DOCUMENT RESUME CS 217 549 ED 453 539 Written Language Developmental Continuum: Second-Fifth TITLE Grades. North Carolina State Dept. of Public Instruction, Raleigh. INSTITUTION 2001-00-00 PUB DATE 9p.; For the preschool to second grade version, see CS 217 NOTE 548. North Carolina Department of Public Instruction, 301 North AVAILABLE FROM Wilmington St., Raleigh, NC 27601-2825. Web site: http://www.dpi.state.nc.us; e-mail: rirwinedpi.state.nc.us. Guides - Non-Classroom (055) PUB TYPE MF01/PC01 Plus Postage'. EDRS PRICE Audience Awareness; Child Behavior; *Child Development; DESCRIPTORS *Childrens Writing; Elementary Education; Student Evaluation; Teacher Role; *Writing Achievement; *Writing Skills; *Written Language *Continuum Models; *North Carolina; Purpose (Composition) IDENTIFIERS ABSTRACT The purpose of this "Written Language Developmental Continuum" brochure for second through fifth grades is to provide helpful information for parents, teachers, and other adults as they work with young children to advance and refine written language (writing) competence. The brochure is intended to be a useful tool for assessing children's development along a continuum of written language growth as well as a source of information about the competencies/descriptors that children are expected to learn in second through fifth grades--the descriptors list specific behaviors that are typical of children's development at particular ages or grades. The brochure points out that writing skills develop and become more sophisticated audiences. It lists as students use them for meaningful purposes and varied the following: competencies and descriptors for second grade (7-8 years); competencies for third grade (9-10 years); competencies for fourth grade (9-10 years); and competencies for fifth grade (10-11 years). It also delineates the following writing purposes: instrumental, informative, personal, heuristic, regulatory, interactional, and aesthetic. (Contains 12 references.) (NKA) EDRS are the best that can be made Reproductions supplied from the original document. (L5 Second -Fifth Grades U.S. DEPARTMENT OF EDUCATION auto of Educational Rematch and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) O This document has been reproduced as received from the parson Of organization originating It. O Minor changes have been made to Improve reproduction quality. Points of view or opinions stated In this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS SEEN GRANTED BY E Eata6a,_ Students need to be able to use language appropriately for a broad range of functions and perceive the functions for which others use language. a. 2 ....a...a. sown.s,..... C...... amell. ..... ....... .....0. rus. ..soreCa &A ...1117...071.11. CISMISCr a-. r .1. 10....¢Inalpialls...................0..........., ....100..... If 6 die awe. AVAILA BEST COPY Second-Fifth Grades "Learning to write well is important for all American students. Even though students have varied backgrounds and experiences, the expectation for high performance in writing applies to all." (NAEP) Encouraging written language in the classroom and at home is a process. It is not something that can be accomplished in a few months or even a year. Proficiency in written language requires time and patience to reap the desired harvest. Writing skills develop and become more sophisticated as students use them for meaningful purposes and varied audiences. 3 1. inTizaim The purpose of the Written Language Developmental Continuum for second-fifth grade is to provide helpful information for parents, teachers, and other significant adults as they work with young children to advance and refine written language (writing) competence. This brochure is a useful tool for assessing children's development along a continuum of written language growth as well as a source of information about the competencies that children are expected to learn in second through fifth grades. The descriptors in the continuum list specific behaviors that are typical of children's development at particular ages or grades. The competencies list specific behaviors that children are expected to learn in second to fifth grades according to the 1999 NC Standard Course of Study for English Language Arts. To ensure that students are able to demonstrate the descriptors/ competencies, teachers must provide opportunities for writing and reflection across the curriculum. "Writing is a powerful instrument of thought. In the act of composing, writers learn about themselves and their world and communicate their insights to others. Writing confers the power to grow personally and to effect change in the world." (Commission on Composition, National Council for the Teachers of English) 4 2 L1 L1 Second Grade 7.8 gears Third Grade 8-9 gears Competencies Competencies Begin to use formal language and/or literary language in Use oral and written language to: place of oral language patterns, as appropriate. present information in a sequenced, logical manner. Use expanded vocabulary to generate synonyms for discuss. commonly over-used words to increase clarity of written and share information and ideas. oral communication. recount or narrate. Plan and make judgments about what to include in written answer open-ended questions. products (e.g., narratives of personal experiences, creative report information on a topic. stories, skits based on familiar stories and/or experiences). explain own learning. Compose first drafts using an appropriate writing process: Share written and oral products in a variety of ways planning and drafting. (e.g., author's chair, book