Writing curriculum connections
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The document outlines the English Language Arts curriculum outcomes for writing from Grades 1-9 in Saskatchewan schools. It provides learning outcomes for writing stories, poems, letters, reports and other texts. The outcomes progress from writing short sentences in Grade 1 to experimenting with different writing styles and genres, and producing multi-paragraph compositions in Grades 5-9. The document emphasizes developing writing skills in narrative, expository, descriptive and persuasive writing.
Writing curriculum connections
- 1. English Language Arts Grade 1 – 9 Writing and Saskatchewan Curriculum Outcome Write and share stories and short informational texts about familiar events CC1.4 and experiences in a minimum of five sentences. a. Recognize that writing is a process focused upon conveying meaning to self and others. b. Select and use the appropriate before, during, and after strategies when writing to communicate meaning. c. Use applicable pragmatic, textual, syntactic, semantic/lexical/ morphological, graphophonic, and other communication cues and conventions to construct and communicate meaning when writing. d. Write about familiar topics using the learned vocabulary to express ideas. e. Create short texts including informational texts, autobiographical narratives, imaginative stories, and poems with own ideas following a model. f. Write brief explanations and descriptions (accompanied by pictures) of real objects, persons, and places. g. Begin to include related details with main idea and edit with teacher support. h. Attempt to choose interesting words in independent writing. i. Write a complete sentence with six words or more using capitals, correct spacing, and some punctuation. j. Share work with others for feedback. Outcome Write stories, poems, friendly letters, reports, and observations using CC2.4 appropriate and relevant details in clear and complete sentences and
- 2. paragraphs of at least six sentences. a. Employ a writing process (e.g., planning, drafting, and “fixing up”). b. Select and use task-relevant before, during, and after strategies when writing to communicate meaning. c. Understand and apply the appropriate cues and conventions (pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other) to construct and communicate meaning when writing. d. Write groups of clear sentences that develop a central idea in a basic paragraph of six sentences. e. Write stories, poems, songs, friendly letters, reports, and observations using techniques observed in reading texts (including First Nations and Métis resources). f. Write short pieces in the form of reports that describe and explain familiar objects, events, and experiences. g. Write brief narratives based on own experiences and imaginations that move through a logical sequence of events and describe the setting, characters, character traits, goals, and events. h. Write a friendly letter complete with date, salutation, body, closing, and signature. i. Write a response with supporting details from a text viewed, listened to, or read. j. Polish at least eight pieces through the year. Outcome Write to communicate ideas, information, and experiences pertaining to a CC3.4 topic by creating easy-to-follow writing (including a short report, a procedure, a letter, a story, a short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail. a. Work through the stages of a writing process (e.g., pre-writing, drafting, revising selected draft material, sharing) and begin to write for extended periods of time. b. Select and use appropriate strategies (before, during, and after) to communicate meaning when writing. c. Understand and apply the suitable pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to construct and communicate meaning when writing. d. Write compositions (e.g., three-paragraph reports) that describe and explain familiar objects, events, and experiences. short script, and a poem) with a clear purpose, correct paragraph structure, and interesting detail. e. Write narratives that provide a context within which an action takes
- 3. place and includes characters and their traits, setting, and problem and solution in students’ stories. f. Create characters and events from outside students’ personal environment. g. Write descriptions that use concrete sensory details. h. Begin to use excitement, humour, suspense, and other creative devices. i. Write personal letters, thank-you notes, invitations, and logs. j. Extend, rework, and polish pieces of writing or an audience in and beyond the classroom. Outcome Use a writing process to produce descriptive, narrative, and expository CC4.4 compositions that focus on a central idea, have a logical order, explain point of view, and give reasons or evidence. a. Work through the stages of a writing process (e.g., pre-writing, drafting, revising successive versions). b. Select and use pertinent before, during, and after strategies to construct meaning when writing. c. Understand and apply cues and conventions including pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and others to communicate meaning when writing. d. Write clear, coherent sentences and paragraphs that develop a central idea. e. Create