CONTENT STANDARDS
English
Language Arts - Writing
Early Learning
Communication:
Oral and Visual Standard
Writing
Process Standard
| Students’ writing develops when they
regularly engage in the major phases of the writing process. The
writing process includes the phases of prewriting, drafting, revising
and editing and publishing.
They learn to plan their writing for different purposes and audiences.
They
learn to apply their writing skills in increasingly sophisticated ways
to create and produce compositions that reflect effective word and
grammatical
choices. Students develop revision strategies to improve the content,
organization and language of their writing. Students also develop
editing skills to improve writing conventions. Prewriting 1. Generate ideas for a story or shared writing with assistance. 2. Choose a topic for writing related to shared or personal experience. 3. Begin to determine purpose for writing. Drafting, Revising and Editing 4. Generate related ideas with assistance. 5. Dictate or produce “writing” to express thoughts. 6. Repeat message conveyed through dictation or “writing”. 7. Begin to use resources (e.g., labels, books, adults, word walls, computer, etc.) to convey meaning. Publishing 8. Display or share writing samples, illustrations and dictated stories with others. |
| Students need to understand that various
types of writing require different language, formatting and special
vocabulary. Writing serves many purposes across the curriculum and
takes various forms. Beginning writers learn about the various purposes
of writing; they attempt and use a small range of familiar forms (e.g.,
letters). Developing writers are able to select text forms to suit
purpose and audience. They can explain why some text forms are more
suited to a purpose than others and begin to use content-specific
vocabulary to achieve their communication goals. Proficient writers
control effectively the language and structural features of a large
repertoire of text forms. They deliberately choose vocabulary to
enhance
text and structure in their writing according to audience and purpose. 1. Dictate stories or produce simple stories using pictures, mock letters or words. 2. Name objects and label with assistance from adult cues. 3. Play at writing from top to bottom, horizontal rows as format. 4. Dictate words or produce writing approximations for a variety of purposes (e.g., menus in dramatic play, note to friend). |
| Students learn to master writing conventions
through exposure to good models and opportunities for practice. Writing
conventions include spelling, punctuation, grammar and other
conventions
associated with forms of written text. They learn the purposes of
punctuation:
to clarify sentence meaning and help readers know how writing might
sound
aloud. They develop and extend their understanding of the spelling
system,
using a range of strategies for spelling words correctly and using
newly
learned vocabulary in their writing. They grow more skillful at using
the
grammatical structures of English to effectively communicate ideas in
writing
and to express themselves. Handwriting 1. Print letters of own name and other meaningful words with assistance using mock letters and/or conventional print. 2. Begin to demonstrate letter formation in “writing”. Spelling 3. Scribble write familiar words with mock letters and some actual letters. Punctuation and Capitalization 4. Indicate an awareness of letters that cluster as words, words in phrases or sentences by use of spacing, symbols or marks. |
| Students define and investigate
self-selected or assigned issues, topics and problems. They locate,
select and make use of relevant information from a variety of media,
reference and technological sources. Students use an appropriate form
to communicate their findings. 1. Ask questions about experiences, areas of interest, pictures, letters, words, logos or icons. 2. Use a variety of resources to gather information with assistance. 3. Recall information about a topic dictated or constructed by child. 4. Share findings of information through retelling, media and play. |
Communication:
Oral and Visual Standard
| Students learn to communicate effectively
through exposure to good models and opportunities for practice. By
speaking, listening and providing and interpreting visual images, they
learn to apply their
communication skills in increasingly sophisticated ways. Students learn
to deliver presentations that effectively convey information and
persuade
or entertain audiences. Proficient speakers control language and
deliberately
choose vocabulary to clarify points and adjust presentations according
to
audience and purpose. Listening and Viewing 1. Attend to speakers, stories, poems and songs. 2. Connect information and events to personal experiences by sharing or commenting. 3. Follow simple oral directions. Speaking Skills and Strategies 4. Speak clearly and understandably to express ideas, feelings and needs. 5. Initiate and sustain a conversation through turn taking. Speaking Applications 6. Present own experiences, products, creations or writing through the use of language. 7. Participate in the recitation of books, poems, chants, songs and nursery rhymes. |
| All of the information on
this site is available in pdf and/or Word format at the
Ohio Department of Education Web Site at http://www.ode.state.oh.us/
|
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