making, publications, discussions, rereading for meaning. presentations). revising to clarify and refine writing with guided discussion. Use planning strategies (with assistance) to generate topics and Write structured, informative presentations and narratives to organize ideas (e.g., drawing, mapping, discussing, listing). when given help with organization. Identify (with assistance) the purpose, the audience, and the appropriate form for the oral or written task. Spell correctly using: previously studied words. Compose a draft that conveys major ideas and maintains focus on the topic by using preliminary plans. spelling patterns. Compose a variety of fiction, nonfiction, poetry, and drama analysis of sounds to represent all the sounds in a word in one's own writing. selections using self-selected topics and forms (e.g., poems, simple narratives, short reports, learning logs, letters, notes, Attend to spelling, mechanics, and format for final products in directions, instructions). one's own writing. Focus reflections and revision (with assistance) on target Use capitalization, punctuation, and paragraphs in own writing. elements by: Use the following parts of the sentence: clarifying ideas. subject. adding descriptive words and phrases. predicate. sequencing events and ideas. modifier. combining short, related sentences. Use editing to check and confirm correct use of copventions: strengthening word choice. complete sentences. Produce work that follows the conventions of particular genres correct word order in sentences. (e.g., personal narrative, short report, friendly letter, directions Use correctly in written products: and instructions). letter formation, lines, and spaces to create readable Use correct capitalization (e.g., geographical place names, documents. holidays, special events, titles) and punctuation (e.g., commas plural forms of commonly used nouns. in greetings, dates, city and state; underlining book titles; common, age-appropriate contractions. periods after initials and abbreviated titles; apostrophes in contractions). Descriptors Use correct subject/verb agreement. Expand use of prewriting strategies. Demonstrate understanding by using a variety of complete Write for clear purpose/audience. sentences (declarative, imperative, interrogative, and Use substantive detail in writing. exclamatory) in writing and speaking. Check written work by reading aloud. Compose two or more paragraphs with: Revise/edit to improve text content. topic sentences. Use a variety of sources for spelling (charts, peers, dictionaries, supporting details. computer spell-check). appropriate, logical sequence. Produce writing and artwork to reflect personal response. sufficient elaboration. Use a number of strategies for spelling (e.g., sound patterns, visual patterns, silent letters, less common letter groupings). Proofread own writing for spelling and correct most misspellings independently with reference to resources (e.g., dictionaries, glossaries, word walls). Edit (with assistance) to use conventions of written language and format. Create readable documents with legible handwriting. 5. 3 Fifth Grade 10 -1 1 'gears Fourth Grade 9-10 'gears Competencies Competencies Use oral and written language to: Use oral and written language to: formulate hypotheses. solve problems. discuss. evaluate information and ideas. make decisions. interview. present and support arguments. Make oral and written presentations using visual aids with influence the thinking of others. an awareness of purpose and audience. Make oral and written presentations to inform or persuade Share self-selected texts from a variety of genres (e.g., poetry, selecting vocabulary for impact. letters, narratives, essays, presentations). Select a self-evaluated composition for publication and justify Use planning strategies to generate topics and organize ideas rationale for selection. (e.g., brainstorming, mapping, webbing, reading, discussion). Use a variety of preliminary strategies to plan and organize the Compose a draft that conveys major ideas and maintains focus writing and speaking task considering purpose, audience, and on the topic with specific, relevant, supporting details by using timeline. preliminary plans. Compose a draft that elaborates on major ideas and adheres Compose a draft that conveys major ideas and maintains focus to the topic by using an appropriate organizational pattern on the topic with specific, relevant, supporting details by using that accomplishes the purpose of the writing task and preliminary plans. effectively communicates its content. Focus revision on a specific element such as: Compose a variety of fiction, nonfiction, poetry, and drama transitional words. word choice. using self-selected topic and format (e.g., poetry, research sentence patterns. sequence of events and ideas. reports, news articles, letters-to-the editor, business letters). Produce work that follows the conventions of particular genres Focus revision on target elements by: (e.g., personal and imaginative narrative, research reports, improving word choice. learning logs, letters-of-request, letters-of-complaint). rearranging text for clarity. Use technology as a tool to gather, organize, and present creating simple and/or complex sentences for clarity or information. impact. Use correct capitalization (e.g., names of languages, nationalities, developing a lead, characters, or mood. musical compositions) and punctuation (e.g., commas in a series, commas in direct address, commas and quotation marks in Produce work that follows the conventions of particular genres dialogue, apostrophes in