Name: Date: Narrative Writing Checklist STRUCTURE Overall L fold, drew, and wrote a whole story. 2 ble Did | do it ke a Kindergartener Sle S|te|8 Lead Thad apage that showed [O] 0/0 what happened First Sains —__—sa— I put my pages in order. o,oO)jo Ending Thad a page that showed |0} 0/0 what happened last in my story. Organization —™ ~~ My story had a page for the |) 0 | iaetp beginning, a page for the me middle, and a page for the end. Mate pee des © 201 Lic ana Cog he ers Cog Rega Wiig. ny ney Reems Ase sn Ly Psi (GakkaiNarrative Writing Checklist (continued) Kindergarten DEVELOPMENT Did | do it Wee a Kindergortener? BE : 5|Ge|# ojojo Elaboration b My story indicated who was there, what they did, and ti how the characters felt. oy Faiee I drew and wrote some o,oOjoO details about what happened. Craft aes or cere, © 204 icy Cai Claes nth Tacs Clee Ready a rg ect Wg Pata: Pao Asem Paso, (ks 8 ona ProratNarrative Writing Checklist (continued) i garten LANGUAGE CONVENTIONS [Took at the ball. start every sentence. Did | do i tke a Kindergartener? gl S\fele 2 GR] e peting Icoudreadmy writing = 0) | T wrote aletter for the o}oO}o sounds I heard. Fe Be ee Lused the word wallfohelp |O)} 0 JO = at | be | can me spell and | but | come a | : T put spaces between o,o jo Punctuation itinal. | PnP L yy words. Tused lowercase letters g)o jo tHE mp the | unless capitals were needed. I wrote capital letters to ojojo ‘eye phase for mr ©2014 by icy Cali ad Coleg tr te es Clee Ratna Wg je. Wn Fatwa: oman Assman tc Popes, (aks acne PatnaName: Date: n Writing Checklist STRUCTURE Overall T told, drew, and wrote my opinion or kes and disikes about a topic or book, blz Did | do it like @ Kindergartner? & 4 a 2 [Ge] = Lead I wrote my opinion inthe =O] 0 JO beginning [Trains are cool. TFancitions Twrote my idecandthen = [O} Oa b said more. I used words e CAUSE such as because. ening Thadalast partor page. = JO] OO Organization T told my opinion in one oO}o jo place and in another place I said why. rete eon 201i ai an aloo ei ea ge. iyo Pama Po Gases -8 cena tinh,DEVELOPMENT Trains help you get 40 lots of places. words. Did | do it lke a Kindergartner? S 2 s]ue|® Elaboration Tput everything I thought |O]}O jo about the topic (or book) on the page. Craft Thad details in pictures and {0} 0 JO ‘ye htc esse ©2014 yy Calis an algae he Tec ole dg ning ae, Wy os: Pearce Aen od ig Popesion ing Checklist (continued) nt eee a) LANGUAGE CONVENTIONS Did | do it lke a Kindergartner? B 2 5lee|® Speting T could read my writing. oy,oO}oO T wrote aletter for the O}oO jo sounds I heard, [Aa] Bb] te used the word wall tohelp |O) 0 /O emp fet fe, fem. | | me spel. at | oy Punctuation |. love. writing! | Put spaces between o}ojo by b J | words Tused lowercase letters O}oO jo tHE —_——p the | unless capitals were needed, I wrote capital letters to O,oO jo ball. [Look ot the be start every sentence aye paid or ese 6 201 iy Calin and eager he Ta Clee ag Wig a hing Paty: oma amen dag Paeing (Gas einen FrouName: eau) STRUCTURE Overall T told, drew, and wrote about a topic. Did | do it like a Kindergartner? bl sle.le@ 2{Ge]e Lead T told what my topic was. o,oO jo “Trancitons T put different things I ola jo knew about the tople on my pages. Ending —- Thad alast part or poge. foto fo Hee cream is soyurmeny, Organization T told, drew, and wrote o}o jo information across pages. ye pti csr 02014 yk on Coos om ees ole Raney ae tig et Mii Ps Poem Asses ang Popes, (Goes Gane PothInformation Writing Checklist (continued) Rn CTT acy DEVELOPMENT s Did | do it fke a Kindergartner? b Ee 5[be|2 Elaboration drew ond wrote importont |o} co [oo things about the topic. craft T told, drew, ond wrote some O] 0 [a : details about the topic. \ Put a cherry on top! ‘tye tcp cam we © 2014 Coins an Cates exe ole Rede nd ning i rg soma sates ed eg Popes, (Gale 8 enema ontInformation Writing Checklist (continued) Poe Ea cal LANGUAGE CONVENTIONS [Look at the ball. start every sentence Did | do it like a Kindergartner? gl2 sléele speling T-could read my writing ojojo T.wrote a letter for the ojo jo re; ») % sounds I heard. | PR [PBs Tused the word wall tohelp [0] 0 |O PLES | Se || meoret all by Punctuation ag, | | Lput spaces between ojojo Tr yy words Tusedlowercaseletiers O}O|0 tHE =p the | unless capitals were needed. Iwrote capitdlettersto Jo} oO JO dy tx dase se, ©7014 Cis and alga ome ads Cafe and iting a, hing as Peara Aes eigen, (ov rem PasName: Date: _ Narrative Writing Checklist STRUCTURE Overall T wrote about when I did something. s Did | do it tke a first grader? ble 5|Ge|e Lead : tried . moke abeginning |O} 0/0 - ‘or my story. Q® cm One Wot sunny day I went to play soccer. I put my pages inorder.I |O} 0 jO used words such as and, then, and so. Ending I found a way