Writing means sharing. It's part of the human condition to want to share things - thoughts, ideas, opinions. -- Paulo Coelho

Overview

I teach to the Common Core State Standards for Writing. In all of the schools where I have worked, I have primarily developed my own curriculum, drawing on resources from Write Tools, Ralph Fletcher, Mem Fox, and Writer's Workshop.
2015-2016 Free Writing Prompts Slides
2014-2015 Writing Slides
​2013-2014 Writing Slides

Common Core State Standards for Writing

Second Grade

Text Types and Purposes
  • CCSS.ELA-LITERACY.W.2.1 Write opinion pieces in which they introduce the topic or book they are writing about, state an opinion, supply reasons that support the opinion, use linking words (e.g. because, and, also) to connect opinion and reasons, and provide a concluding statement or section.
  • CCSS.ELA-LITERACY.W.2.2 Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
  • CCSS.ELA-LITERACY.W.2.3 Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
  • CCSS.ELA-LITERACY.W.2.4 (W.2.4 begins in grade 3)
  • CCSS.ELA-LITERACY.W.2.5 With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
  • CCSS.ELA-LITERACY.W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
  • CCSS.ELA-LITERACY.W.2.7 Participate in shared research and writing projects (e.g. read a number of books on a single topic to produce a report; record science observations).
  • CCSS.ELA-LITERACY.W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
  • CCSS.ELA-LITERACY.W.2.9 (W.2.9 begins in grade 4)
Range of Writing

Third Grade

Text Types and Purposes Production and Distribution of Writing
  • CCSS.ELA-LITERACY.W.3.4 With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
  • CCSS.ELA-LITERACY.W.3.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 3 here.)
  • CCSS.ELA-LITERACY.W.3.6 With guidance and support from adults, use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.
Research to Build and Present Knowledge Range of Writing
  • CCSS.ELA-LITERACY.W.3.10 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 discipline-specific tasks, purposes, and audiences.

Fourth Grade

Text Types and Purposes
  • CCSS.ELA-LITERACY.W.4.1 Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
  • CCSS.ELA-LITERACY.W.4.1.A Introduce a topic or text clearly, state an opinion, and create an organizational structure in which related ideas are grouped to support the writer's purpose.
  • CCSS.ELA-LITERACY.W.4.1.B Provide reasons that are supported by facts and details.
  • CCSS.ELA-LITERACY.W.4.1.C Link opinion and reasons using words and phrases (e.g. for instance, in order to, in addition).
  • CCSS.ELA-LITERACY.W.4.1.D Provide a concluding statement or section related to the opinion presented.
  • CCSS.ELA-LITERACY.W.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
  • CCSS.ELA-LITERACY.W.4.2.A Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.
  • CCSS.ELA-LITERACY.W.4.2.B Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
  • CCSS.ELA-LITERACY.W.4.2.C Link ideas within categories of information using words and phrases (e.g. another,for example, also, because).
  • CCSS.ELA-LITERACY.W.4.2.D Use precise language and domain-specific vocabulary to inform about or explain the topic.
  • CCSS.ELA-LITERACY.W.4.2.E Provide a concluding statement or section related to the information or explanation presented.
  • CCSS.ELA-LITERACY.W.4.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
  • CCSS.ELA-LITERACY.W.4.3.A Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
  • CCSS.ELA-LITERACY.W.4.3.B Use dialogue and description to develop experiences and events or show the responses of characters to situations.
  • CCSS.ELA-LITERACY.W.4.3.C Use a variety of transitional words and phrases to manage the sequence of events.
  • CCSS.ELA-LITERACY.W.4.3.D Use concrete words and phrases and sensory details to convey experiences and events precisely.
  • CCSS.ELA-LITERACY.W.4.3.E Provide a conclusion that follows from the narrated experiences or events.
Production and Distribution of Writing
  • CCSS.ELA-LITERACY.W.4.4 Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
  • CCSS.ELA-LITERACY.W.4.5 With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
  • CCSS.ELA-LITERACY.W.4.6 With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
Research to Build and Present Knowledge
  • CCSS.ELA-LITERACY.W.4.7 Conduct short research projects that build knowledge through investigation of different aspects of a topic.
  • CCSS.ELA-LITERACY.W.4.8 Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.
  • CCSS.ELA-LITERACY.W.4.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • CCSS.ELA-LITERACY.W.4.9.A Apply grade 4 Reading standards to literature (e.g. "Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g. a character's thoughts, words, or actions].").
  • CCSS.ELA-LITERACY.W.4.9.B Apply grade 4 Reading standards to informational texts (e.g. "Explain how an author uses reasons and evidence to support particular points in a text").
Range of Writing
  • CCSS.ELA-LITERACY.W.4.10 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 discipline-specific tasks, purposes, and audiences.

Heart Maps

In order to build students' endurance and confidence as writers and teach them the revision and editing processes, I primarily use strategies from How to Write Your Life Story by Ralph Fletcher and anchor texts from Marshfield Dreams: When I Was a Kid by Ralph Fletcher. During informal writing conferences, I use the record available here.

Exemplars

Friendly Letters and Thank You Letters

In order to teach students how to write both friendly letters and thank you letters, I write sentence frames to scaffold their correspondence. In the past, I have matched students with parent volunteers with whom they corresponded throughout the year in a Google Doc and wrote prompts in which they thank our principal, parent volunteers, field trip docents, and relatives. During informal writing conferences, I use the record available here. Writing paper is available here.

Exemplars

Opinion Pieces

In order to teach students how to write opinion pieces, I primarily use prompts from The Kids' Book of Questions by Gregory Stock. During informal writing conferences, I use the record available here. A binder full of sentence frames, descriptive words, and exemplary paragraphs from past students is available here. Writing paper is available here.

Exemplars

Informative Texts

In order to teach students how to write informative texts, my teaching partners and I created prompts based on students' field work. During informal writing conferences, I use the record available here. A binder full of sentence frames, descriptive words, and exemplary paragraphs from past students is available here. Writing paper is available here

Exemplars

Fictional Narratives

In order to teach students how to write fictional narratives, my teaching partners and I developed a project with Envision Learning Partners. I also draw from Mem Fox's advice for children's book authors. During informal writing conferences, I use the record available here. A binder full of descriptive words and exemplary stories from past students is available here. Writing paper is available here.

Exemplars

I believe that education is a process of living and not a preparation for future living. -- John Dewey