FAQs
Kindergarten Kit Contents
Scope & Sequence Charts
Kindergarten GLCE Writing Units
| Start in Sept. or Oct | Unit 1: Guided Writing and Picture Plan & WriteAfter the teacher models using the sound card, students will picture plan and write a personal narrative using words, word-like clusters, and/or sentences while using the sound card to help with semi-phonetic spelling. |
CORE GLCEs being covered:GLCEs: |
| Watch this Unit 1-2 weeks after doing Unit 1 | Unit 2: Guided Writing II and Picture Plan & WriteAfter the teacher models using the sound card, students will picture plan and write a personal narrative using words, word-like clusters, and/or sentences while using the sound card to help with semi-phonetic spelling. |
GLCEs: |
| Start 2-4 weeks after Unit 1 & 2 | Unit 3: Writing ConferencesWhile the rest of the students are writing, a small group (no more than 6) will be working with the teacher for individual one-on-one teaching instruction. |
GLCEs: |
| Start in Jan. or Feb. | Unit 4: Midyear Guided Writing and Writing ConferencesThe teacher models using high frequency words as the teaching point. Afterwards, while the rest of the students are writing, a small group (no more than 6) will be working with the teacher for individual one-on-one teaching instruction. |
GLCEs: |
| Start in March or April | Unit 5: Color PoetryStudents will approximate poetry, using copy change and teacher guidance, based on reading a wide variety of grade level appropriate published poetry. |
GLCEs: |
| Start in late April or May | Unit 6: RevisingStudents will revise their own writing by reading it to peers, requesting suggestions and clarifications that support meaning. |
GLCEs: |
Lucy Calkins & WriteSteps Correlation Charts
This document is designed to showcase the specific Michigan Grade Level Content Expectations for writing taught through the WriteSteps and Lucy Calkins programs. The writer’s workshop model is the heart of each program, as well as direct teacher instruction and extensive modeling. However, WriteSteps provides more comprehensive teacher instruction including DVD’s of lessons and accompanying classroom material specifically for the Michigan GLCEs. Accordingly, WriteSteps is an excellent supplemental companion with Calkins to guarantee the GLCE’s are being met.
Highlighted Text Refers to Specific GLCE Concepts Covered |
||
WriteSteps |
KMI GLCE |
Calkins Material |
WRITING GENRE |
||
| Students will write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support.
Covered in Units 1, 2, and 4 |
W.GN.00.01 |
Students will write a brief personal narrative using pictures, words, word-like clusters, and/or sentences as support. |
| Students will approximate poetry, using copy change and teacher guidance, based on reading a wide variety
of grade-appropriate poetry.
Covered in Unit 5 - Color Poetry |
W.GN.00.02Not assessed on the MEAP. |
Students will approximate poetry, using copy change and teacher guidance, based on reading a wide variety of grade-appropriate poetry. |
| Students will write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or sentences. Materials
provided in binder |
W.GN.00.03Not assessed on the MEAP. |
Students will write a brief informational piece such as a page for a class book using drawings, words, word-like clusters, and/or sentences. |
| Students will contribute to a class research project by adding relevant information to a class book including gathering information from teacher-selected resources and using the writing process to develop the project. Materials provided in binder |
W.GN.00.04Not assessed on the MEAP. |
Students will contribute to a class research project by adding relevant information to a class book including gathering information from teacher-selected resources and using the writing process to develop the project. |
WRITING PROCESS |
||
| Students will with teacher assistance, consider the audience’s reaction as they plan narrative or informational writing. Covered in Units 1, 2 and 4 |
W.PR.00.01 |
Students will with teacher assistance, consider the audience’s reaction as they plan narrative or informational writing. |
| Students will brainstorm to generate and structure ideas for narrative or informational writing. Covered in Units 1, 2, 4 and 5 |
W.PR.00.02 |
Students will brainstorm to generate and structure ideas for narrative or informational writing. |
| Students will draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings. Covered in Units 1, 2, 3, 4 and 5 |
W.PR.00.03 |
Students will draft focused ideas using semi-phonetic spelling to represent narrative and informational text when writing, incorporating pictures, and drawings. |
| Students will attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning. Covered in Unit 6 |
W.PR.00.04Not assessed on the MEAP. |
Students will attempt to revise writing based on reading it aloud, requesting suggestions and clarifications that support meaning. |
PERSONAL STYLE |
||
| Students will develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing). Covered in Units 1, 2 and 4 |
W.PS.00.01 |
Students will develop originality in oral, written, and visual messages in both narrative (e.g., natural language, expressed sentiment, original ideas) and informational writing (e.g., listing, naming, describing). |
SPELLING |
||
| Students will in the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words.