possessives). (e.g., clarification, essay, feature story, business letter). Demonstrate understanding in speaking and writing by Use technology as a tool to enhance. and /or publish a product. appropriate usage of: Consistently use correct capitalization (e.g., names of maga- verb tense consistency. pronouns. zines, newspapers, organizations) and punctuation (e.g., colon subject consistency. subject/verb agreement. to introduce a list, commas in apposition, commas used in Elaborate information and ideas in writing and speaking in compound sentences). using: Demonstrate understanding in speaking and writing by using: simple and compound sentences. troublesome verbs. regular and irregular verbs. nominative, objective, and possessive pronouns. adverbs. Elaborate information and ideas in speaking and writing by prepositions. using: coordinating conjunctions. prepositional phrases. Compose multiple paragraphs with: transitions. topic sentences. coordinating and/or subordinating conjunctions. specific, relevant details. Determine the impact of word choice on written and spoken logical progression and movement of ideas. language. coherence. Spell most commonly used words accurately using a multi- elaboration. strategy approach to the learning of new spellings. concluding statement related to the topic. Proofread for accuracy of spelling using appropriate strategies Use visual (orthography) meaning-based strategies as primary to confirm spelling and to correct errors. sources for correct spelling. Edit final product for grammar, language conventions, and Proofread and correct most misspellings independently with format. reference to resources (e.g., dictionaries, thesauri, glossaries, Create readable documents through legible handwriting and computer spell-checks, and other classroom sources). word processing. Use established criteria to edit for language conventions and format. Demonstrate evidence of language cohesion by: logical sequence of fiction and nonfiction retells. time order sequence of events. sustaining conversations on a topic. 6 Create readable documents through legible handwriting 4 and/or word processing. People use written language for different purposes. Parents and teachers can use this chart to encourage students in their written language development. Informative Instrumental Personal Language to get what Language to represent Language to develop the world to others we want and maintain one's Language to impart own unique identity Asserting personal what one knows rights/needs Labeling, noting Requesting an opinion Incidental expressions details Noting incidents, sequences Making generalizations Comparing news articles sign-up sheets journals concept books grocery lists diaries wish lists science books autobiographies planning lists recipes eye witness accounts directions trip logs catalog orders editorials posters business letters memorandums maps booklets proposals logs journals webs research (K-W-L notes) charts brochures instructions graphs surveys tables reports family histories , 7 5 BEST COPY AVAILABLE Re ulato Interactional Heuristic Aesthetic Language for its own Language to control Language to establish Language to speculate sake, to express imagi- and maintain relation- and predict what will others and the world nation, to entertain ships with others happen around us Noting cause/effect Requesting directions relationships Requesting others' Noting an event' attention Controlling self Drawing conclusions Requesting a reason Problem solving notes modern fiction tales directions question charts greeting cards fantasy/science fiction labels plays/skits invitations rules for games historical fiction tales tables personal letters hypotheses fairy tales signs jokes & riddles graphs rules & regulations procedures surveys advertisements forecasts estimations cause/effect diagrams inquiry projects 6 References Anderson, Carl. (2000). How's It Going? A Practical Guide to Conferendng with Students. Portsmouth, NH: Heinemann. CalkinS, Lucy. (1994). The Art of Teaching Writing. Portsmouth, NH: Heinemann. Gambrell, Linda B. and Almasi, Janice, F. (Eds.). (1996). Lively Discussions! Fostering Engaged Reading. Newark, Delaware: International Reading Association. Heibert, E.H., Pearson, RD., Taylor, B.M., Richardson, V., and Paris, S.G. (1998). Every Child a Reader. Center for the Improvement of Early Reading Achievement. Fletcher, Ralph. (1993). What a Writer Needs. Portsmouth, NH: Heinemann. Fletcher, Ralph and Portalupi, Joann. (1998). Craft Lessons: Teaching Writing K-8. York, Maine: Stenhouse Publishers. Fountas, Irene C. and Pinnell, Gay Su. (2001). Guiding Readers and Writers Grades 3-6: Teaching Comprehension, Genre and Content Literacy. Portsmouth, NH: Heinemann. Lane, Barry. (1993). After the End: Teaching and Learning Creative Revision. Portsmouth, NH: Heinemann. Lenski, Susan Davis and Johns, Jerry L (2000). Improving Writing: Resources, Strategies, and Assessments. Dubuque, Iowa: Kendall/Hunt Publishing Company. McCarrier, Andrea;, Pinnell, Gay Su; and Fountas, Irene. (2000). interactive Writing: How Language and Literacy Come Together, K-2. Portsmouth, NH: Heinemann. North Carolina English Language Arts Standard Course of Study. (December, 1999). Raleigh: North Carolina Department of Public Instruction. Ray, Katie Wood. (2000). Wondrous Words: Writers and Writing in the Elementary School. Urbana, Illinois: National Council for the Teachers of English. 9 FC71,1-470 Public Schools of North Carolina State Board of Education ',..i.T.c,17_11 /2E21 Department of Public Instruction . 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