to end my Oo,ojo Ge story. We won! T | ————_] felt: 2 Proud Organization I wrote my story across Oo) 0)0 three or more pages. abe htc ko dsr ©2014 y icy Catia Cogs ome or Clee ng Wt ect Wing Fata: oman Asm aig Mas, (ake 8 Venema PanoNarrative Wi ig Checklist (continued) DEVELOPMENT Did | do it like a First grader? Be 5|be| 8 Elaboration put the picture frommy §= [OF Oo mind onto the page. I had details in pictures and words. Cra Tused labels and words to |O) 0/0) give details. ‘eb puto remo © 2014 ity a and og am each cs aad and Ws Pic Winns Raman Asean alam Rosi, (Gene 6 ana eon 8Narrative Writing Checklist (continued) LANGUAGE CONVENTIONS lists. Did | do it tke a First grader lz bleole 2|GP|® Spelling Tused all T knew about o}oOjo words and chunks of words to help me spell. rye yc: Ispeled al the wordwal |} 01 JO Buvcall —»fgj] | words right and used the V Sohal Is_ | word wall to help me spel falfer | other words. Punctuation End it with Tended senlences with o,ojoO punctuation. Lused a capital letter for o,ojo names. Tused commas in dates and |} 0 |O eyeglass oe ce Cog ga Wiig Pc ir aor ounce Asesinas ad ein ges, a Cenk 8 ere Fa a.Name: _ Date: Opinion Writing Checklist STRUCTURE Overall T wrote my opinion or my likes and disikes and said why. [= Did | do it tke a first grader? Ble 5 g be] 8 Lead T wrote a beginning in which |O] 0 0 I got readers’ attention. Did you Know... ® Inamed the topic or fextI |O} O JO was writing about and gave my opinion. “Wansitions I said more about my oyojo opinion and used words such as and and because. Ending Twrote anending formy |) oa plece. Orgavization Twrole apart where T got |] 0 JO readers’ attention and a part where I said more. aye poco eso, 201 Ly Cis Coleg othe Ts Cal Reade tn ed. Wha: eer Asan ng Ropern Writing Checklist (continued) Freight trains carry cargo. give details Grade 1 DEVELOPMENT Did | do it tke a First grader? gl2 Bl Eaberation Lwrote at least one reason 1] ofa for my opinion. a Tused|abels and words to fala fo ay be prc 15, © 2018 Coin CteLANGUAGE CONVENTIONS Opinion Writing Checklist (continued) Grade 1 Did | do it lke a first grader? T Speling Tused all T knew about jojo words and chunks of words to help me spell my Ispeledal the wordwal fo} o Jo ao Eiedl —»fal| | words right and used the V Y halls | word wall to help me spell taller | other words. Punctuation End it with | Tendedsentences with [of] punctuation, Tusedacopitalletier for fa) aja names. a used commas in dates and JO] OO lists. Maybe cls © 20 by Liye Claas mt Ths Colgan ng Pe, Wigan Assman Ropes Soa enennPotenathName: Date: Information Writing Checklist TEC Ca STRUCTURE Overall T taught my readers about a topic. Did | do it ke a first grader? blz sléolg Lead named my topic in the oo jo Y Po beginning and got my Have you ever... readers’ attention. This book will enc you all about. “Transitions T told different parts about [0] 0 |O my topic on different pages. Ending wrote an ending. o}oja 7 T told about my topic part by |) O JO Organization | [kinds |fwhere-| [Howto [Players y topic ps ¥ orbais ePay| Fay & part, aa spt 9 tyes hae ie ns re as ieeeInformation Wi ing Checklist (continued) DEVELOPMENT Did | do it like a first grader? 5 5 Fela 2|Ge] = Elaboration T put facts in my writing to olo teach about my topic. Craft Tused labels and words to |O]O JO give Facts. You must touch home plate to score g run. ae pom o soon we 0201 yi Cais and olan om he hs Clg dg nd Weng et ing aay: eam zs and eng Popeing Checklist (continued) Grade 1 LANGUAGE CONVENTIONS lists. 2 cle Did | do it like a first grader’ LIE eles 5lee|® Spelng Tused al I knew about o}ojo words and chunks of words to help me spell - Ispeled all the word wal Oo) Oo SH Bical —»fal| | words right and used the alls | word wall to help me spel Ss halls d wall to hel f Faller | other words. Punctuation End it with _ | Tendedsentences with o}oja punctuation. Tusedacapitdletter for Oo] oo names Tused commas in dates and JO} 0/0 uy sc le am ©7044 ye Cais a oles om tees Clie ede ii Hing ts rer ssn nn Pers (ut 8 evar Petar 9.Name: Date: e Writing Checklist STRUCTURE Overall I wrote about one time when T did something. Did | do if like a second grader? STARTING: q To Yes! I thought about how fo write a good beginning and chose a way to start my story. I chose the action, talk, or setting that would make a good beginning. O | vot yer Oo Transitions I tod the story in order by using words such as when, then, and after. Ending I chose the action, talk, or feeling that would make a good ending. Organization T wrote a lot of lines on a page and wrote across a lot of pages. aye peck cn © 2014 cy Cain al Cogs a te ces Cog dese Wiig Pt. it ys Pramas Assn and eae ass Gas £8 Verona Poa 0.Narrative Writing Checklist (continued) DEVELOPMENT Did | doit fhe a second grader? 