Birmingham City Schools



Birmingham City Schools

Department of Reading/Language Arts, K-5

K-5 Writing Curriculum Map

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“Reading and Writing is the New Civil Right!”

Birmingham City Schools

Department of Reading/Language Arts, K-5

K-5 Writing Curriculum Map

Definition of Process Strands:

I = Introduce Lessons should be focused on introducing foundational writing skills and

strategies that will be built upon throughout the school year. Teach students the context in which writers use the strategies or skills you are teaching through explicit lessons, written demonstrations and giving them the opportunity to incorporate those same skills and strategies that you have modeled into their own writing.

GP = Guided

Practice Lessons should release more responsibility to students through their

practice and implementation of skills and strategies that have been introduced from the previous nine-week period. These lessons should allow students opportunities to understand how writers use multiple strategies and skills simultaneously to compose a written piece. They should also involve explicit lessons, written demonstrations and opportunities to incorporate those same skills and strategies that you have modeled into their own writing through varied contexts.

M=Master Students should be given the opportunity to demonstrate their command of previously taught skills or strategies by their ability to transfer them into the context of writing. This level of writing should allow students opportunities to broaden their knowledge of the writing process as well as the repertoire of strategies writers use to create written work.

☺ Attitude and Evaluation ☻ Content and Traits ☼Types of Texts ♣ Process ( Mechanics and Conventions

“Reading and Writing is the New Civil Right!”

Birmingham City Schools

Department of Reading/Language Arts, K-5

Writing Curriculum Map – Kindergarten

I-Introduce GP – Guided Practice M-Master

|1st 9 |2nd 9 |3rd 9 |4th 9 |

|Weeks |Weeks |Weeks |Weeks |

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Focus Skill

← Writing Name –Recognizes and attempts to use correct letter formation.

▪ Journal/drafting –Dictates and draws pictures to generate and illustrate ideas.

▪ Shared Writing –Contributes ideas/information during a shared writing activity (teacher records) – brainstorms, discusses with peers, and asks questions.

▪ Interactive Writing –Collaborates with teacher to compose and construct a written message using the “sounding out” process.

← Introduce Punctuation –Identifies and attempts to use end punctuation (period).

▪ Dictates and writes a narrative about a familiar experience using pictures and/or words.

← Capitalization - Attempts to use capital letters to begin sentences, names, and the word “I”.

← Spelling –Uses spelling approximations in written work.

← Uses upper and lowercase letters when writing.

← Spacing –Attempts to leave space between words.

|1st 9 |2nd 9 |3rd 9 |4th 9 |

|Weeks |Weeks |Weeks |Weeks |

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Focus Skill

← Punctuation –Identifies

and attempts to use end punctuation; exclamation point and question mark.

← Writes from left to right and top to bottom.

▪ Letter Writing –Uses basic format (notes, Valentine Cards, etc.) including greeting, body, closing.

← Spells high frequency and basic short vowel words.

☻ Demonstrates the ability to sequence events during shared writing exercises.

▪ Dictates or writes simple informational texts (i.e. descriptions, labels, lists).

▪ Uses basic computer skills for writing and publishing work (i.e. using a mouse, locating numbers and letters on a keyboard, locating and opening icons).

▪ Varies sentence type.

▪ Edits for grammar, punctuation, capitalization, and spelling at a developmentally appropriate level.

▪ Revises by adding details to pictures, dictations or letters.

Birmingham City Schools

Department of Reading/ Language Arts K-5

Writing Curriculum Map - First Grade

I - Introduce GP - Guided Practice M - Master

|1st 9 Weeks |2nd 9 Weeks |3rd 9 Weeks |4th 9 Weeks |

|I |GP |M |M |

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Focus Skill:

♣ Brainstorms to generate ideas.

♣ Uses graphic organizers, story maps, and webs.

↔ Writes in complete sentences.

↔ Uses approximations and some conventional spellings.

↔ Uses conventions of print (spaces between words, left-to right).

↔ Uses capitalization and end punctuation.

☻ Relates illustrations to written language.

☻ Stays on topic.

☼ Writes to learn.

