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Standard IV-Writing
Idaho Comprehensive Literacy Standards & Competency -writing process
| Question | Answer |
|---|---|
| Audience | The person/people who will read the writing. This may be large or small, formal, or informal. |
| Authentic Writing Purposes | Students write for real purpose to a specific audience other than their teacher. |
| Formative Assessment | Monitor student learning to provide ongoing feedback by teachers to inform their teaching and students to improve learning. |
| Communicative Process | A process of interaction between two or more people where ideas are shared and understood so each person involved can make meaning. |
| Genre | Literary prose, poetry, drama, hybrid forms, or other literature that are distinguished by shared literary conventions. |
| Gradual Release of Responsibility | Instructional techniques used to move students toward stronger understanding and independence in the learning process. |
| Informational/Expository | This text type includes writing informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content. |
| Listening Process | The process of making meaning from what we hear. This includes listening vocabulary, background knowledge, and attention. |
| Mentor Texts | High-quality texts that can be used to model effective writing traits, characteristic, techniques, and /or processes. These can be published texts, teacher-written text, or student-written text. |
| Narrative | This text type includes developing real or imagined experiences or events, incorporating story grammar, through use of effective techniques, well chosen details, and well structured event sequences. |
| Opinion/Argumentative | Text type includes writing to persuade the audience to believe something. At the elementary, this focuses on writing opinion pieces on topic or texts, supporting a point of view with reasons and information. From 6th grade on, the focus moves to writing |
| Persuasive Writing | Intends to convince readers to believe in an idea or opinion and inspires action. |
| Portfolio Assessment | A form of assessment that presents a body of work that showcases competencies, exemplary work, or the learner's developmental progress. The learner may have some choice in the selecting work included in the portfolio. |
| Precise Language | Using specific words to evoke the intended understanding and/or emotion. |
| Purpose | The reason for the writing, which may include consideration of the audience. |
| Narrative Text | Written to tell a story |
| Informational Text | Written to share information |
| Opinion/Argumentative Text | Written to persuade |
| Rubrics | A document that articulates the criteria, or what is being evaluated, and may describe levels of quality from excellent to poor. |
| Sentence Frames | Method of scaffolding that teachers use w/ students to support writing at all levels. Includes giving them part of the words in the sentence with blanks where they can add their own words. |
| "I like____________ because_________. Is an example of?? | A Sentence Frame |
| Speaking Process | The process of presenting our ideas for others to hear and understand. This includes the ideas, words, focus, intonation, body language, and speaking vocabulary. |
| Story Grammar | The elements of character, setting, plot, that are found in narrative text. |
| Summative Assessment | Evaluate student learning at the end of an instructional unit. |
| Task | The assignment or reason we write, This can be defined as the text type, genre, audience, and purpose for the writing. |
| Tone | An attitude of a writer conveyed through the choice of words or the viewpoint of a writer on a particular subject. |
| Writing Process | The steps writers go through to produce completed writing. This includes: prewriting, drafting, revising, editing, and publishing. |
| Prewriting | 1st stage of the writing process -the planning stage. activities include discussion, webbing, listing, drawing, writing, outlines, and brainstorming. |
| Drafting | 2nd stage of the writing process - the initial composition with all the ideas written down in an organized way. |
| Revising | 3rd stage of the writing process - Reviewing, modifying, and reorganizing the writing by rearranging, adding, or deleting to improve the draft. |
| Editing | 4th stage of the writing process - Proof reading and corrections to the writing conventions. grammar, punctuation, spelling. etc.. Do this after revising. |
| Publishing | 5th and last stage of the writing process - Sharing the completed writing with a group of people. This can be online, posting on a wall, printed in a book, or handing in to a teacher. |