Covered in Units 1, 2, 3, 4, and 5 |
W.SP.00.01 |
Students will in the context of writing, correctly spell a small number (about 18) of frequently encountered and personally meaningful words. |
Video Clips
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1st Grade Kit Contents
Scope & Sequence Charts
1st Grade GLCE Writing Units
| Start in Sept. or Oct. | Unit 1: 4 Square Topic SheetUsing the 4 Square Topic Sheet, students will organize and write their writing ideas down in four categories: People, Places, Things & Events |
CORE GLCEs being covered:
GLCEs: |
| Start in Oct. | Unit 2: Picture Plan & Write with Writing ConferencesStudents will picture plan and write a personal narrative while using the sound card to stretch out and write the sounds heard.Individual writing conferences are included in this Unit. |
GLCEs: |
| Start in Dec. or Jan. | Unit 3: B,M,E Plan & Write with Writing ConferencesStudents will plan with beginning, middle and end illustrations and write at least 3 or more connected sentences to create an organized personal narrative. At times using transitional words (before, after, now, finally) in the writing.Individual writing conferences are included in this Unit. |
GLCEs: |
| Start in Jan. or Feb. | Unit 4: RevisingStudents will reread their own work aloud and revise to clarify meaning (such as using strong verbs or precise nouns; adding needed information) for their intended audience. |
GLCEs: |
| Start in March | Unit 5: EditingStudents will both individually and in groups, attempt to edit their writing by using grade appropriate resources including dictionaries, word wall and a class-developed checklist. |
GLCEs: |
| Start in March or April | Unit 6: 4 W’s Plan & Write with Writing ConferencesStudents will plan and write using 4W’s to create more descriptive writing, including physical features of characters.Individual writing conferences are included in this Unit. |
GLCEs: |
Lucy Calkins & WriteSteps Correlation Charts
This document is designed to showcase the specific Michigan Grade Level Content Expectations for writing taught through the WriteSteps and Lucy Calkins programs. The writer’s workshop model is the heart of each program, as well as direct teacher instruction and extensive modeling. However, WriteSteps provides more comprehensive teacher instruction including DVD’s of lessons and accompanying classroom material specifically for the Michigan GLCEs. Accordingly, WriteSteps is an excellent supplemental companion with Calkins to guarantee the GLCE’s are being met.
Highlighted Text Refers to Specific GLCE Concepts Covered |
||
WriteSteps |
1st GradeMI GLCE |
Calkins Material |
WRITING GENRE |
||
| Students will write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions. Covered in Units 2, 3 and 6 |
W.GN.01.01 |
Students will write a personal narrative using illustrations and transitional words such as before, after, now, or finally to indicate a sequence of events, sense of story (beginning, middle, and end), and physical descriptions. |
| Students will approximate poetry based on reading a wide variety of grade-appropriate poetry. | W.GN.01.02Not assessed on the MEAP. |
Students will approximate poetry based on reading a wide variety of grade-appropriate poetry. |
| Students will write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas. Materials provided in binder |
W.GN.01.03Not assessed on the MEAP. |
Students will write an informational piece that addresses a focus question (e.g., What is a family?) using descriptive, enumerative, or sequence patterns that may include headings, titles, labels, photographs, or illustrations to enhance the understanding of central ideas. |
| Students will use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project. | W.GN.01.04Not assessed on the MEAP. |
Students will use a teacher-selected topic to write one research question; locate and begin to gather information from teacher-selected resources; organize the information and use the writing process to develop a project. |
WRITING PROCESS |
||
| Students will with teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning.
Covered in Units 1, 2, 3 and 6 |
W.PR.01.01 |
Students will with teacher support, set a purpose, consider audience, and incorporate literary language when writing a narrative or informational piece; begin to use specific strategies including graphic organizers when planning. |
| Students will draft focused ideas using multiple connected sentences with appropriate grammar, usage, mechanics, and temporary spellings when composing a narrative or informational piece.
Covered in Units 2, 3 and 6 |
W.PR.01.02 |
Students will draft focused ideas using multiple connected sentences with appropriate gram-mar, usage, mechanics, and temporary spellings when com-posing a narrative or informational piece. |
| Students will attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information).
Covered in Unit 4 |
W.PR.01.03 |
Students will attempt to revise draft based on reading it aloud to clarify meaning for their intended audience (e.g., using strong verbs or precise nouns, and adding needed information). |
| Students will attempt to proofread and edit writing/pictures using appropriate resources including a word wall and a class-developed check-list, both individually and in groups.
Covered in Unit 5 |
W.PR.01.04 |
Students will attempt to proof-read and edit writing/pictures using appropriate resources including a word wall and a class-developed checklist, both individually and in groups. |
PERSONAL STYLE |
||
| Students will develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation).
Covered in Units 2,3 and 6 |
W.PS.01.01 |
Students will develop personal style in oral, written, and visual messages in both narrative (e.g., natural language, specific action, emotion) and informational writing (e.g., sequence, specific vocabulary, visual representation). |
GRAMMAR and USAGE |
||
| Students will in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I.