☻ Shares finished product.

☻ Uses and recognizes action words/ verbs.

☻ Includes a beginning, middle, and ending to stories.

☻ Uses descriptive words and details.

☼ Writes in a variety of forms or genres.

♣ Edits words and sentences to clarify meaning.

|1st 9 Weeks |2nd 9 Weeks |3rd 9 Weeks |4th 9 Weeks |

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Focus Skill:

☼ Writes to respond to literature.

♣ Revises writing by adding or substituting text.

☻ Uses words that tell how, when, where, and why.

↔ Spells high frequency words from appropriate grade - level list.

☻ Uses a sequence of events.

☻ Uses declarative and interrogative sentences.

☻ Uses various sentence lengths.

☻ Uses paragraph structure - opening sentence, supporting sentence, closing sentence.

♣ Uses available, appropriate technology to compose and publish work.

Birmingham City Schools

Department of Reading/ Language Arts K-5

Writing Curriculum Map - Second Grade

I - Introduce GP - Guided Practice M - Master

|1st 9 Weeks |2nd 9 Weeks |3rd 9 Weeks |4th 9 Weeks |

|I |GP |M |M |

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Focus Skill:

↔ Writes a complete sentence legibly.

☼ Writes for different purposes.

↔ Puts into practice capitalization and punctuation rules.

☼ Engages in journal and creative writing.

↔ Spells frequently used words correctly.

☻ Stays focused on a topic and includes beginning, middle, and end.

♣ Uses brainstorming/ webbing to make a plan.

♣ Practices proofreading and editing.

☼ Practices letter writing.

♣ Revises and rewrites.

☻ Uses nouns and pronouns in writing.

☻ Organizes sentences to form a story that includes story elements.

☻ Uses verbs, subjects, and predicates.

☻ Uses adjectives.

☻ Begins forming descriptive sentences that support writing ideas.

☻ Explores the use of synonyms, antonyms, and homonyms.

☻ Begins using adverbs.

↔ Uses commas in a series of words.

|1st 9 Weeks |2nd 9 Weeks |3rd 9 Weeks |4th 9 Weeks |

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Focus Skill:

☼ Engages in narrative and expository writing.

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♣ Completes writing by developing the topic, drafting, revising, editing, and publishing.

↔ Uses paragraphs - indentions, opening, supporting and closing sentences.

↔ Uses paragraphs for expository or informational writing.

☻ Writes questions and observations about familiar topics, stories or new experiences.

☻ Writes with voice (personal point of view).

☻ Expands descriptions through concrete details.

♣ Uses available, appropriate technology to compose and publish work.

☻ Begins using transition words.

↔ Uses dictionary and other resources to spell words.

Birmingham City Schools

Department of Reading/ Language Arts, K-5

Writing Curriculum Map – Third Grade

I- Introduce GP- Guided Practice M- Master

| 1st |2nd |3rd |4th |

|9 Weeks |9 Weeks |9 Weeks |9 Weeks |

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Focus Skill:

♣ Generates topics through prewriting (brainstorming, webbing, mapping and graphic organizers).

↔ Uses appropriate punctuation marks.

↔ Uses the mechanics of writing (capitalizations of proper nouns and titles of people).

↔ Edits for punctuation, grammar, capitalization and spelling.

↔ Writes using complete sentences.

☻ Writes stories with beginning, middle, and end.

↔ Uses subject –verb agreement in writing.

☻ Writes a response to literature read or responds to issues in a journal or log.

☻ Recognizes a paragraph as a group of sentences about one main idea.

☻ Rearranges words, sentences and paragraphs to clarify meaning.

♣ Publishes writing in polished format.

(i.e. neatness, readability, margins and indentations)

☻ Organizes and writes three paragraphs with beginning, middle and end.

☻ Writes a paragraph with a topic sentence, supporting details and conclusion.

☼ Organizes information according to type and purpose for writing (fiction, nonfiction).

☻ Uses indented paragraphs in a story ( time, place and speaker changes).

| 1st |2nd |3rd |4th |

|9 Weeks |9 Weeks |9 Weeks |9 Weeks |

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Focus Skill:

☻ Writes using varied sentence structure and appropriate transition words.

