b. Plan and then use event or several loosely sequenced events, include sequence of events, include drawings, constructions, linked events, tell about the some details regarding what details to describe actions, movements, and events in the order in which happened, use temporal thoughts, and feelings, use dramatizations to represent they occurred, and provide words to signal event order, temporal words to signal ideas. (adapted from a reaction to what and provide some sense of event order, and provide a G.12.a.6) happened. (CCSS: W.K.3) closure. (CCSS: W.1.3) sense of closure. (CCSS: W.2.3) c. Write using controlled i. Organize ideas linear scribbles, letter like using pictures, graphic forms, and/or letter strings organizers, or story maps. to represent words or ideas. (adapted from G.19.a.2-4 & G.19.b.2-4) ii. Use knowledge of structure and crafts of various forms of writing d. Write using early gained through reading and invented or approximated listening to mentor texts. spelling. (G.19.b.5) e. Write partially accurate iii. Develop or accurate name. (adapted characters both internally from G.19.a.5-6) (thoughts and feelings) and externally (physical features, expressions, f. Begin to separate groups clothing). of letters with spaces. b. Write simple, descriptive poems. Production and Production and Production and Distribution of Writing Distribution of Writing Distribution of Writing b. With guidance and b. With guidance and support from adults, support from adults, focus respond to questions and on a topic, respond to suggestions from peers, add questions and suggestions details to strengthen from peers, add details to writing, and reread and strengthen writing, and revise to ensure writing reread and revise to ensure makes sense as needed. writing makes sense, as (CCSS: W.K.5) needed. (CCSS: W.1.5)
event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened. (CCSS: W.K.3) sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure. (CCSS: W.1.3) sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure. (CCSS: W.2.3) b. Plan and then use drawings, constructions, movements, and dramatizations to represent ideas. (adapted from G.12.a.6) c. Write using controlled linear scribbles, letter like forms, and/or letter strings to represent words or ideas. (adapted from G.19.a.2-4 & G.19.b.2-4) i. Organize ideas using pictures, graphic organizers, or story maps. ii. Use knowledge of structure and crafts of various forms of writing gained through reading and listening to mentor texts. d. Write using early invented or approximated spelling. (G.19.b.5) e. Write partially accurate or accurate name. (adapted from G.19.a.5-6) iii. Develop characters both internally (thoughts and feelings) and externally (physical features, expressions, clothing). f. Begin to separate groups of letters with spaces. b. Write simple, descriptive poems. Production and Distribution of Writing Production and Distribution of Writing Production and Distribution of Writing b. With guidance and support from adults, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense as needed. (CCSS: W.K.5) b. With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, add details to strengthen writing, and reread and revise to ensure writing makes sense, as needed. (CCSS: W.1.5)
6th%20Grade%20Developmental%20Reading.docx