...Goals Index............Home

will increase writing skills to ___________ (grade/proficiency level) in the area(s) of _________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by __________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).

Write a main idea with some supporting details on a topic.
Research and write to convey understanding of a topic using at least one resource.
Write clear, focused main ideas and supporting details on a topic.

Write a multiparagraph passage to develop a topic using details, examples, and illustrations.
Revise writing for development of main idea with supporting details.
Research using verifiable sources to develop and support topic.
Research and write to convey a thorough understanding of a topic using two or more resources.
Include some relevant facts and details on a chosen topic.
Convey clear, focused main ideas and supporting details on a topic for a variety of audiences and purposes.
Include appropriate facts and details on a chosen topic.
Use writing to generate a learning log and journals to record new information.
Use writing to generate diagrams, learning logs, journals, note taking, outlines, and summaries.

will increase writing skills to ___________ (grade/proficiency level) in the area(s) of __________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by _________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
Organize writing to address audience and purpose in chronological and logical sequences (e.g., sequence, place, importance).
Write sentence which connect related ideas that maintain a topic.
Research using verifiable sources to develop and support a topic.
Write stories with a beginning, middle, and end.
Demonstrate organization by developing a beginning, middle, and ending using some transition words (e.g., first, next, then).
Demonstrate organization by developing an introduction, body of text and conclusion with clear sequencing of
ideas and use of transitional words and phrases.
Select appropriate organizational strategy (e.g., outlining, identifying, and supporting topic, following a model, maps, and charts).
Organize with paragraphs when writing from a prompt or on a topic.
Use paragraphs to organize structure within text for a specific purpose of content.
Write paragraphs in which sentences are related to the topic.
Write paragraphs containing a stated main idea and closing sentence.
Write multi-paragraph passages (e.g., stories, reports).
Revise writing by adding or deleting text.
Change some text to improve clarity.
Revise writing to improve clarity and effectiveness by adding relevant details and changing or rearranging text.
Edit writing to organize sentences into paragraphs.

Edit writing to use transitional words and phrases to connect ideas in sentences and paragraphs (e.g., therefore, on the other hand).
Revise writing so it has a sequence (e.g., beginning, middle, end).
Revise writing so the paper has an order that makes sense, including details, ideas sentences, time sequence and paragraphs.
Classify words and topics into organizational scheme.

will increase writing skills to ___________ (grade/proficiency level) in the area(s) of ____________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by _______ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
Include sensory details, personal thoughts, and feelings in developing topic or plot and character.
Engage the reader by establishing a context, creating a personal, and developing audience interest.
Use a range of appropriate strategies, such as dialogue, tension or suspense, naming and specific action (e.g.,
movement, gestures, expressions, nuances, etc.).
Use descriptive terms to emphasize facts and feeling expressed in writing.
Write to express voice, mood, and point of view.

will increase writing skills to ________ (grade/proficiency level) in the area(s) of ___________ (ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by __________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
Use descriptive words for more colorful writing.
Use descriptive phrases to create a picture in writing.
Use descriptive language appropriate for text and reader interest.
Use more than one resource to increase written vocabulary (e.g., charts, Thesaurus, etc.).
Use many resources to improve clarity and effectiveness of writing for classmates and teachers.
Edit writing to include using new words, familiar words in a differenct way, and colorful expressions, to paint a picture in the reader's mind.
Edit writing to use powerful, active verbs.
Select appropriate language, approach, form and style for purpose and audience.

will increase writing skills to ____________ (grade/proficiency level) in the area(s) of __________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by __________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory).
Write sentences that flow and vary in length.
Use resources such as peers, adults, and references to improve sentence structure and word choice.
Edit writing to vary sentence patterns and lengths (e.g., statements, questions, commands, compound, complex,
impertive, and exclamatory).
Edit writing to use sentence-combing techniques to create and express more complex concepts.
Edit writing to use transitional words and phrases to connect ideas in sentences and paragraphs.

