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ISBE K-2 WRITING CONTINUUM SUMMER 2002. Stage 1 Writer. Experiments with the tools of writing (symbols, letters, words) to express meaning Provides oral details for a picture. Focus Support Organization Conventions Stage 1 for all features.
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Stage 1 Writer • Experiments with the tools of writing (symbols, letters, words) to express meaning • Provides oral detailsfor a picture
Focus Support Organization Conventions Stage 1 for all features
Teaching Activities for Stage 1 • Teacher demonstrations • Say a word slowly and write the sounds • Extend a simple thought • Draw a picture; talk about it in detail • Provide opportunities for students to share
Stage 2 Writer • Writes one thought related to a picture • Might lack punctuation • May or may not extend a thought • Uses environmental print • Adds more detail orally
Focus Support Organization Conventions Stage 2 for all features
I wanted a Spiderman toy for Christmas. Stage 2for all features.
I like myself! Stage 2 for all features.
Teaching Activities for Stage 2 • Continue using oral language to develop writing • Demonstrate adding more details through precise word choice and extended sentences • Encourage use of word wall for high frequency words • Construct text with the teacher
Stage 3 Writer • Writes more than one thought • Extensions begin to appear • Narratives focus on eventsnot feelings • List stories • Simple sentence patterns • Control of word direction,placement, spelling of high frequency • Controls conventions in short pieces of writing
Focus Support Organization Conventions Stage 3 for all features
Teaching Activities for Stage 3 • Continue oral support to develop thoughts • Teacher demonstrations on the following: • Revision by adding detail or explanations • Use of more specific words • Reactions in narratives • Extend short sentences with details • Celebrate the writing throughdisplays and ample opportunitiesto share
Stage 4 Writer • Longer texts may include extensions • Mix of general and specific information • Clear simple opening on expository • Begins to use appropriate conventions on longer text • Uses more sounds andspelling patterns on new words
Focus = 3 Support = 3 Organization = 4 Conventions = 4
Focus: 4 Support: 4 Organization: 3 Conventions: 3
Focus = 5 Support = 4 Organization = 4 Conventions = 4
Teaching Activities for Stage 4 • Pause and develop the episode • Pause and develop ideas • Group like ideas • Ask questions after they have read
Stage 5 Writer • Begins to add one layerof detail to narratives • Groups ideas in expository • Spells many high frequency words correctly • Uses appropriate conventions most of the time • Experiments with developmental spelling for more difficult vocabulary
Focus = 5 Support = 6 Organization = 5 Conventions = 5
Focus = 5 Support = 5 Organization = 4 Conventions = 6
Focus - 5 Support - 6 Organization - 5 Conventions - 5
Teaching Activities for Stage 5 • Add more layers of depth to writing • Write more sophisticated openings • Show the reaction instead of just telling • Paint a picture in the reader’s mind • Vary the beginnings of sentences
Stage 6 Writer • Experiments with strong openings and closings • Uses specific and interesting words • Narrows narrative focus to a smaller time • Weaves in implicit and explicit reactions • Stronger sense of organization • Controlled conventions • Grade appropriate words spelled correctly
Focus – 6 Support – 6 Organization – 5+ Conventions – 6
Teaching Activities for Stage 6 • Provide books that serve as models • Effective openings and strong closings • Specific nouns and vivid verbs • Narrow the focus • Show don’t tell reactions
Your Turn • Please work with a partner to place the 5 writing samples on the continuum. • You have a continuum for each sample. • Remember, you will only circle benchmarks labeled (N) for narrative pieces. (Sample 3) • Papers can be placed in more than one section per feature. • The paper does not need to demonstrate all aspects of a feature.
