Pulaski Elementary Fourth and Fifth Grade Writing Curriculum
Purpose/Audience
Narrowing the topic to present an idea or theme
	Teacher models writing for a purpose
	Students state orally the purpose for a piece of writing
	Students draw with a purpose in mind
	Students write a simple sentence with a purpose in mind
	Students stay focused on given purpose (topic/main idea) when writing
	Students establish and maintains a purpose when writing
	Students narrow topic
	Students communicate a purpose through informing or persuading in transactive writing
Choosing a perspective authentic to the writer
	Students create a point of view in personal expressive writing
	Students create a point of view in personal expressive and literary writing
	Students apply a fictional perspective in literary writing when appropriate
	Students develop an angle in transactive writing
Analyzing and addressing the needs of the intended audience
	Teacher models writing for a particular audience
	Students state orally the audience for a piece of writing
	Students draw with an audience in mind
	Students write a simple sentence with an audience in mind
	Students identify and chooses appropriate audience
	Students analyze needs of the intended audience
	Students communicate what the reader should do or believe as a result of transactive writing piece
Adhering to the characteristics of the form
Reflective writing
	Letter to reviewer
Personal expressive writing
	Personal narrative
	Personal memoir
Literary writing
	Poem
	Short story
Transactive writing
	How-to-piece
	Feature article
	Persuasive article or letter
Applying a suitable tone
	Teacher uses appropriate texts to demonstrate different tone
	Students identify the tone of different texts
	Teacher models use of suitable tone in writing
	Students use suitable tone in writing
Allowing voice to emerge when appropriate
	Teacher uses appropriate texts to demonstrate voice
	Teacher models allowing voice to emerge in writing
	Students use appropriate voice in writing

Idea Development/Support
Developing logical, justified, and suitable explanations
	Teacher models developing an idea through drawing and writing
	Students develop an idea through drawing
	Students write a simple sentence and draw a picture that supports an idea
	Students develop logical, justified, and suitable explanations
Providing relevant elaboration
	Teacher models relevant elaboration
	Students provide relevant elaboration through drawing
	Students provide relevant elaboration in all forms of writing
Explaining related connections or reflections
		Teacher models explaining related connections or reflections
		Students explain related connections or reflections
Applying idea development strategies appropriate for the form
Reflective writing
	Students describe own literary skills, strategies, or processes
	Students explain own decisions
	Students identify own strengths and areas for growth
	Students support claims about self
Personal expressive/literary writing
	Students communicate main idea through use of literary elements appropriate to the genre:
	Develop characters (thoughts, emotions, actions, descriptions, dialogue)
	Develop plot/story line
	Develop appropriate setting, mood, scene, image or feeling
	Students apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate
	Students incorporate reflection when appropriate
Transactive writing
	Students communicate relevant information to clarify a specific purpose
	Students develop an angle with support (e.g., examples, reasons, visuals, comparisons, diagrams, charts, etc.)
	Students apply research to support ideas with facts and opinions
	Students develop explanations to support the writer’s purpose
	Students incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion)

Organization
Engaging the audience
	Teacher exposes students to varied texts and have students discuss their level of interest in each
	Teacher models different techniques for “hooking” the audience
	Students engage the interest of the reader
Establishing a context for reading when appropriate
	Teacher models establishing a context for reading (transactive writing)
	Students identify the context for reading a given transactive piece
	Students establish a context for reading (transactive writing)
Communicating ideas and support in a meaningful order
	Teacher models organizing thoughts and ideas into beginning/middle/end
	Students identify beginning/middle/end of story read
	Students organize thoughts and ideas into beginning/middle/end when writing
	Students communicate ideas and support in a meaningful order
	Teacher exposes students to texts which demonstrate organizational devices (e.g., foreshadowing, flashback)
	Students identify the use of organizational devices (e.g., foreshadowing, flashback) in texts they read
	Students apply organizational devices (e.g., foreshadowing, flashback) when appropriate
	Students apply the accepted format of the genre
	Teacher models developing appropriate text structure in transactive writing (e.g., problem/solution, question/answer, description, sequence)
	Students identify genre by looking at text structure of transactive pieces
	Students develop appropriate text structure in transactive writing (e.g., problem/solution, question/answer, description, sequence)
Applying transitions and transitional elements to guide the reader through the piece
	Teacher models the appropriate use of transition words
	Students identify transition words used in texts read
	Students use a variety of transitions or transitional elements between ideas and details to guide the reader
	Teacher exposes students to poetry and discusses arrangement of stanzas to enhance meaning
	Students arrange poetic stanzas in a way that enhances the meaning through use of white space, line breaks and shape
	Teacher models appropriate use of text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions)
	Students incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate
Developing effective closure
	Teacher models developing effective conclusion
	Students identify effective conclusion when given two or more choices
	Students create conclusions effectively

Sentence Structure
Applying a variety of structures and lengths
	Teacher models writing sentences of various lengths and structures
	Students dictate sentences of various lengths and structures
	Students develop sentences of various lengths and structures
Developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate
	Teacher models writing complete and correct sentences
	Students dictate complete and correct sentences
	Students develop complete, correct and concise sentences
	Students apply unconventional writing structures for an intentional effect when appropriate
	Students arrange poetic language in a meaningful order
	Students use poetic line breaks effectively

Language
Applying correct grammar and usage
	Teacher models correct grammar and usage
	Student orally demonstrates correct grammar and usage
	Student writes simple sentences with correct grammar and usage
	Students adhere to standard guidelines for grammar and usage when writing
Applying concise use of language
	Teacher models concise use of language
	Students orally demonstrate concise use of language
	Students use language concisely when writing
Incorporating strong verbs, precise nouns, concrete details, and sensory details
	Teacher models varied word choice
	Students orally demonstrate varied word choice
	Students write simple sentences with varied word choice
	Students incorporate langu