WR01 Curriculum Map
From Brush Schools Wiki
Go back to main Writing page.
Contents |
August
Content and Essential Skills
How do we think of topics?
Standard 3
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
3e write legibly.
Standard 2:
Students write and speak for a variety of purposes and audiences
2a generate topics through pre-writing activities (for example, brainstorming,webbing, mapping, drawing, K-W-L charts, group discussion)
3d capitalize sentence beginnings and proper nouns;
3c punctuate endings of sentences
Skills
write legibly
generate topics
apply directionality
use beginning and ending sounds
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Optional
September
Content and Essential Skills
What conventions do we use in writing?
How do we choose a topic?
How do we use the word wall?
Standard 2:
Students write and speak for a variety of purposes and audiences
2g present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform).
2a generate topics through pre-writing activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion);
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
Introduce:
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Word Wall
Optional
October
Content and Essential Skills
What conventions do we use in writing?
How do we choose a topic?
How do we use the word wall?
How do we write a personal narrative?
Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
3a know and use correct spelling, punctuation, capitalization, grammar, and word usage to complete a variety of writing tasks;
3b spell high frequency words correctly;
Standard 2:
Students write and speak for a variety of purposes and audiences.
2c write a first draft with the necessary components for a specific genre
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
Introduce:
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins Primary Writing Curriculum
Word Wall
Optional
November
Content and Essential Skills
What conventions do we use in writing?
How do we choose a topic?
How do we use the word wall?
How do we write a personal narrative?
Why do we edit?
Standard 2:
Students write and speak for a variety of purposes and audiences
2e edit revised draft using resources (for example, dictionary, word lists and banks,
thesaurus, spell checker, glossary, style manual, grammar and usage reference)
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Introduce:
Revise/edit draft for content using word wall or sight word lists, and other available resources.
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins Primary Writing Curriculum - small moments
A Chair For My Mother, The Legend of the Indian Paintbrush,
Zoom to help them look more closely and add more detail
Word Wall
Optional
December
Content and Essential Skills
What conventions do we use in writing?
How do we choose a topic?
How do we use the word wall?
How do we write a personal narrative?
Why do we edit?
What are the parts of a letter?
What is a list?
Standard 2:
Students write and speak for a variety of purposes and audiences
2a write a first draft with the necessary components for a specific genre
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Revise/edit draft for content using word wall or sight word lists, and other available resources.
Introduce:
parts of a letter(date,greeting,body,closing,signature)
making lists
We made Christmas lists, we wrote letters to Santa, including the rough draft, editing and final copy
We wrote small moment, personal narrative stories.
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins Primary Writing Curriculum
Word Wall
Optional
January
Content and Essential Skills
How do we generate topics?
What conventions do we use?
How do we use the word wall?
How do we write a personal narrative?
How do we edit?
What is a list?
What are the parts of a letter?
How do we use organizational charts or web?
How do we write a simple poem?
Standard 2:
Students write and speak for a variety of purposes and audiences
2f proofread revised draft
Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
3a know and use correct spelling, punctuation, capitalization, grammar, and word usage to complete a variety of writing tasks
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Revise/edit draft for content using word wall or sight word lists, and other available resources parts of a letter (date, greeting, body, closing, signature)
making lists
Introduce:
proofread revised draft (mechanics, editing, and punctuation)
present final copy according to purpose (read aloud, display, publish)
use age appropriate grammar and word usage
We used an organizational web to gather facts about penguins.
We wrote reports about penguins using these facts and they edited their work.
We also compared and contrasted fact and fiction using our factual research and tacky books.
We wrote letters to people in the building to improve our letter writing skills.
We used a web to plan our reports about the planets.
We wrote reports, edited and published them.
We made lists of things in space and things to do when it's cold.
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Nonfiction penguin books
Tacky books
Space books
Optional
February
Content and Essential Skills
How do we generate topics?
What conventions do we use?
How do we use the word wall?
How do we write a personal narrative?
How do we edit?
What is a list?
What are the parts of a letter?
How do we use organizational charts or web?
How do we write a simple poem?
What are the steps to publishing?
How do we write a report?
Standard 2:
Students write and speak for a variety of purposes and audiences.
2b align purpose (for example, to entertain, to inform, to communicate) with audience
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Revise/edit draft for content using word wall or sight word lists, and other available resources
parts of a letter(date,greeting,body,closing,signature)
making lists
proofread revised draft (mechanics, editing, and punctuation)
present final copy according to purpose (read aloud, display, publish)
use age appropriate grammar and word usage
Introduce:
writes simple poems to express thoughts
write details to support main idea
give and follow multiple step directions
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins
In their journal writing we have a share time when students can share and other students ask questions. This helps them to add details to their writing when students want to know more.
We began writing fictional stories. We used a story map to generate a class story about an alien lost in space. The students then used a story map to begin their own stories. We edited the stories for display. We continued our work on fiction by working on beginning, middle and end. We used the Art Lesson by dePaola to talk about the beginning, middle, and end and used a map to begin our story. We wrote the stories and edited them for publishing. We learned how to revise by adding information in the middle of our stories as well as at the end.