☻ Writes personal experience narratives using hooks/facts and dialogue/voice.

← Writes responses to open –ended questions.

☼ Composes narrative writing with specific time frames, sequence of events and conclusions.

♣ Develops writing with plots that include problems and solutions.

♣ Writes with attention to audience, word choice, and sentence variation.

☻ Uses a variety of hooks and endings in writing.

☼ Composes descriptive writing using sensory details and vivid language.

☻ Summarizes the main idea using supporting details.

☼ Writes personal letters- identifying friendly letter parts and punctuation (Includes date, address, greeting, body and closing in a letter).

← Responds to classmates writing.

↔ Uses periods after imperative sentences, abbreviations, initials, and titles before names.

↔ Uses apostrophes in contractions and possessive nouns.

☻ Selects and uses point of view to appeal to the audience.

♣ Uses figurative language and strong verbs to enhance written text.

☻ Identifies the best features of a piece of writing.

Birmingham City Schools

Department of Reading/Language Arts, K-5

Writing Curriculum Map - Fourth Grade

I-Introduce GP-Guided Practice M- Master

|1st 9 |2nd 9 |3rd 9 |4th 9 |

|Weeks |Weeks |Weeks |Weeks |

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Focus Skill

▪ Uses Four-Square method, graphic organizers, story maps, and webs to organize information according to type and purpose of writing.

☻ Identifies and stays on a topic.

← Capitalizes proper nouns.

← Uses exclamatory, imperative, declarative, and interrogative sentences.

← Correctly uses commas, quotation marks, periods, etc. to express and organize ideas.

☻ Uses paragraphs to develop separate ideas.

☻ Elaborates on a central idea.

▪ Publishes and shares completed writing.

▪ Receives written and oral feedback on his/her writing from peers and teacher.

← Indents the first word in a paragraph.

☻ Uses significant supporting and follow-up sentences/details in a logical manner.

☻ Uses sensory words and figurative language.

☻ Writes with a clear voice using complete sentences.

☻ Identifies features of a piece of writing by examining various writing samples.

☻ Uses precise vocabulary including transitional words and phrases.

☼ Writes narrative accounts.

☼ Writes expository compositions.

|1st 9 |2nd 9 |3rd 9 |4th 9 |

|Weeks |Weeks |Weeks |Weeks |

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Focus Skill

☼ Writes using daily–life writing formats (i.e.- letter writing, thank you notes, invitations, etc).

☻ Writes with attention to word choice, sentence variation, and audience.

☻ Develops characters, setting, and plot.

☼ Uses narrative strategies, relevant details, and ideas that enable the reader to imagine the world of the event or experience (i.e.-dialogue, tension, suspense).

☻ Uses simple, compound, and complex sentences.

☻ Selects a presentation format according to purpose.

☺ Uses writing rubric(s) to guide writing.

← Forms regular and irregular plurals of nouns.

☻ Uses various kinds of introductions/ grabbers.

☻ States a thesis or purpose.

☻ Uses concluding sentence to make the reader think or smile.

☼ Writes to inform or persuade.

☻ Selects and uses a style of language appropriate for the audience.

☼ Uses structures such as cause and effect, chronology, and compare and contrast.

☻ Supports judgments with references to the text, other works, other authors, personal knowledge, and electronic media.

☼ Writes descriptive account.

▪ Completes timed writing using prompts.

Birmingham City Schools

Department of Reading/Language Arts, K-5

Writing Curriculum Map - Fifth Grade

GP-Guided Practice M-Master

|1st 9 |2nd 9 |3rd 9 |4th 9 |

|Weeks |Weeks |Weeks |Weeks |

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Focus Skill

▪ Uses Four-Square method, graphic organizers, story maps, and webs to organize information according to type and purpose of writing.

☻ Identifies and stays on a topic.

← Capitalizes proper nouns.

← Uses exclamatory, imperative, declarative, and interrogative sentences.

← Correctly uses commas, quotation marks, periods, etc. to express and organize ideas.