compositions with an introductory paragraph that establishes a central idea in key sentence(s), supporting paragraphs with simple facts, details, and explanations, and a concluding paragraph that summarizes the points. f. Write descriptions and narratives (3-5 paragraphs) that relate observations and recollections of an event or experience and use sensory details. g. Write information reports (3-5 paragraphs) that focus on a central question about an issue or situation, include facts and details, and draw from more than one source of information (e.g., speakers, books, newspapers, other sources). h. Write procedures with clear directions and explanations. i. Write summaries that contain the main ideas of the text or presentation and the most significant details. j. Communicate and demonstrate understanding by creating original texts (e.g., poem, play, letter, journal entry) and by writing responses to texts, supporting judgements through references to both the text and prior knowledge. Outcome Use a writing process to experiment with and produce multi-paragraph
- 4. CC5.4 narrative (including stories that contain dialogue), expository (including reports, explanations, letters, and requests), and persuasive (including letters) compositions that clearly develop topic and provide transitions for the reader. a. Write clear multi-paragraph compositions (e.g., three to five paragraph report or essay of at least 300 words) that focus on a central idea, reflect awareness of the audience(s) and purpose(s), contain clear introductions and conclusions, and include paragraphs in a logical sequence. b. Select and flexibly use appropriate strategies (before, during, and after) to communicate meaning when writing. c. Understand and apply relevant pragmatic, textual, syntactical, semantic/lexical/morphological, graphophonic, and other cues and conventions to communicate meaning when writing. d. Write narrative compositions that develop a situation or plot and point of view, describe the setting, and present an ending. e. Write expository compositions that establish a topic, include important ideas or events in a logical order, provide details and transitional expressions that clearly link one paragraph to another, and offer a concluding paragraph that summarizes important ideas. f. Write expository reports that explore key ideas, issues, or events in response to questions that direct an investigation, establish a controlling idea or topic sentence, and develop the topic with simple facts, details, examples, and explanations. g. Use various note-making strategies (paraphrasing, summarizing, highlighting, graphic organizers, outlining) to glean information and ideas for expository or informational writing. h. Create documents by using electronic media and employing computer features (e.g., topic searches, thesaurus, spell checks). i. Write persuasive letters or compositions that state a clear position, support that position with relevant evidence, follow a simple organizational pattern, and address the reader’s need for clarity. j. Experiment with different forms including poems, short scripts, and journal entries to communicate and demonstrate understanding. Outcome Experiment with a variety of text forms (e.g., a peer interview, presentation at an CC6.8 assembly, poem, letter to parents, short review, poster, tableau, graphic organizer) and techniques (e.g., surprise ending). a. Write multi-paragraph (minimum of 3-5 paragraphs) narrative, expository, persuasive, and descriptive texts of at least 400 to 600 words. b. Write clear, focused essays that contain a formal introduction, supporting evidence, and a conclusion.
- 5. c. Create narratives about an incident as follows: o establish a plot and setting and present a point of view that is appropriate to the stories o include sensory details o develop plot and character o use a range of narrative devices (e.g., dialogue, suspense, tension). d. Create expository, informational, and procedural texts, multi-step directions, and a problem/solution presentation as follows: o pose relevant questions and state purpose o explain the situation and develop topic with facts, details, examples, and explanations from multiple sources o follow an organizational pattern o offer evidence to support conclusions. e. Create descriptive texts about a place as follows: o present a clear picture of the place o include sensory details (five senses) in a logical order (e.g., left to right, far to near). f. Create persuasive texts on a stand or viewpoint as follows: o state stand or viewpoint o give reasons, facts, and expert opinion to support stand o demonstrate sincerity g. Experiment with different points of view (i.e., first person as well as third person). h. Share writing-in-progress in various ways (e.g., author’s circle, peer response). Outcome Write to describe a person; to narrate an imaginary incident or story; to explain CC7.8 and inform in a news story, a factual account, and a business letter; to persuade in a letter and in interpretation of a text. a. Plan (e.g., using a chart or outline) and organize ideas to fit format and purpose (e.g., chronological, enumerative, problem/solution, cause/effect, comparison/contrast). b. Sustain focus in a piece of writing for several pages.