| Writing Traits | The vocabulary we use to teach, discuss, assess, and give feedback on writing. Included are: Ideas and content, organization, voice, word choice, sentence fluency, conventions, and presentation |
| Ideas and Content | This writing trait refers to the main message and content of the writing. |
| Voice | This writing trait refers to the sense that the writer is coming through in the writing. |
| Word Choice | This writing trait refers to the use of rich, colorful, precise language in the writing. |
| Sentence Fluency | This writing trait refers to the rhythm and flow of the writing. It includes elements like sentence length, variety in structure and beginnings, and style. |
| Conventions | This writing trait refers to the mechanical correctness of the writing. It includes five elements: spelling, punctuation, capitalization, grammar/usage, and paragraphing. |
| Presentation | This writing trait refers to the visual and textual elements of the completed writing. It includes the way the writing is presented to the audience. Includes elements such as visual, graphics, neatness, font selection, spacing on the page, text layout. |
| Writing Workshop | A method of writing instruction where coaching students to write for a variety of audiences & purposes is more effective than a traditional writing instruction. |
| 4 Principles of a Writing Workshop | 1. students will write about their lives. 2. they will use consistent writing process. 3. they will work in authentic ways. 4. they will develop independence as a writer. |
| Examples of Writing Workshop Structures | Whole group mini lesson, independent writing with conferencing, and sharing. |
| Mini Lesson | A short lesson with a narrow focus that provides instruction in a writing skill or concept that the student will then relate to a larger lesson that will follow. Typically the first part to a writing workshop. |
| Writing Conference | A one-on-one direct strategy, designed to guide and assist students through the process of writing. |
| Techniques used to scaffold writer's development | Sentence frames, models, and word banks. |
| Ways to impact student motivation and choice on writing production. | Layer writing assignments, have students share ideas, use modeling, incorporate choice for students writing through content, structure, and audience, and establish a authentic purpose for the writing. |
| Word Study | Researched based best practices for spelling instruction. Provides students w/ opportunities to investigate & understand patterns in words. |
| Researched based instructional Handwriting practices | 1. daily lessons 2. direct & explicit instruction 3. modeling 4. guided practice 5. use of feedback 6. independent practice 7. integrated lessons 8. writing materials |
| 5 Stages of Spelling Development | 1. Emergent Spelling 2. Letter Name Spelling 3. Within Words Spelling 4. Syllable Juncture Spelling 5. Derivational Constancy Spelling |
| Emergent Spelling | Ages 3-5 Children learn the difference between writing & drawing. They learn what direction writing is done. The begin phonemic awareness and they recognize certain letters and sounds. |
| Letter Naming Spelling | Ages 4-9 Begin to represent phonemes in words with letters, they identify only the strongest sounds in the word. they learn word families and can spell multiple words using patterns they know from word families. |
| Within Word Spelling | Ages 6-12 Can spell most single syllable and short vowel words correctly. Learners become aware of homophones. Students can read and write many words correctly because of their knowledge of letter sounds & short-vowel patterns. |
| Syllable Juncture Spelling | Ages 8-12 Learn inflectional endings such as ed, ing, s, & es. Learn rules about double consonants, changing the y to i. Homophones and compounds are taught. |
| Derivational Constancy Spelling | Ages 10 & older Learn that meaning as well as patterns & sounds are important in spelling words. Bring a level of vocabulary into the spelling lessons. Explore the relationship between spelling & meaning and learn to associate meaning. |
| 4 parts of a Mini Lesson | 1. Mini lesson 2. Status update 3. Writing 4. Sharing |
| Types of Informative Assessments | Performance Based Assessment, self/peer assessments Discussion, observation, and checklist |
| Types of Summative Assessments | Midterm exam, final project, paper, senior project |
| Orthographic Knowledge | Information that is stored in memory that tells us how to represent language in the written form. An understanding of the rules governing the way in which sounds in a language are represented by written or printed symbols. |
| Features of a Memoir | It is a true story. There is a focus. A transformation happens, an inner story that ties to something universal. |