Optional
March
Content and Essential Skills
How do we generate topics?
What conventions do we use?
How do we use the word wall?
How do we write a personal narrative?
How do we edit?
What is a list?
What are the parts of a letter?
How do we use organizational charts or web?
How do we write a simple poem?
What are the steps to publishing?
How do we write a report?
Standard 2:
Students write and speak for a variety of purposes and audiences.
2b align purpose (for example, to entertain, to inform, to communicate) with audience
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Revise/edit draft for content using word wall or sight word lists, and other available resources.
parts of a letter(date,greeting,body,closing,signature)
making lists
proofread revised draft (mechanics, editing, and punctuation)
present final copy according to purpose (read aloud, display, publish)
use age appropriate grammar and word usage
writes simple poems to express thoughts
write details to support main idea
give and follow multiple step directions
Introduce:
write research facts
gather information using resources
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins
We are working on good beginnings for our stories (leads). We made a list of possible good beginnings and good endings. This has helped them to make their beginnings more interesting. We also began writing How To books, this went well after I modeled one on making an apple pie and then we wrote one together about how to make a leprechaun decoration. They then chose their own topics and did a great job. We also wrote green riddles for St. Pat's day.
Optional
April
Content and Essential Skills
How do we generate topics?
What conventions do we use?
How do we use the word wall?
How do we write a personal narrative?
How do we edit?
What is a list?
What are the parts of a letter?
How do we use organizational charts or web?
How do we write a simple poem?
What are the steps to publishing?
How do we write a report?
How do we write a story with a beginning, middle, and end?
Standard 2:
Students write and speak for a variety of purposes and audiences.
2c write a first draft with the necessary components for a specific genre
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Revise/edit draft for content using word wall or sight word lists, and other available resources
parts of a letter(date,greeting,body,closing,signature)
making lists
proofread revised draft (mechanics, editing, and punctuation)
present final copy according to purpose (read aloud, display, publish)
use age appropriate grammar and word usage
writes simple poems to express thoughts
write details to support main idea
give and follow multiple step directions
write research facts
gather information using resources
Introduce:
write a narrative with a beginning, middle, and end
develop a story line with a problem and events leading to a solution
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins
We wrote thank you letters to deep up those skills
We used a web to organize our dinosaur information and then wrote reports. We edited and published these.
We wrote fiction stories about finding a dinosaur egg and published these in a class book.
We wrote a class newspaper. Students chose topics and wrote either fiction or nonfiction pieces.
Optional
May
Content and Essential Skills
How do we generate topics?
What conventions do we use?
How do we use the word wall?
How do we write a personal narrative?
How do we edit?
What is a list?
What are the parts of a letter?
How do we use organizational charts or web?
How do we write a simple poem?
What are the steps to publishing?
How do we write a report?
How do we write a story with a beginning, middle, and end?
Standard 2:
Students write and speak for a variety of purposes and audiences.
generate topics through pre-writing activities (for example, brainstorming, webbing, mapping, drawing, K-W-L charts, group discussion)
align purpose (for example, to entertain, to inform, to communicate) with audience
write a first draft with the necessary components for a specific genre
revise draft content (for example, organization, relevant details, clarity)
edit revised draft using resources (for example, dictionary, word lists and banks,thesaurus, spell checker, glossary, style manual, grammar and usage reference)
proofread revised draft
present final copy according to purpose (for example, read aloud, display, publish, mail, send, and perform)
Standard 3:
Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling
know and use correct spelling, punctuation, capitalization, grammar, and word usage to complete a variety of writing tasks spell high frequency words correctly
punctuate endings of sentences
capitalize sentence beginnings and proper nouns
write legibly
Skills
Reinforce:
Writes simple sentences
write legibly
generate topics
capitalization
punctuation
spaces between words
use word wall
apply directionality
use beginning and ending sounds
relate a story or message by using emergent writing
share stories aloud and responsive questioning
follow simple directions
share information, ideas, opinions and questions
KWL charts, webbing
relate a personal experience, narrative or story in logical sequence
apply phonics skills as emergent writers
spells high frequency words and phonetic patterns
write a first draft
Revise/edit draft for content using word wall or sight word lists, and other available resources
parts of a letter(date,greeting,body,closing,signature)
making lists
proofread revised draft (mechanics, editing, and punctuation)
present final copy according to purpose (read aloud, display, publish)
use age appropriate grammar and word usage
writes simple poems to express thoughts
write details to support main idea
give and follow multiple step directions
write research facts
gather information using resources
write a narrative with a beginning, middle, and end
develop a story line with a problem and events leading to a solution
Assessment
observation
daily writing journals
homework
daily/weekly conferences with students
theme specific writing projects
Resources
Write Source
6 Traits
Step Up to Writing
Lucy Calkins
Kid's Poems By Regie Routman
Writing Assessment - We used a web to organize and then wrote a report about an animal.
Poetry - the students each wrote several poems.
We talked about topics, word choice, feelings and line breaks.
Optional
