Teacher Resources
GACS Home Page 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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