5/2 ~|% | 5 5|be|8 Elaboration Tried fo bring my ojo }o a characters to life with ~ |e details, talk, and actions. \ Craft Tchose strong words that |} 1 | served would help readers picture raced my story. walked pe on 70a aa eps eb te Cog a yas bran ey hss cask ationNarrative Writing Checklist (continued) LANGUAGE CONVENTIONS Did | doit lke a second grader? &/P 5/Ge| 8 Speling Tused what Tknew about |O| 0 }O speling patterns fo spell a word. + T spelled all of the word wall |} 0 |O words correctly and used the word wall fo help me Figure out how to spell other words. Pinchuaten Tused quotation marks fo © |] O/O0 show what characters said. “How dre you?” my teacher asked. Pl When T used words such as |} 0 |0 can’t and don’t, T put in the can’t = Tm _| apostrophe. dont we'll oe htop a re, ©2014 Ly at a Cogs ra te ces ole ee nds oft. Wit ity Prana Asem an Ly Parsi Percrouh (eats 8 berennName: Date: Opinion Writing Checklist STRUCTURE Overall T.wrote my opinion or my ikes and dstkes and gave reasons for my opinion. Did | do it like a second grader? NOT YET STARTING 0 YES! Lead T wrote a beginning in which Lnot only gave my opinion, but dso set readers up to expect that my writing would try to convince them of it, oO a oO Transitions I connected parts of my piece using words such as also, another, and because. Ending T wrote an ending in which Treminded readers of my opinion, Organization My piece had different parts; I wrote allot of lines For each part. Mae pc rcs se ©2014 cy Cas nd oka om ates Clee eg lig Poet, ing awa: eae Aes ei Rages, (Gor ncn Retoig Checklist (continued) Cer 4 DEVELOPMENT Did | do it ike a second grader? BF ELE | 5 Sloe]s Elaboration I wrote at least two o,O)O reasons and wrote at least a few sentences about each one. Craft I chose words that would o;oOjoO make readers agree with my opinion, Le cp a non 0 ya eg eae Re hs na on toy Pasiing Checklist (continued) Grade 2 LANGUAGE CONVENTIONS Did | do it like a second grader? B 2 5]ce[s Spelling Tused what I knew about |O}O jO speling patterns to spell a word. I spelled all of the word wall |D] 0 |O words correctly and used the word wall to help me figure out how to spell other words, Punctuation 1 al Tused quotation marks to =O) 0 Ja show what characters scid. e “How ave you?” my jeacher asked. Pl When T used words such as |) 0 JO 5 can't and.don't, I put in the can’t =D’ | apostrophe dont — we'll ey bephotcapie cso 0014 yy Cais and oan em aes Cole eng rig Prt, Wi at: aman ane ap,Name: Date: Information Writing Checklist STRUCTURE overall T taught readers some important points about a subject, Did | do it like a second grader? STARTING i yes! O | not yer a T wrote a beginning in which T named a subject and tried to interest readers. Lead Tused words suchas and {0/0 JO) and also to show T had more to say. ‘Transitions wrote some sentences or |} 0 JO a section at the end to wrap up my piece. Ending My writinghad different =O] O]O parts; each part told different information about the topic. Organization uy resco cam we, 02014 Ly Cs ns Coens onthe og ng nd ing i in Pays em Asn nd etn Neen, (ov 8 ces PatentInformation Wri Checklist (continued) DEVELOPMENT. Did | do it like a second grader? 5 5 g Elaboration Lused different kinds of o,o jo information in my writing such as facts, definitions, details, steps, and tips. bat Tiried to incude the words [OO | that showed T'm an expert on the topic. tsa cam gn 2 Ca arn he eso a ig iy as rane seen oe ‘uF sims oteInformation Writing Checklist (continued) LANGUAGE CONVENTIONS Did | do it like a second grader? can?t dont 2 Tm we'll can't and don’t, T put In the apostrophe. 5|#e|2 2|hel® Speling Lused what Iknew about |} OO speling patterns to spell a 2 april ly word. nation slawly aeation ginally I gpeled all of the word wall |} 0 | words correctly and used the word wall fo help me figure out how to spell other words, Punctuation Tused quotation merks to = JO} OO show what characters said “How are you?” my teacher astced. When I used words such as JO] 0 | oyster caso se. © 201 iy Cis an Coleg es eh Col dog sing ing aos: oem Asn od eigen, Cove a amon asec 9.Name: Date: Narrative Writing Checklist STRUCTURE vera T told the story bit by bit. 2 EIS Did | do it like a third grader? BIE 5|ze/8 bai Twrote a beginning in which |] OO helped readers know who i So oo the characters were and ' p what the setting was in my ; story. T fold my story in order go, oO oO using phrases such as a ittle later and after that. I chose the action, talk, or feeling that would make a good ending and worked to write it well. Organization Tused paragraphs and skipped lines to separate what happened First From what happened later (and Finally) in my story. te be escape x carn © 20 cy arse