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Winston - Salem / Forsyth County Schools ELA Module Two: Writing.

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Presentation on theme: "Winston - Salem / Forsyth County Schools ELA Module Two: Writing."— Presentation transcript:

1 Winston - Salem / Forsyth County Schools ELA Module Two: Writing

2 Range and Content of Student Writing To build a foundation for college and career readiness, students need to learn to use writing as a way of offering and supporting opinions, demonstrating understanding of the subjects they are studying, and conveying real and imagined experiences and events.

3 Analytical Writing Writing to Inform and Make Arguments

4 Text Types and Purpose 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence

5 Special Note about K-5 Opinion writing is the developing form of argument writing in K-5 Opinion must be supported by reasons Helps to prepare students for drafting the arguments they will be expected to create beginning in grade 6 Appendix A page 23 has additional information Appendix C contains writing examples

6 Opinion Exemplars Kindergarten – page 6 First Grade- not provided Second Grade- page15 Third Grade- not provided Fourth Grade- page 25 Fifth Grade- not provided

7 Text Types and Purpose 2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content

8 Informative Exemplars Kindergarten – page 7 First Grade- page 11 Second Grade- not provided Third Grade- page 18 Fourth Grade- not provided Fifth Grade- page 29

9 Text Types and Purpose 3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well- structured event sequences

10 Narrative Writing Narrative Writing conveys experience either real or imaginary Students produce narratives that take the form of creative fictional stories, memoirs, anecdotes, and autobiographies.

11 Narrative Exemplars Kindergarten – page 9 First Grade- page 13 Second Grade- page 17 Third Grade- page 22 Fourth Grade- page 27 Fifth Grade- page 31

12 Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style of appropriate to task, purpose, and audience. (Begins in Third Grade)

13 Production and Distribution of Writing 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

14 Production and Distribution of Writing 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

15 Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation

16 Research to Build and Present Knowledge 8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

17 Research to Build and Present Knowledge 9. Draw evidence from literary or informational texts to support analysis, reflection, and research (Begins in Fourth Grade)

18 Evidence from texts Use strategies for reading literary and information text as they investigate topics Reference literary text when answering directly stated questions or applying comprehension skills Within literary text central message becomes theme in fourth grade Give explanations how author uses proof to support a point within informational text

19 Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Begins in third grade)

20 Range of Writing Produce numerous pieces of writing over various time frames Develop skills in research and allow time for reflection and revision. Task (type of writing assignment), audience (the intended reader), and purpose (the writer’s designated reason for writing) should be reflected in the writing.


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