Kindergarten

 September-December

 Draw big picture

(Your picture must be as large as your hand)

 Use_________________ number of colors

(For example, teachers might suggest that students add 4 realistic colors in the drawing, and then instruct students to add the appropriate number in the drawing)

 Print first name using initial capital letters

 Write left to right

 Use __________________number of details in drawing

(For example, teachers might suggest that students give at least 3 details in their picture, and then instruct students to add the appropriate number in the blank)

 Print first and last name using initial capital letters

 Use finger space between first and last name

 Trace over highlighted words-Shadow Writing

(Language Experience Approach-Write a child's ideas down with a yellow highlighter.  Then have the student trace your writing with a pencil)

 January-June

 Use _________________labels in drawing

(For example, teachers might suggest that students label 3 details in their informative drawings)

 Use correct letter formation

(Best handwriting)

 Use inventive spelling

 Use annotated drawings-Match text to drawing

(Students can write about their drawings in sentence-like form)

 Write left to right, top to bottom

 Use initial sounds in writing

Sequence ideas in order

 Correct end marks (period, question mark, exclamation point)

 Grade One

 September

 Draw pictures and/or use letters to attempt to write words to give others information

 October

 Write story across page using left to right direction

 November

 Separate words with spaces

 December

 Print upper-and lower-case letters legibly and use them to make words

 January

 Understand and apply rule for using capitalization at the beginning of a sentence

 February

 Use appropriate end marks such as periods and question marks

 March

 Use correct spelling of sight words/word wall words

 April

 Use analogy to write new words

 May

 Arrange ideas in a way that makes sense-write stories that have a beginning, middle, and end

Grade Two

 September

 Print upper-and lower-case letters legibly and use them to make words

Separate words with spaces

 October

 Rules for capitals; at the beginning of a sentence, for names and places

 November

 Use correct end marks such as periods and question marks

 December

 Arrange events in order when writing or dictating

 January

 Arrange ideas in a way that makes sense

 February

 Organize ideas for an account of personal experience in a way that makes sense

 March

 Generate questions and gather information from several sources in a classroom, school, or public library

 April

 Support judgments about classroom activities or presentations

 Grade Three

 September

 Complete sentences

 October

 Capitalization-names, "I", first word of a sentence, and proper nouns

 November

 Transition words

 December

 Logical order (beginning, middle, end)

 January    

 Friendly letter

 February

 Variety of sentence beginnings

 March

 Correct usage of nouns, pronouns, verbs adjectives

 April

 Indenting

 May 

 Comma usage (in a series and letter form)

 Grade Four

 September

 Identify overused words. Have students use more descriptive words

 October

 Paragraph construction, using introductory sentence, details and closing sentence

 November

 Maintain verb tense in writing

 December

 Responding to literature-students include examples from the passage

Answer in whole sentences

 January

 Use figurative language

Identify similes in passages and incorporate the use of similes into their own writing

 February

 Identify "hooks" in literature and incorporate them in their own writing, using strong introductory leads

 March

 Identify "voice" in literature and have students use/manipulate their writing "voice."

 April

 Write 5 paragraphs on given topics

 Grade Five

 September

 Use strategies to spell words

(For example, teachers should encourage students to use resources such as the dictionary and the thesaurus to confirm spelling)

 October

 Use conventions of punctuation (including, but not limited to, the names of organizations, nationalities, races, languages and religions; the opening and closing of a letter

 November

 Use effective organizational pattern and substantial support to achieve a sense of completeness or wholeness

(For example, students should consider audience, sequence of events, choice of effective words and use of specific details to clarify meaning)

 December

 Focus on a central idea or topic (excluding loosely related, extraneous or repetitious information)

 January/February

 Use supporting ideas, details, and facts from a variety of sources to develop and elaborate the topic

 March

 Use organizational patterns appropriate to purpose and audience

 April

 Use devices to develop relationships among ideas

(For example, students should employ transitional devices and paragraphs should show a change in time, idea, or place.  Students should also demonstrate cause-and-effect relationships)

 May/June

 Revise drafts to further develop a piece of writing by adding, deleting,a nd rearranging ideas and details.