will increase writing skills to ________ (grade/proficiency level) in the area(s) of ____________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by _________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory.
Use knowledge of phonics, word patterns, and sight words to improve spelling when writing.
Use knowledge of phonics, complex word patterns (prefixes, compound words, root words), and sight words to
improve spelling when writing.
Use correct spelling in final draft.
Progress through the developmental stages of spelling from transitional spelling to correct spelling in the context of writing.
Write words that follow spelling patterns i the context of writing.
Spell 100 high-frequency words in the context of writing.
Correct spelling errors in context of writing using a variety of sources (e.g., dictionary, adults, other written work, peers, Franklin Speller, word processing, etc.).
Edit writing to use correct captilization and ending punctuation.
Mark grammer errors in context of writing.
Correct grammar errors in context of writing, using a variety of sources (e.g., peers, adults, other written material, etc.).
Edit writing to correct some punctuation, grammer, and most spelling.
Demonstrate correct use of grammer and punctuation in writing.
Edit writing for correct use of commas and quotation marks.
Edit writing for correct punctuation, pronoun use, subject-verb agreement, and apostrophe placement.
Use various strategies and resources during editing to correct errors (e.g., rewrites, dictionaries, word banks,
peers, spell check, etc.).
Edit writing to use paragraph form (e.g., indentation, time sequence, main idea, and details.
Take responsibility for proofreading and editing written work to a standard on the final draft.

Recognize and demonstrate control over conventions of written English (e.g., capitalization, spelling, grammer,
punctuation, and paragraphing).
Independently use appropriate conventions of English language on a final draft.
Use and cite references and/or sources for documentation in written text using a standard format.

will increase writing skills to ________ (grade/proficiency level) in the area(s) of ____________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by _________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory.
Write a narrative piece based on a personal experience.
Write a narrative with character, plot, setting, conflict, dialogue, and sequence of events based on a personal
experience.
Write a narrative piece that establishes character, a situation, plot, point of view, setting and conflict using a range
of stragegies to create dialogue, tension, and/or suspense.
Write an imaginative piece that includes characters, plot and conclusion.
Write an imaginative piece that includes the development of characters, setting, plot, and conclusion.
Write an imaginative piece that includes the development of complex characters, detailed setting, engaging plot,
and a conclusion.
Write an expository piece to develop reports, explanations, directions and understandings of a topic, providing
facts details, or analyzing the information.
Write an expository piece that provides facts and details, describes or analyzes a topic, and contains transitions
between steps and includes structures such as headings.
Write a persuasive piece to present an opinion on an issue, concern, or idea and provide some support from
personal knowledge, media, or an expert.
Write a persuasive piece to present a point of view, or a carefully considered opinion, evaluation, or reflection, that
is supported with references.
Write formally (a speech) and informally (a letter) to create projects, presentations, or publications.
Use a variety of written forms (e.g., journals, essays, poems) to express ideas.
Use multiple media to create presentations, projects and publications.
Conference with others about progress as a writer by discussing strengths, needs, and changes.
Write in different modes, narrative, imaginative, descriptive, perseverance, and expository.


will increase writing skills to ________ (grade/proficiency level) in the area(s) of ____________ (Ideas and Content, Organization, Voice, Word Choice, Sentence Fluency and Conventions) as measured by _________ (State Scoring Guide, analysis of writing samples, diagnostic survey, spelling inventory.
Use prewriting skills as part of the writing process.
Use prewriting activities appropriate to the task (e.g., mapping listing, clustering, outlining, and charting).
Generate own writing topics (e.g., listing, brainstorming, clustering, discussion with others, drawing).
Make list of interesting words and ideas to use while writing about topic.
Use the elements of the writing process: planning, drafting, revising, editing, and publishing.
Use rough drafts.
Write fluently and independently for sustained periods of time.
Write simple sentences in a variety of forms (e.g., statements, questions and commands).
Revise writing based on input from self, peers, and adults.
Read own story to an audience.
Edit writing to correct print conventions and mechanics.
Revise writing for increased clarity, cohesiveness, or effectiveness based on input from self, peers and adults.
Edit and proofread writing.
Use word processing to create a draft, revise and edit.
Use technology to create a published written task.
Produce a finished written product using appropriate support tools, (spell checker, word processor, peer editor, etc.).
Use pencil and paper or assistive technology to independently develop a completed writing assignment.
Produce a final draft appropriate to grade level for a variety of purposes and geo-cultural audiences.
Evaluate one's own writing based on appropriate criteria such as a class-generated or State scoring guide.
Use the State scoring guide and set personal goals for growth as a writer, which identify areas of accomplishment as well as places for improvement.
Discuss own writing strengths, strategies, history and progress as a writer, reflecting on how to go about making changes in one's own writing.
Maintain a writing folder with a variety of written texts and written forms (e.g., poetry, essay).
Compile a portfolio of representative works of writing.
Compile and evaluate a portfolio of representative works of writing.