- 6. c. Use transition words (e.g., first, then, next, before, after, however) to signal organizational pattern within compositions. d. Use appropriate point of view (including third person) when writing for particular audience and purpose. e. Create multiple-paragraph compositions (minimum of 5 paragraphs in an essay) of at least 500-700 words. f. Create narrative texts (e.g., recount an event) as follows: o establish a context, plot, and point of view o use a range of narrative devices (e.g., dialogue, tension, suspense) o make the narrative engaging o develop it systematically leading to a climax or conclusion. g. Create expository, informational, and procedural texts (e.g., present information or explain process, news story, letter) as follows: o pose relevant questions to limit scope of text o introduce the purpose o develop topic with facts, details, examples, and explanations from multiple authoritative sources o include several paragraphs or sections organized in logical sequence o use transitions o offer conclusion(s). h. Create descriptive texts (e.g., a character or person) as follows: o present a clear and colourful picture of a person o include sensory details and vivid words o use a logical order (e.g., head to foot). i. Create persuasive texts (e.g., persuasive letter, an interpretation) as follows: o explain and justify reactions and personal connections to texts viewed, heard, and read o make explicit and deliberate connections with previous knowledge and experiences o give opinions and make judgements o provide support by reasons, explanations, and evidence o support opinions with examples from text o develop a clear organization. Outcome Write to describe a landscape scene; to narrate a personal story or anecdote
- 7. CC8.8 and a historical narrative; to explain and inform in a presentation of findings, a biography, a documented research report, and a résumé and covering letter; and to persuade in a mini-debate and a review. a. Demonstrate the ability to write effective, coherent multi-paragraph (minimum of 5 paragraphs) narrative, descriptive, expository, and persuasive essays of at least 500 to 800 words using appropriate before, during, and after strategies. b. Create narrative texts (e.g., story, anecdote, historical narrative) as follows o establish a context, plot, and point of view o use a range of narrative devices (e.g., dialogue, tension, suspense) o make the narrative engaging o develop character o develop it systematically leading to a climax or conclusion. c. Create expository, informational, and procedural texts (e.g., presentation of findings, a biography, a documented research report, a résumé and covering letter) as follows: o pose relevant questions to limit scope of presentation o introduce the purpose, and define a thesis o develop topic with important facts, details, examples, and explanations from multiple authoritative sources o include several paragraphs or sections organized in logical sequences o use transitions o organize and display information on charts, maps, and graphs o offer conclusion(s). d. Create descriptive exts (e.g., a landscape scene) as follows: o present a clear and colourful picture of the place o include sensory details and vivid words o use a logical order (e.g., near to far). e. Create persuasive texts (e.g., mini-debate, a review) as follows: o include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgement) o provide support by reasons, explanations, and evidence o support opinion with examples from text o present a clear organization.
- 8. f. Compose original texts (e.g., lyrical and narrative poems, letters, scripts, humourous instructions) using a variety of different literary techniques (e.g., imagery, dialogue, figurative language). Outcome Write to describe (a profile of a character), to narrate (a narrative essay), to CC9.8a explain and inform (a researched report), and to persuade (a review). a. Prepare compositions (including essays), reports, presentations, and inquiry or research projects with adequate detail for audience understanding. b. Experiment with and use memorable language effectively. c. Experiment with different personas. d. Seek out teachers, peers, and others with specific strengths for writing conferences. e. Design and publish documents by using publishing software and graphics programs. f. Write clear and focused narrative, descriptive, expository, and persuasive essays (at least 1,500 words). g. Write response to texts to demonstrate a comprehensive grasp of the significant ideas of literary texts and support important ideas and viewpoints through accurate and detailed references to the text, and demonstrate awareness of the author’s use of language. h. Apply knowledge and strategies for composing pieces in a variety of forms/genres (e.g., descriptive, narrative, expository, persuasive, poetic, script). i. Write texts that relate clear ideas or events in a coherent manner using specific details. j. Create narrative texts (e.g., personal narrative, short story) as follows: o locate scenes and incidents in specific places o describe with concrete sensory details the sights, sounds, and smells of the scene and the specific actions, movements, and feelings of the characters (use interior monologue to depict characters’ feelings) o employ narrative and descriptive devices (e.g., relevant dialogue, specific action, physical description, comparison or contrast) o develop narrative systematically leading to a climax or conclusion o reveal the significance of and the subject’s attitude about the incident, event, or situation. k. Create expository, informational, and procedural texts (e.g., a research report, a consumer letter) as follows: o pose relevant questions to limit scope of presentation o introduce the purpose and define a thesis o develop topic with important facts, details, examples, and
- 9. explanations from multiple authoritative sources o include several paragraphs or sections organized in logical sequences o use transitions o organize and display information on charts, maps, and graphs o offer conclusion(s) o anticipate and address viewer’s, listener’s and reader’s potential misunderstandings, biases, and expectations. l. Create descriptive texts (a profile of a character) as follows: o present a clear and colourful picture of the person o include sensory details and vivid words o use dialogue when appropriate o develop a logical order (e.g., background, physical description). m. Create persuasive texts (e.g., a persuasive essay, a letter to the editor) as follows: o include a well-defined thesis (i.e., one that makes a clear and knowledgeable judgement) o state a position clearly and convincingly o provide support by fact, reasons, examples, explanations, and evidence to support position o differentiate fact from opinion and support argument with detailed reasoning and examples o structure ideas and arguments in a sustained and logical fashion o maintain a reasonable tone n. address viewer’s, listener’s, or reader’s concerns, biases, expectations, and counterclaims. o. Experiment with a variety of forms (e.g., poetry, letters, short scripts, advice column) and techniques (e.g., tone, point of view, imagery, dialogue, figurative language).