Cale fmt ce og: ed Wing ec Wt Pays: efor Asem oi Pass, Patna Wa aks enemaNarrative Writing Checklist (continued) (ict LANGUAGE CONVENTIONS Dil | do if lke a third grader? gle 5|tels Spell Tused what Tknew about JO} OO pe should | speling patterns to help °o mnest me spell and edit before I com wrote my final draft. T.got help from others o}ojo to check my spelling and punctuation before I wrote ae . my find draft. Punctuation | ©) ots ao? 4 | [punctuated dialogue o|oja Letsgo, hesaid, correctly, with commas and quotation marks. While writing, T put o,o jo 1 P punctuation at the end of : o°@ every sentence. T wrote in a way that ojojo G fast I helped readers read with w stow ¢ expression, reading some . parts quickly, some slowly, _ piety some parts in one sort of bold 2 voice, and others in another voice. ay tapi fr zc. 7014 yy ar 2 aegis mth ech Coleg ag Wn Poet Wing Fata: afm Aen an Lee PES, Cae 8 rome PatnaName: _ Date: jion Writing Checklist CTP) STRUCTURE Overall T told readers my opinion and ideas on a text or a topic and helped them fo understand my reasons Did | do it like a third grader? NOT YE STARTING i) yes! ag oO ag Lead a I wrote a beginning in which Inot only set readers up to Ke expect that this would be a hee | piece of opinion writing, but also N@ | tried to hook them into caring about my opinion. erenigion T connected my ideas and ololo reasons with my examples using words such as for example and because, I connected one reason or also another | example using words such as also and another. “Transitions &} tor example, *° “because... I worked on an ending, perhaps }O] 0/0 «a thought or comment related to my opinion. Ending I wrote several reasons or oojo examples of why readers should agree with my opinion and wrote at least several sentences about each reason. : vok ys Torganized my informationso fo) ola Organization ence that each part of my writing was mostly about one thing, ye pci fcc 201 iy Calarge hades Cle eg ig Prec Wy ats: Potaman Asem an emg opens, ‘Gar rena tant Mhist (continued) (TET CE} DEVELOPMENT + Did | do it like @ third grader? NOT Oo a oO Elaboration Inot only named my reasons ” to support my opinion, but also wrole more about each one. cratt not only told readers to o}o jo ‘ believe me, but dlso wrote in q oy ways that got them thinking or feeling In certain ways. a 9 oye tose csc © 2014 LC Clg om he ache Calg Rede Ukr Pe Way: lama Aes i een,(continued) LANGUAGE CONVENTIONS Ts Did | do it ike @ third grader? blz 5|Eo{a 2 [he] 8 Lused what I knew about o}ojo Spelling pen Gail, should — | speling patterns to help me “eg wouldn't | 56) and edit before I wrote could’ve . ny Final draft Igot help from others to check JO} JO my spelling and punctuation before I wrote my Final draft. . ctuated diclogue correctly, |} 0/0 Punctuation | “Letsgqohesaid, | Pune te x ; * a with commas and quotation marks, ? While writing, I put punctuation JO} O |O e I at the end of every sentence. ee wrote in ways thathelbed §= JOO Jo wef SE IP | readers read with expression, StOW © | eadng some parts quickly, see qiettly — | some slowly, some parts in one bold > sort of voice and others in another.Name: Date: Information Writing Checklist STRUCTURE Overall T taught readers information about a subject. I put in ideas, observations, and questions. Did | do it tke a third grader? STARTING Yes! O [not yer o Oo T wrote a beginning in which I got readers ready to learn alot of information about the subject. Lead Tused words to show ojo jo sequence such as before, after, then, and later. I also used words to show what didn't Fit such as however and but. ‘Transitions gfore-.. | [wrote an ending that drew |] 0 |O conclusions, asked questions, or suggested ways readers might respond Ending Organization ye scr osu ee, © 7014 ic ois nd elagi oheeer ole Reg nig Ae Wg Fos Prom Assen ar sing opens (Gar deren Paes grouped my information |} JO info parts. Each part was mostly about one thing that connected to my big topic.Information Writing Checklist (continued) DEVELOPMENT Did | do it tke a third grader? NOT YET STARTING 70 Elaboration T wrote facts, definitions, details, and observations about my topic and explained some of them. oO oO DB [ves Craft I chose expert words to teach readers alot about the subject. “teeth roest SI T taught information in a way to interest readers. I may have used drawings, captions, or dagrams, ye tc oda ©2014 iy Cais nd Ceo th eer Cole dng ae Wg et in Faas Pen Ase ani oesInformation Wi ing Checklist (continued) fost yf slow ¢ quietly bold 9 we helped readers read with expression, reading some parts quickly, some slowly, some parts in one sort of voice, and others in another voice. LANGUAGE CONVENTIONS > ~]s Did | do if like a third grader’ BIE bleo| a 2 [Ke] ® Speling