will increase _________ (printed, symbols, number of letters/words written, use of sentences to express ideas, use of appropriate spelling and punctuation) to a ____________ level/proficiency as measured by __________ (assessment tool, work samples, sentence dictation, spelling inventory).
Use writing/scribbling/representation with a variety of classroom tools (e.g., markers, computer, pencils, crayons, chalk).
Verbally label own scribbling/writing/representation.
Communicate by drawing a picture or scribbling a linear messae with symbols.
Trace/copy/draw shapes (e.g., circle, triangle, square, cross, diamond, rectangle, and other identified shape forms).
Trace/copy/print upper and lower case letters with correct letter formation.
Form most letters correctly when writing independently.
Trace/copy/print first and last name.
Copy printed material (e.g., dictated stories, signs, books, names).
Label all classroom work with first or first and last name written and spelled correctly.
Use appropriate conventions of print when writing (e.g., directionality, top to bottom).
Print recognizable words with appropriate spacing.
Write date using various forms (e.g., 3-2-98, March 2, 1998).
Recognize that writing has meaning and is a form of communication as evidenced by messages, ideas and stories.
Dictate ideas/story that reflect personal experiences.
Dictate and or write informally to express ideas in a variety of curriculum areas (e.g., journals, Author's chair,
individual books, class books).
Contribute ideas for group writing (e.g., stories, poems, letters).
Participate in the writing process (e.g., interactive writing, class book experience).
Develop a personal dictionary of correctly spelled words (e.g., sight words, familiar words, names).
Use classroom resources to find correct spelling (e.g., personal dictionary, class dictionary, peers, adults).
Use phonemic strategies when spelling words.
Use prior knowledge of common sight words in spelling.
Progress through the developmental states of spelling from pre-phonemic to early phonemic in the context of writing.
Progress through the developmental stages of spelling from early phonemic to letter name in the context of writing.
Organize information in a clear sequence, making connections and transitions among ideas.
Identify different forms of written communication (e.g., story, list, letter, fictional writing, report).
Organize information gathered into meaningful forms such as class books, charts, lists, etc.
Make books by combining various pages of writing and illustrations.
Identify structure in written materials (e.g., beginning, middle, and end).
Sequence information from a known story.
Use a wide range of materials and tools to express ideas (e.g., computer developed film strips, pencil drawn books, posters, signs, etc.).
Use beginning editing skills through the interactive writing process.
Engage in classroom prewriting activities appropriate to the task (e.g., mapping, writing lists, clustering, webbing).
Write sentences using a repetitive sentence pattern.

Write stories using one or more simple sentences.
Write dictated passages.
Write words which approximate correct spelling.
Begin to develop a vocabulary of words consistently spelled correctly.
Write complete sentences using capital and lowercase letters appropriately with spaces between words and correct ending punctuation.
Write stories with beginning, middle, and end.
Use the elements of the writing process: planning, drafting, revising, editing, and publishing.
Begin to write in different modes: narrative, imaginative, descriptive, persuasive, expository.
Begin to write in different modes: narrative, imaginative, descriptive, persuasive, expository.