Academic Standard

Writing
Initiative: 
Tennessee Diploma Project
Set: 
English Language Arts
Type: 
Standard
Code: 
3
Grade range: 
5
Writing is a way of sharing language in a visual or tactile form. Throughout the world writing systems have been developed independently using a variety of symbols to represent speech, punctuation, and numbers. All of the writing systems utilize visible representations except the Braille system used for the visually impaired. Writing is one of the most commanding communication tools.Conceptual StrandThe ability to write clearly and coherently to a specific topic is vital to effective communication. Authors write for a variety of purposes and to a variety of audiences.Guiding QuestionIn what ways does good writing contribute to effective communication in a variety of purposes and to a variety of audiences?
 
Elements within this Standard
 
Grade Level Expectation
Write for a variety of purposes and to different audiences.
Write in various modes and genres, including narration, literary response, personal expression, description, and imaginative.
Know and apply the steps of the writing process: prewriting, drafting, revising, editing, evaluating, and publishing.
Check For Understanding
Determine an audience and purpose for writing.
Write for a variety of purposes: to entertain, persuade, inform, describe, demonstrate knowledge, answer questions, respond to literature, acquire knowledge
Practice writing to narrative and descriptive prompts within a specified time limit.
Write poems, stories, and essays based upon personal reflections, observations, and experiences.
Compare and contrast two persons, places, things, or ideas.
Respond in writing to literature studied (e.g., critique, journal, group project).
Create a well-developed story or passage summary, as well as personal reflections and imaginative writing samples.
Compose and respond in writing to original questions and/or problems from all content areas.
Explore writing in the expository mode.
Recognize and use all steps in the writing process: prewriting, drafting, revising, editing/proofing, evaluating, publishing.
Construct an outline with main ideas and supporting details.
Select and refine a topic.
Compose clear, coherent, well-organized multi-paragraphed works.
Develop a paragraph with a topic sentence, supporting details, and a concluding sentence.
Demonstrate syntactic variety.
Use precise language, including vivid words and figurative language.
Use appropriate time-order or transitional words and phrases.
Use correct page format (e.g., paragraphs, margins, indentations, title).
Revise to clarify thought, to refine ideas, and to distinguish between important and unimportant information.
Use resources (e.g., dictionary, thesaurus, computer) to aid in the writing process.
Demonstrate confidence and competence in using the Tennessee Writing Assessment rubric while evaluating ones own writing and the writing of others.
Use technology to publish and present.
Identify and explore opportunities for publication (e.g., local/national contests, Internet websites, newspapers, periodicals, school displays).
State Performance Indicator
Identify the audience for which a text is written.
Identify the purpose for writing (i.e., to entertain, to inform, to share experiences, to persuade, to report).
Choose the supporting sentence that best fits the context and flow of ideas in a paragraph.
Identify the sentence irrelevant to a paragraphs theme or flow.
Select an appropriate concluding sentence for a well-developed paragraph.
Rearrange sentences to form a sequential, coherent paragraph.
Select details that support a topic sentence.
Select vivid and active words for a writing sample.
Choose the sentence that best supports the topic sentence and fits the flow of ideas in a paragraph.
Select appropriate time-order or transitional words/phrases to enhance the flow of a writing sample.
Rearrange paragraphs from a narrative writing selection in sequential and chronological order.
Select an appropriate title that reflects the topic of a written selection.
Complete a graphic organizer (i.e., clustering, listing, mapping, webbing) to group ideas for writing.