used what Iknew about [0] 0 |O should | speling patterns to help @ wouldn't | me spell cnd ect before T COUNMVE | vecie my Pinal drat, I got help from others ojo jo to check my speling and punctuation before I wrote my Final draft. Punctuation | Let's go. 7h esaid. T punctuated dialogue o}o jo ; correctly, with commas and quotation marks. While writing, I put Oo} ojo e I ? punctuation at the end of oe every sentence. wrote in ways that o}ojo ye tsp case © 2014 Coins and os the es Coleg fede nd ig ie. ing ets: ore Assn ane Pog, Gado sbonenun RecentName: Date: Narrative Writing Checklist STRUCTURE Overall Lwrote the important part of an event bit by bit and took out unimportant parts. Did | do it fke a fourth grader? STARTING. To 0 | nor ver o wrote a beginning in which T showed what was happening and where, getling readers info the world of the story. “Hancifions T showed how much time went |] 01 | Trt then 9g by with words and phrases Suddenly, that mark time such as just Sse_| then and suddenly (to show After a while, | when things happened quickly) A liHle later, | or after a while and alittle . a later (to show when alittle time he passed). Ewing I wrote an ending that o,oOjo connected fo the beginning or the middle of the story. Oo} Lused action, ddlogue, or ojo Feeling fo bring my story to a close. used paragraphs fo separate |] 1 JO the different parts or times of the story or to show when a new character was speaking. Organization Maybe htop cso ie © 204 Lic Cali ad Coa the ches og eng Wg Pc. ity mes Pome Asem sn Lee es (aks ener PatanNarrative Writing Checklist (continued) DEVELOPMENT Did | do it like a fourth grader? NOT YE STARTING To Qo OF O | yes T added more to the heart [z] ~ of my story, including not only “TN @@ actions and didlogue but iso &, @ Ie) thoughts and Feelings. Elaboration Ishowed why characlersdd |] O00 what they did by including their thinking, Croft made some parts of the o}o}o story go quickly and some slowly. included precise and o,oOjo sometimes sensory details and used Figurative language (simile, metaphor, and personification) to bring my story to life. Lused a storyteling voice ojojo and conveyed the emotion or tone of my story through description, phrases, didogue, and thoughis. eye pot fr cca © 2014 cy Cats dCs te ches Coleg ean Wig Pc tng Pays PromanAsssrns od Ley Paes (Gas 8 Doren Poa,Narrative Writing Checklist (continued) LANGUAGE CONVENTIONS 2 BIS Did | do it ike a fourth grader’ Ble Ele] @ 2|Ge| Speling used what I knew about o,ojo nay Clapping, | word familes and speling rules Po sitting to help me spell and edit. making loving, 4 Tused the word wall and o,oja f dictionaries fo help me when needed. ation When writing long, complex o,oO|o etl se comely sentences, I used commas to to pause: make them clear and correct. For instance »! Read + listen! Tused periods fo fix my run-on JO] 01 | . sentences rp) ag eS yen % sea on 7 it nego cet i ih oe alpen caseinName: Date; Opinion Writing Checklist STRUCTURE Overall T made a clim about a topic or a text and tried to support my reasons. Did | do it lke @ fourth grader? NOT YE STARTING, to YES! Lead Twrote a few sentences to hook my readers, perhaps by asking a question, explaining why the topic mattered, teling a surprising fact, or giving background information. o oO Oo pas I stated my clam. “Transitions Tused words and phrases to gue parts of my piece together. I used phrases such as for example, another example, one time, and for instance to show when I was shifting from saying reasons to giving evidence and in adaltion fo, dso, and another to show when T wanted to make a new point Ending Iwrote an ending for my piece in which I restated and reflected on my chim, perhaps suggesting on aclion or response based on what Thad written, Organization I separated sections of information using paragraphs. ye etc sta ie, ©7014 iy Cis an Colas a eh Coe a hing Rc ii Pans: earns Ase on ering Pest, Gade 8 enema: Pesn Writing Checklist (continued) CTE CK DEVELOPMENT Did | do it ke a fourtin grader? NOT YET STARTING To Yes! Elaboration d 2 I gave reasons to support my opinion. I chose the reasons to conwince my readers. oa o Oo For exampli Ay? T read.- T learned.-One fie. Tincluded examples and Information to support my reasons, perhaps from a text, my knowledge, or my life. Craft My father is Imy [greates" teacher} T made deiberate word choices to convince my readers, perhaps by emphasizing or repeating words that would make my readers Feel emotions. Oo Family is [fike a puzzte]. aids TF It Felt right to do so, I chose precise details and facts to help make my points and used Figurative language to draw the readers into my line of thought. ‘made choices about which evidence was best fo Include or not include fo support my points Tused a convincing fone. oy tec cso ws. 6204 yy aks ard Clues aes Clg eg r Wing je Mn Pata Ruma Assen dig eps, (Gas fine ay me9 Checklist (continued) Grade 4 LANGUAGE CONVENTIONS z Did | do it ike a fourth grader? 