| Features of Poetry | It looks like a poem, reads like a poem. Written in lines, has some kind of form holding it together (haiku), uses imagery, and is musical in it's sound and rhythm. Use of alliteration, assonance and rhyme. |
| Features of a Biography | About a real person, written based on facts, story is accurate and develops an understanding about people, places, and time. |
| Features of a Fairy Tale | Happens "a long time age", has fantasy elements, there are clearly defined good vs. evil characters, have a problem to solve and often takes 3 tries to solve the problem, And has a happy ending. |
| Features of Advertisements | It is a paid communication, non personal message, purpose is to promote products or business, identified sponsors. |
| Features of a Brochure | Introduce the reader to organization or product, inform, persuade, complete, and are consistent. |
| Chicago Style or CMS | A writing format for citations. Originated at Chicago University Press in 1906. There are 2 formats 1. Notes-Bibliography 2. Author-Date. |
| Notes-Bibliography | Writing format used primarily in the discipline of Arts and Humanities. Consists of numbered footnotes or endnotes. Part of the CMS or Chicago Style. |
| Author-Date | Writing format used primarily in science and social studies. Consists of the author's last name and year of publication cited briefly in the main text. Part of the CMS or Chicago Style. |
| MLA Style | Writing format primarily used in various disciplines of humanities especially in languages. Originated by the Modern Language Association. Includes times new roman pt. 12, 1" margins, titles in italic, double spaced and works cited page at the end. |
| APA Style | Writing format primarily used in the fields of education, sciences, and engineering. Created by the American Psychological Association in 1929. Consists of in text parenthetical citation, and the text is followed by a page of references. |
| Harvard Style | One of the most renowned writing formats. This referencing style originated at Harvard University by students. includes an Author-date in text citation and a reference list. |
| International Network of Writing Across Curriculum 's two types of instructional writing. what are they? | 1. Writing to Learn (WTL) 2. Writing in Disciplines (WID) |
| WTL - Writing to Learn | Short informal writing tasks, often tentative and unfinished. Content area teachers often use along with brainstorming as a pre-reading activity. |
| WID - Writing in Discipline | More formal and elaborate, well thought out writing on part of the students. |
| Examples of WID | Field & lab notes, position papers, research papers, opinion writing, reviews. |
| examples of WTL | Admit/exit slips, microthemes, point of view guides, biopoems, text response task cards. |
| RAFT | Kind of WID writing activity or strategy Acronym - Role, Audience, Form, Topic Teachers use this as a writing prompt. |
| Microthemes | Mini Essays. A brief piece of writing that results in a great deal of thinking. Written on an index card or half sheet of paper. example is a "tweet". |
| Point of View Guides (POVGs) | Connect students reading & writing in a creative non-threatening way. Designed to trigger thoughtful reading and writing by having students "get into the skin" of a character or subject. 1st person writing. |
| Unsent Letters | WTL activity. Establishes a role play situation in which students are asked to write letters in response to material being studied. |
| Biopoem | WTL activity in which students play with ideas using language in a poetic framework. Students follow a prescribed 11 line format to help them synthesize what they are learning. |
| Task Response Cards | Students respond to the text in a way that involves authentic practices of the content discipline. Teachers give the students a set of 4 cards. Each card identifies a task that a person in the discipline would do for example "Think like an historian____" |
| Admit / Exit Slips | WTL activity either at the start or end of class. Brief comment by students on an index card or 1/2 sheet of paper. Purpose is to get the students reactions to what they are doing in class. |
| Response Journal | A place for students to write, draw, and share ideas, opinions, or respond to text they are have read in class. |
| Double-Entry Journal (DEJs) | An adaption of a response journal. Allows students to record dual entries that are conceptually related. |
| Learning Log | Ongoing record of learning. Students answers questions like, "what I didn't understand" or "What I liked or disliked about class today." Teacher reviews daily to see what students are learning & recognize concerns or problems. |
Created by:
mrsjohnson70
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