting sentences

á         Clincher sentence

3.        Write one-paragraph essays (or other pieces) that (G 3-4)-3, (G 3-4)-4

á         Use structures appropriate to audience and purpose

á         Begin to include topic sentences, supporting sentences, and clincher sentences

á         Begin to use descriptive language that clarifies, enhances, and develops ideas

á         Demonstrate an initial understanding of voice

4.        Use print, non-print, and electronic resources to gather information for research topics (H 3-4)-2

5.        Present information obtained from research in a way that combines various forms of information, e.g., maps, charts, photos (H 3-4)-3 

Grade 4

1.        Review and extend prior learning

2.         Demonstrate an understanding of the well-structured paragraph

á         Topic sentence

á         Supporting sentences

á         Clincher sentence

3.        Write one-paragraph essays (or other pieces) that

á         Include topic sentences, supporting sentences, and clincher sentences

á         Show awareness of a variety of intended audiences and identifiable purposes

4.        Demonstrate an initial understanding that the printed word is not necessarily based on fact

5.         Demonstrate an initial understanding of how to summarize and paraphrase reference material without plagiarizing

6.        Demonstrate an initial understanding of how to cite sources (H 3-4)-5

7.        Demonstrate an initial understanding of how to create bibliographies

Grade 5

1.        Review and extend prior learning

2.        Write three-paragraph essays (or other pieces) that

á         Use structures appropriate to audience and purpose

á         Show a definite beginning (introduction), middle (body), and end (conclusion)

á         Identify a clear topic and reliably support that topic with adequate, appropriate, specific details

á         Use descriptive language that clarifies, enhances, and develops ideas

á         Begin to evidence voice

3.        Demonstrate an initial understanding of how to access information independently, using an appropriate search strategy

4.        Demonstrate an initial understanding of how to use referencing and cross-referencing while doing research

5.        Demonstrate an initial understanding of how to separate information collected for research topics into major components based on relevant criteria

6.        Demonstrate an initial understanding of how to distinguish between facts encountered in documents, narratives, and other sources and the generalizations or interpretations a person draws concerning those facts (H 3-4)-4

Grade 6

1.        Review and extend prior learning

2.        Write three-paragraph essays (or other pieces) that

á         Use a variety of sentence lengths to aid fluency

3.        Develop a search strategy which makes use of appropriate and available resources

4.        Formulate and record questions to ask when gathering information

5.        Select the best sources for a given research purpose

6.        Use search engines and other Internet resources to collect information for research topics (HM)-7

7.        Record and share information gleaned from a variety of sources

8.        Collect and synthesize data for research topics from interviews and field work, using note-taking and other appropriate strategies (HM)-1

Grade 7

1.        Review and extend prior learning

2.        Demonstrate an understanding of the well-structured paragraph and write paragraphs that evidence that structure

á         Unity

á         Coherence

á         Explicit transitions

3.        Write paragraphs that evidence an understanding of various methods of developing paragraphs

á         Details

á         Example

á         Anecdote

á         Comparison-contrast

á         Definition

4.        Write fully developed, unified, and coherent multi-paragraph essays

á         Informational

á         Personal experience

á         Descriptive

5.        Demonstrate an initial understanding of how to write fully developed, unified, coherent essays

á         Process, i.e., how-to

á         Definition

á         Comparison-contrast

6.        Comprehend and respond to essay test questions by writing fully developed, unified, and coherent paragraphs

7.        Write essays (or other pieces) that

á         Use a variety of sentence structures appropriate to the purpose

á         Use a variety of transitional devices, i.e., words and phrases

8.        Demonstrate an initial understanding of the importance of primary sources in evaluating the validity and reliability of collected information (HM)-8/9

Grade 8

1.        Review and extend prior learning

2.        Write paragraphs that evidence an understanding of various methods of

developing paragraphs

á         Reason

á         Cause-effect

3.         Demonstrate an initial understanding of how to write fully developed, unified, and coherent multi-paragraph essays