6 E S|be|8 Spelling I used what I knew about word o,o jo Clapping | families and speling rules to help me 2, P g ip °® sitting | spelland edit making loving Tused the word wall and o;aojo dictionaries to help me when needed, Punctuation Gant commen When writing long, complex ojojo (sate) use sentences, I used commas to make them clear and correct. For instance ,/ Read + listen! Tused pertods to fix my run-on o,ojo sentences ye hope some, ©2014 Lay Cis ac alist eth eae Rd Wing it hth Pmys Pome Acesmes ae Pesos (vs erento 0.Name: Date: Information Writing Checklist STRUCTURE Overall T tought readers different things about a subject. T put Facts, detals, quotes, and ideas into each part of my writing. Did | do it ike @ fourtn grader? STARTING Oo OF O [yes NOT YET 70 Lead Thooked my readers by explaining why the subject — Cee mattered, feling a surprising Ke Fact, or giving a big picture. I let ep & more) | readers know that I would teach them different things about a subject. Tused words in each section o}o}jo that help readers understand Before. Net... | f[Aren..] | how one piece of Information i i ted bo Feel} | connected with others. If I wrote the section in sequence, Tused words and phrases such as before, later, next, then, and after. If T organized the section in kinds or parts, I used words such as another, also, and For example, ‘Transitions wrote an ending that reminded 0) 0 JO insights | readers of my subject and may Moos acto | have suggested a Folow-up action or left readers with a geo? ‘PHesy, Findl insight. I added my thoughts, “ks | Feelings, and questions about the subject at the end. Ending ‘te pts dso 24 y Ly Cali Coleg tom ede Clee Rad 2 ig ee. in Pa: france Amen in Pasi, (Gas forme atin NOInformation Writing Checklist (continued) tO 4 STRUCTURE (continued) N 70 YES! o oO Orgarization I grouped information info oO 399, | sections and used paragraphs ending, | sections and paragrap a and sometimes chapters to separate those sections. mi: Each section had information t that was mostly about the same thing. I may have used headings and subheadings. DEVELOPMENT. Did | do it lie a fourth grader? NOT YET. STARTING to YES! T laught my readers different things about the subject. I chose those subtopics because they were Important and interesting. a o go Elaboration Linchided different kinds oyojo of facts and details such as numbers, names, and examples. I.got my information from oyojo tdking to people, reading books, and from my own knowledge and observations. ye tose a cn © 20° by icy Can rls eth Tas Clee egal gc ing Pays: erm Ase and eng ees,Information Writing Checklist (continued) 3 DEVELOPMENT (continued) Ble 5lfo|f 5[5e|8 I made choices about o,ojo organization. I might have used compare/contrast, cause/ LT) oy Sd ef fect, or pro/con. I may Pe ee hove used dagrams, charts, iS headings, bold words, and definition boxes to help teach my readers. R oS SEse Imade deliberate word choices |] 0 JO to teach my readers. I may have done this by using and Joo | repeating key words about my topic, Craft te De see When it felt right fo do so, T oO)oOjoO chose interesting comparisons and used Figurative language to clarify my points. T made choices about which o}oOjo information was best to include or not include. of Iuseda teaching fone.Todo = |O]} 0 so, I may have used phrases such as what that really means is...andlet me explain... ‘be pci or cst 0 201 ay ira Clea er te aches Colle ng a i eet Mis eomarce Asean dls hoe, ‘Snes 8 torn FotoInformation Writing Checklist (continued) LANGUAGE CONVENTIONS g Did | do i tke a fourtin grader? Ble 5|felg s|be|8 Speling . Tused what I knew about oy,oO)o Clapping, | word faniies and speling rules °°e gitting | tohelpme spel and eat making Tused the word wall and oy,ojo dictionaries to help me when needed. When writing long, complex o,oO jo Punctuation ise commas to pause! sentences, I used commas to make them clear and correct. For instance 4! [Reads listen] TTisten! Tused periods fo fix my run-on |] 0 | sentences. ay spi or son 204 yy Ca ols om Teds Clee Rang Wing Pc Whig aba: afore Ane isn hong (caesar ort 0,Name: Date: Narrative Writing Checklist STRUCTURE —T Overall Twrote a story of an important moment. Tt read like a story, even though it might be a true account. Did | do it ke a Fifth grader? STARTING: To Lead T wrote a beginning in which Tnot only showed what wos happening and where, but dso gave some clues fo what would later become a problem for the main character. OO | Not vet oOo D | yes! “Transitions Tused transitional