Upper Elementary Writing Curriculum

For session specific topics, click on….2016 Winter New Elementary            2016  Winter Returning Elementary

Based on the initial assessment, each student in the workshop will be assigned to a Beginner, Intermediate or an Advanced level curriculum within a specified grade range.Grade range: Upper Elementary (Grades 3, 4,and 5) Learn To Write Now will incorporate the National Common Core Standards for English Language Arts in its curriculum with a focus for instruction to help ensure that students gain adequate mastery of a range of skills and applications. In addition, every student will have the opportunity to work on creative writing projects through a personalized & exclusive curriculum to bring the true writer in each child.

  • All writers in this grade range will 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.
  • All students will also work towards publishing as many of their final drafts based on their passion, writing ability and fulfillment of project guidelines.
  • Students across all levels will be working on vocabulary and grammar concepts based on their initial skills assessment.

BEGINNER

(Typically Grade 3 Students)

Write opinion pieces on topics or texts, supporting a point of view with reasons.
a. Introduce the topic or text they are writing about, state an opinion, and create an organizational structure that lists reasons.
b. Provide reasons that support the opinion.
c. Use linking words and phrases (e.g., because,therefore, since, for example) to connect opinion and reasons.
d. Provide a concluding statement or section.
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic and group related information together; include illustrations when useful to aiding comprehension.
b. Develop the topic with facts, definitions, and details.
c. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories of information.
d. Provide a concluding statement or section.
Write narratives to develop real or imagined experiences or events using effective technique,descriptive details, and clear event sequences.
a. Establish a situation and introduce a narrator and/or characters; organize an event sequence that unfolds naturally.
b. Use dialogue and descriptions of actions, thoughts, and feelings to develop experiences and events or show the response of characters to situations.
c. Use temporal words and phrases to signal event order.
d. Provide a sense of closure.

With guidance and support from an adult,
…produce writing in which the development and organization are appropriate to task and purpose.
…develop and strengthen writing as needed by planning, revising, and editing.
… use technology to produce and publish writing (using keyboarding skills) as well as to interact and collaborate with others.

Conduct short research projects that build knowledge about a topic.
Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

INTERMEDIATE

(Typically Grade 4 Students)

Intermediate Writers will exhibit adequate mastery of all beginner level skills.In addition students will write opinion pieces using words and phrases (e.g., for instance, in order to, in addition).

Write informative/explanatory texts to examine a topic and convey ideas and information clearly, using precise language and domain-specific vocabulary to inform about or explain the topic and provide a concluding statement or section related to the information or explanation presented.

Write narratives to develop real or imagined experiences or events using 
a. A variety of transitional words and phrases to manage the sequence of events.
b. Concrete words and phrases and sensory details to convey experiences and events precisely.
c. Provide a conclusion that follows from the narrated experiences or events.
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

  • 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].”).
  • 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”).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.

ADVANCED

(Typically Grade 5 Students)

Advanced Writers will exhibit adequate mastery of all intermediate level skills. In addition students will draw evidence from literary or informational texts to support analysis, reflection, and research.

a. Apply grade 5 Reading standards to literature (e.g., “Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).
b. Apply grade 5 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Advanced Writers in this Grade Range will also be exposed to beginning Middle School Writing skills.