á         Opinion

á         Cause-and-effect

4.        Write essays that

á         Target different audiences

á         Organize and develop ideas to achieve distinct purposes (e.g., to persuade, evaluate, analyze, defend)

á         Utilize effective wording

á        Evidence a discernible voice

5.        Access information independently, using an appropriate search strategy (HM) 4-7

6.        Use referencing and cross-referencing while doing research (HM) 4-7, (HH)-2

7.        Separate information collected for research topics into major components based on relevant criteria (HM)-2

8.        Distinguish between facts encountered in documents, narratives, and other sources and the generalizations or interpretations a person draws concerning those facts

9.         Summarize and paraphrase reference material without plagiarizing

10.    Create bibliographies (HM)-3

11.    Demonstrate an initial understanding of proper footnoting (HM)-10

12.    Write a research-based report that evidences proper format and documentation

Grade 9

1.        Review and extend prior learning

2.        Write essays (and other pieces) that

á         Use transitional sentences

3.        Write paragraphs that evidence an understanding of various methods of developing paragraphs

á         Repetition

á         Combination of methods

4.         Write fully developed, unified, and coherent multi-paragraph essays

á         Process, i.e., how-to

á         Definition

á         Comparison-contrast

5.         Write an introduction with

á         A clear and effective hook

á         Adequate and appropriate background information

á         A clear thesis

6.        Write a conclusion that is

á         Adequately developed

á         Relevant

á         Satisfying

7.        Write an effective précis

8.        Identify and use library information services to complete research for written work (HH)-1, (HH)-4-8

á         Books and periodicals, including reference material and government publications

á         Electronic resources (e.g., INTERNET, TOM, SIRS, various encyclopedias)

á         Microfiche

9.         Use MLA documentation correctly in short reports

10.     Write an MLA-style documented report that includes

á         An outline

á         Text with parenthetical notes (a minimum of three pages)

á         A works-cited page

11.    Write a properly documented I-search report

Grade 10

1.        Review and extend prior learning

2.        Write fully developed, unified, and coherent multi-paragraph essays

á        Opinion

á        Cause-and-effect

3.         Demonstrate an initial understanding of how to write fully developed, unified, and coherent multi-paragraph essays

á         Classification

á         Persuasion

á         Literary analysis of poetry and prose

4.        Write an MLA-style research report targeting a world culture and examining a literary work representative of that culture that includes

á         An abstract

á         An outline

á         Text with parenthetical notes (a minimum of five pages)

á         One or more appendices

á         A works-cited page

Grade 11

1.        Review and extend prior learning

2.        Make extensive use of primary sources when researching a topic and carefully consider the potential biases, motives, and perspectives of the authors of those sources (HH)-9, (HH)-11

3.        Analyze the validity and weigh the reliability of primary sources and make pertinent use of information gleaned from them for research purposes (HH)-10

4.        Write an MLA-style research paper that explores a common theme reflected in at least three different genres and that includes

á        An abstract

á        An outline

á        Text with parenthetical notes (a minimum of seven pages) and proper footnoting

á        One or more appendices

á        A works-cited page

Grade 12

1.        Review and extend prior learning

2.        Write essays (and other pieces) that

á         Use transitional paragraphs

3.        Write fully developed, unified, and coherent multi-paragraph essays

á         Classification

á        Persuasion

á        Literary analysis of poetry and prose

á        Cluster (expository writing students only)

á        Dialectical paper (expository writing students only)

4.        Identify and use a variety of news sources (e.g., newspapers, magazines, broadcast and recorded media, artifacts), informants, and other likely sources for research purposes (HH)-4-8

5.        Write a formal MLA-style research paper that explores a short-story writer's style and common themes as they are evidenced in at least three short stories and that includes

á        An abstract

á        An outline

á        Text with parenthetical notes (a minimum of ten pages)

á        One or more appendices

á        A works-cited page