phrases fo show the passage of time in complicated ways, perhaps by showing things happening at the same time (meanwhile, at the same time) or Flashback and Flash-forward (early that morning, three hours later). oO Maye cid Geaks eater dom © 2014 yay Calis rl Clegs ome dae Colae eng and Wiig Pp. Ming atop Perma Asesmet nd by ens rmaNarrative Writing Checklist (continued) STRUCTURE (continued) STARTING To Oo O [vest 1 | not yet I wrote an ending that connected to the man part of the story. The character said, did, or realized something at the end that came from what happened in the story. Ending T gave readers a sense of o,ojo closure. Tused paragraphs to separate |O] 01 0 df ferent parts or times of the story and fo show when a new character was speaking. Some parts of the story were longer cand more developed than others. abe phtcpie e sro ©2014 by icy Casa Coase ec Cog eng and Wig Pe. Wiig Piney Pama Asmat Lay Po, (Gas enema FotoNarrative Writing Checklist (continued) DEVELOPMENT Did | do it lke a fifth grader? NOT YET STARTING 70 yes! Elaboration I developed characters, setting, and plot throughout my story, especially the heart of the story. To do this, T used a blend of description, action, didlogue, and thinking. a Craft I showed why characters dd what they dd by including their thinking and their responses to what happened. Oo I slowed down the heart of the story. I made less important parts shorter and less delaled ‘and blended stor yteling and summary as needed. o Tincluded precise details and used figurative language so that readers could picture the setting, characters, and events. used some objects or actions ‘as symbdls to bring forth my meaning. oO I varied my sentences to create the pace and fone of my narrative. eye prt Gade 6 thera essoan se. 02014 yy Cais an oes fom the Toe Clie Reding a Wing Project Mn Pots: eer Assert an ening ges, snoutNarrative Wi ing Checklist (continued) LANGUAGE CONVENTIONS Dil | do it ike a fifth grader? STARTING: To YES! Speling OO | not ver used what I knew about word fomiies and speling rules to help me spell and edt. a used the word wall and Oo dictionaries to help me when needed. Punctuation Meanwhile ,” As | read on, & Later that days” used commas to set Oo off introductory parts of sentences. Se 1? 53 79 used a variely of punctuation | to fix any run-on sentences. —} Tdso used commas to show | taking directly to someone. yb pop Gas ation orca © 704 Ly Cains a es fo te ace Cog ede oe Wing oft ity Pate Param Asmat Pesos, runout Mf,Name: Date: STRUCTURE Overall T made a claim or thesis on a topic or text, supported it with reasons, and provided a variely of evidence for each reason. Did | do it ke a Fifth grader? 52 5|ée|2 Lead Lwrote on introduction that fc]. led fo a claim or thesis and got my readers fo care about ® ®) my opinion. I got my readers @ to care by not only incding \ J “ acool fact or jazzy question, but dlso figuring out what was significant in or around the topic and giving readers information about what was significant about the topic. Iworkedtofindtheprecse [0] 0 |0 Chcolate mille febada | words to state my claim; T et schools should yh. readers know the reasons I would develop later: transitions ; Tused transition words and = fo} Jo This shows that... | phrases to connect evidence back to my reasons. Lhelped readers follow my of}ojo thinking with phrases such as another reason and the most important reason. I used phrases such as consequently and because of to show what happened. Moye htccoped x seen ©2014 iC an Coes a ech Coleg ng a rg ie. Mg ere Ae nd Lin Pei ‘Ges nar Petriforts [+~micro stories facts, examples, quotations, micro-stories, and information to support my claim, _ STRUCTURE (continued) 8 § Slee] specifically I ioe ae os © an Pele 7 specifically and in particular in in in particular order to be more precise. Ending T worked on a conclusion In o,o jo which I connected back to and highighted what the text was mainly about, not just the preceding paragraph, Orgorization T grouped Information and o}ojo related ideas info paragraphs. Iput the parts of my writing in the order that most suited my purpose and helped me prove my reasons and cleim, DEVELOPMENT ; ble Did | do it tke a Fifth grader? ble ella Bitae Elaboration 7 Tgave reasons to support my JO] Ojo REASON 1 opinion that were parallel and REASON 2. did not overlap. T put them in.an REASON 3 order that I thought would be — most conwincing, Tincluded evidence such as o,o}jo ye hoped er caso, 201 ay ais on Calg fn te acs ColigeR WiegPr, gaayromn Aetndiming Peank (ask ene: Reeth 89.ion Writing Checklist (continued) els DEVELOPMENT (continued) BIE ee 5lée 5[Ge|8 , T discussed and unpacked the Jo} a Jo IDEN way that the evidence went with the claim Crott made delberate word