This strand focuses on the elements of effective writing. Good writing instruction incorporates multiple performance objectives into an integrated experience of learning for the student. The order of the concepts and performance objectives is not intended to indicate a progression or hierarchy for writing instruction. Instructional activities may focus on just one concept or many.
Concept 2: Organization
Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.
Kindergarten
PO 1. Show a clear sense of coordination between text and pictures (e.g., a reader can readily see that they go together).
PO 2. Consistently write left to right and top to bottom.
PO 3. Space appropriately between words with some degree of accuracy.
Grade 1
PO 1. Demonstrate sequencing or patterning in written text or storyboards.
PO 2. Show a sense of beginning (e.g., This is a story of…, One day…, My favorite food…).
PO 3. Write multiple sentences in an order that supports a main idea or story.
Grade 2
PO 1. Organize content in a selected format (e.g., friendly letter, narrative, expository text).
(See Strand 3)
PO 2. Use beginning and concluding statements (other than simply “The End”) in text.
PO 3. Use signal words (e.g., first, second, third; 1, 2, 3) to indicate the order of events or ideas.
PO 4. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.
PO 5. Write multiple sentences that support a topic.
Grade 3
PO 1. Organize content in a selected format. (e.g., friendly letter, narrative, expository text).
(See Strand 3)
PO 2. Create a beginning that captures the reader’s interest.
PO 3. Place details appropriately to support the main idea.
PO 4. Use transitional words and phrases (e.g., next, then, so, but, while, after that, because) to connect ideas.
PO 5. Create an ending that provides a sense of resolution or closure.
PO 6. Construct a paragraph that groups sentences around a topic.
Grade 4
PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).
(See Strand 3)
PO 2. Create a beginning that captures the reader’s interest.
PO 3. Place details appropriately to support the main idea.
PO 4. Use a variety of transitional words that creates smooth connections between ideas.
PO 5. Create an ending that provides a sense of resolution or closure.
PO 6. Construct a paragraph that groups sentences around a topic.
Grade 5
PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, lines of poetry).
(See Strand 3)
PO 2. Create a beginning that captures the reader’s interest.
PO 3. Place details appropriately to support the main idea.
PO 4. Use a variety of words or phrases that creates smooth and effective transitions.
PO 5. Create an ending that provides a sense of resolution or closure.
PO 6. Construct a paragraph that groups sentences around a topic.
Grade 6
PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
(See Strand 3)
PO 2. Develop a strong beginning or introduction that draws in the reader.
PO 3. Place details appropriately to support the main idea.
PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas).
PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology).
PO 6. Create an ending that provides a sense of resolution or closure.
Grade 7
PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
(See Strand 3)
PO 2. Develop a strong beginning or introduction that draws in the reader.
PO 3. Place details appropriately to support the main idea.
PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas).
PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology).
PO 6. Create an ending that provides a sense of resolution or closure.
Grade 8
PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
(See Strand 3)
PO 2. Develop a strong beginning or introduction that draws in the reader.
PO 3. Place details appropriately to support the main idea.
PO 4. Include effective transitions among all elements (sentences, paragraphs, ideas).
PO 5. Construct paragraphs by arranging sentences with an organizing principle (e.g., to develop a topic, to indicate a chronology).
PO 6. Create an ending that provides a sense of resolution or closure.
High School
PO 1. Use a structure that fits the type of writing (e.g., letter format, narrative, play, essay).
PO 2. Include a strong beginning or introduction that draws in the reader.
PO 3. Place details appropriately to support the main idea.
PO 4. Use effective transitions among all elements (sentences, paragraphs, and ideas).
PO 5. Employ a variety of paragraphing strategies (e.g., topical, chronological, spatial) appropriate to application and purpose.
PO 6. Create an ending that provides a sense of resolution or closure.