☻ Uses paragraphs to develop separate ideas.

☻ Elaborates on a central idea.

▪ Publishes and shares completed writing.

▪ Receives written and oral feedback on his/her writing from peers and teacher.

← Indents the first word in a paragraph.

☻ Uses significant supporting and follow-up sentences/details in a logical manner.

☼ Writes narrative accounts.

☼ Writes expository compositions.

☻ Writes with a clear voice using complete sentences.

☻ Identifies features of a piece of writing by examining various writing samples.

☼ Uses narrative strategies, relevant details, and ideas that enable the reader to imagine the world of the event or experience

(i.e.-dialogue, tension, suspense).

|1st 9 |2nd 9 |3rd 9 |4th 9 |

|Weeks |Weeks |Weeks |Weeks |

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|GP |GP |M |M |

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Focus Skill

☻ Uses various kinds of introductions/grabbers.

☻ Uses concluding sentence to make the reader think or smile.

☻ Uses precise vocabulary including transitional words and phrases.

☻ States a thesis or purpose.

☻ Develops characters, setting, and plot.

☼ Writes using daily–life writing formats (i.e.- letter writing, thank you notes, invitations, etc).

☻ Writes with attention to word choice, sentence variation, and audience.

☻ Uses simple, compound, and complex sentences.

☼ Selects a presentation format according to purpose.

☺ Uses writing rubric(s) to guide writing.

☻ Uses sensory words and figurative language.

▪ Completes timed writing using prompts.

☼ Writes descriptive accounts.

☻ Selects and uses a style of language

appropriate for the audience.

← Forms regular and irregular plurals of nouns.

▪ Utilizes symbols for editing to revise and make needed changes to writing.

☼ Uses structures such as cause and effect, chronology, and compare and contrast.

☻ Supports judgments with references to the text, other works, other authors, personal knowledge, and electronic media.

☼ Writes to persuade.

Birmingham City Schools

Department of Reading/Language Arts, K-5

District-Wide K-5 Writing Curriculum Design Committee

|Name |School |Grade |

|1. Tavis Hardin Sloan |A.G. Gaston |Principal |

|2. Donna McCollum |A.G. Gaston |5th |

|3. Carol Biggs |A.G. Gaston |Librarian |

|4. Dr. Ann Curry |Avondale |Principal |

|5. Nelda Geddie |Avondale |Writing Coach |

|6. Yohna Mills |Avondale |3rd |

|7. Lanesha Marbury |Avondale |3rd |

|8. Milton Hopkins |Kingston K-8 |Principal |

|9. Donna Yielding |Kingston K-8 |5th |

|10. Dave Porter |Minor |Principal |

|11. Irene O’Neill |North Roebuck |Principal |

|12. Dawn Gamble |North Roebuck |5th |

|13. Tracy Stitt |North Roebuck |1st |

|14. Mark Sullivan |Phillips Academy |Principal |

|15. Tamara Williams |Phillips Academy |5th |

|16. Amy Doll |Phillips Academy |3rd |

|17. Elaine Cooper-Young |Price |Principal |

|18. Minnie Lawson-Cook |Price |5th |

|19. Johnna Marshall |Price |2nd |

|20. Cynthia Ward |Princeton |Principal |

|21. Tikki Hines |Princeton |5th |

|22. Terri Tucker |Princeton |K |

|23. Sandra Kindell |Robinson |Principal |

|24. Tracy Nolen |Robinson |5th |

|25. Lynda Hamilton |Robinson |1st |

|26. Jacqueline Dent |Department of Reading/Language Arts, K-5 |Reading Interventionist, 3-5 |

|27. Cynthia Stinson |Department of Reading/Language Arts, K-5 |ARI System Coach |

|28. Stephanie Parker |Department of Reading/Language Arts, K-5 |ARI System Coach |

|29. Vanetta Newton |Department of Reading/Language Arts, K-5 |ARFI System Coach |

|30. Dr. Dimple J. Martin |Department of Reading/Language Arts, K-5 |Director |

“Reading and Writing is the New Civil Right!”[pic]

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