choices |] Ja fo hove an effect on my readers. Treached for the precise o,o}o phrase, metaphor, or Image that would convey my ideas. Tmade choices about how to fo} a jo angle my evidence to support my pots, Whenil seemedright todose, fo} a fa [tried fo use a scholarly voice and varied my sentences to create the pace and tone of the df ferent sections of my piece. ye hosed ox crn © 214 iy Car a Cage a te ches og fdr nd Wiig Moe ng Fs roma Asano ed ig Moersn Wri g Checklist (continued) tet CI) LANGUAGE CONVENTIONS 7 a Did | do it fie a fifth grader? SIE Spelling Tused what T knew about o)ojo word Familes and speling rules johelp me spell and edit Tused the word wall and ojo}jo dictionaries to help me when needed, nutrients ¥ ‘Imade sure to correctly spel [O} O JO Cale, V. words that were Important fo clam RT my topic. protein’ Punctuation | Meanwhile,” used commas to set ojojo ? . ¥ | off introductory parts of Pea a AY" | sentences, > « Tused a variety of punctuation |O) 0/0 to Fix any run-on sentences. . | ? 29 & 92 | Lused punctuation tocitemy |) 0 0 Experts SaJ2 —-* | sources. epg oom, ©2014 yas anole font aC edn rng Pt iy Rts ema ac ig pintName: Date: Information Writing Checklist STRUCTURE Overall T tought readers different things about a subject. T put facts, details, quotes, and ideas info each part of my writing Did | do it tke a fifth grader? O |norve STARTING O fic | ves: Lead T wrote an introduction that helped readers get interested in and understand the subject. I let readers know the subtopics I would be developing later as well as the sequence. “Fonsitions When I wrote obout resuts, O) 0 JO used words and phrases lke consequently or as a result, When I compared Information, I used words and phrases such as in contrast, by comparison, and especialy, In narrative parts, I used phrases such as a ittle later. In sections that stated an opinion, Tused words such as but the most important reason ond for example. Ending Twrole aconcusion in which {O} 0 JO Trestated the main points end Hon D | oe svay have offered o A final thought or question for readers to consider. oy rcp te cssoon se 020 yxy Caisse Cals em Tes Clee eng nd Wg Pt, hing Pos: Plone Arn ane Pat, GaerneInformation Writing Checklist (continued) a NOT YET STAR STRUCTURE (continued) a oO O [ves Torganized my writing into a sequence of separate sections. Tmay have used headings and subheadings to highlight the separate sections. Organization wrote each section according JO] OO to an organizational plan shaped partly by the genre of the section. 2 Did | do it Ike a fifth grader? STARTING] 70 ag D [yes O] [not yer [es T explained different aspects of a subject. I inckided a variety of Information such as examples, details, dates, and quotes. Elaboration Lused trusted sources and gave 10) 0 JO credit where appropriate, I made sure to research any details that would add to my writing, T.worked to make my information [0] 0 10 understandable to readers. To do this, I may have referred to earler parts of my text and summarized background information. I let PS L readers know when T was discussing facts and when T was offering my own thinking yet nano 2A a ‘aves 8 enn: etna, loys be ces Clee end 2a Vi et ng es are Ace ad nig Pog,Information Writing Checklist (continued) DEVELOPMENT (continued) STARTING YES! Craft IS I made deiberate word choices to have an effect on my readers. Tused the vocabulary of experts ‘and explained the key terms. O Jnot y o T worked to inchide the exact phrase, comparison, or image to explain information and concepts. Inot only made choices about which details and facts to include but also made choices about how to convey my information so it would make sense to readers. blended storyteling, summary, and other genres as needed and used text Features, Tused a consistent, inviting, lo teaching tone and varied my sentences to help readers take in and understand the information. er hep xs 07014 Cir an Cals te Clg ed ing it ing Pays Amc Asus dig Rapes, Sasa fa enernn eectInformation Writing Checklist (continued) Tey LANGUAGE CONVENTIONS a Did | do it ke a Fifth grader? Gle eles [he] 8 Spelling [used what I knew about Oo,o jo word patterns to spell correctly ond I used references to help me spell words when needed. qutrients Vv - Imade sure to correctly spel [0) 0 JO ae words that were important to Calcium a my topic. proteinv’ Lused commas to set ojojo ile , 4% Punctuation | Meanwhile , J | off introductory parts of Later that days” | centences As | read on, « Lused a variety of punctuation JO} 0 JO « ror] es ” to Fix any run-on sentences. ~ bea 3 te 99 | Lusedpunctustion tociiemy |0/0j0 Experts Say. —— +] sources, ye pci cn, 2014 Lyi nd Coen ts hr ol fn aed Vg oc ing Ftnnys Penance Asem ad eg Peper (Gods ccna Perish