Covered in Units 2, 3, 5 and 6 |
W.GR.01.01 |
Students will in the context of writing, correctly use complete simple sentences beginning with a capital letter and ending with a period, question mark, or exclamation point and capitalize first and last names, and the pronoun I. |
SPELLING |
||
| Students will in the context of writing, correctly spell frequently en-countered one-syllable words from common word families.
Covered in Units 2, 3, 5 and 6 |
W.SP.01.01 |
Students will in the context of writing, correctly spell frequently en-countered one-syllable words from common word families. |
| Students will in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists).
Covered in Units 2, 3, 5 and 6 |
W.SP.01.02 |
Students will in the context of writing, correctly spell less frequently encountered words using structural cues (letter/sound, rimes) and environmental sources (word walls, word lists). |
Video Clips
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If you see this, you have Java disabled in your browser and you will need to click here to view the video. If the preceding link still does not work, you will need to update or install the Flash player. Thank you. |
2nd Grade Kit Contents
Scope & Sequence Charts
2nd Grade GLCE Writing Units
| Start in Sept. through Dec. | Unit 1: B,M,E Plan & Write with Writing ConferencesStudents will plan and write using beginning, middle, and end to create focused and organized realistic fiction, fantasy, and personal narrative writing.Individual writing conferences are included in this Unit. |
CORE GLCEs being covered:
GLCEs: |
| Start in Nov. then ongoing | Unit 2: RevisingStudents will revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience. |
GLCEs: |
| Start in Dec. | Unit 3: 2 Paragraph Plan & WriteStudents will plan and write 2 paragraphs, each with a main idea and supporting details.This Unit is used in April/May to cover the Informational Magazine Feature Article. |
GLCEs: |
| Start in Jan. then ongoing | Unit 4: EditingStudents will both individually and in groups, attempt to edit their writing by using appropriate resources including dictionaries and a class-developed checklist. |
GLCEs: |
| Start in Feb. or March | Unit 5: 5 W’s + H Plan & Write with Writing ConferencesStudents will plan and write using 5 W’s + H to write narrative pieces such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events. |
GLCEs: |
| Start in April or May | Unit 6: Peer ResponseUsing the 2 Paragraph Planning sheet from Unit 3, students will respond to a student sample by answering a question about the sample, while writing 2 paragraphs. |
GLCEs: |
Lucy Calkins & WriteSteps Correlation Charts
This document is designed to showcase the specific Michigan Grade Level Content Expectations for writing taught through the WriteSteps and Lucy Calkins programs. The writer’s workshop model is the heart of each program, as well as direct teacher instruction and extensive modeling. However, WriteSteps provides more comprehensive teacher instruction including DVD’s of lessons and accompanying classroom material specifically for the Michigan GLCEs. Accordingly, WriteSteps is an excellent supplemental companion with Calkins to guarantee the GLCE’s are being met.
Highlighted Text Refers to Specific GLCE Concepts Covered |
||
WriteSteps |
2nd GradeMI GLCE |
Calkins Material |
WRITING GENRE |
||
| Students will write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events.
Covered in Units 1 and 4 |
W.GN.02.01 |
Students will write a narrative piece such as realistic fiction, fantasy, or personal narrative depicting major story events, using illustrations to match mood, and containing setting, problem/solution, and sequenced events. |
| Students will approximate poetry based on reading a wide variety of grade appropriate poetry. | W.GN.02.02Not assessed on the MEAP. |
Students will approximate poetry based on reading a wide variety of grade appropriate poetry. |
| Students will write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas. Materials provided in binder |
W.GN.02.03Not assessed on the MEAP. |
Students will write an informational piece including a magazine feature article using an organizational pattern such as description, enumeration, sequence, or compare/contrast that may include graphs, diagrams, or charts to enhance the understanding of central and key ideas. |
| Students will use the writing process to produce and present a research project; develop two research questions related to a teacher-selected topic; gather electronic or print resources and organize the information using key ideas with teacher assistance. | W.GN.02.04Not assessed on the MEAP. |
Students will use the writing process to produce and present a research project; develop two research questions related to a teacher-selected topic; gather electronic or print resources and organize the information using key ideas with teacher assistance. |
WRITING PROCESS |
||
| Students will set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece.
Covered in Units 1, 3, 4 and 6 |
W.PR.02.01 |
Students will set a purpose, consider audience, and begin to use styles and patterns derived from studying authors’ craft when writing a narrative or informational piece. |
| Students will develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast).
Covered in Units 1, 3, 4 and 6 |
W.PR.02.02 |
Students will develop a plan narrowing a broad idea for narrative and informational writing including graphic organizers that represent specific organizational patterns (e.g., problem/solution, sequence, description, or compare/contrast). |
| Students will draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details.
Covered in Unit 3 |
W.PR.02.03 |
Students will draft focused ideas in written compositions using paragraph clusters, each containing a main idea and some supporting details. |
| Students will write in first and third person based on genre type and purpose.
Covered in Unit 4 |
W.PR.02.04 |
Students will write in first and third person based on genre type and purpose. |
| Students will draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings.
Covered in Units 1,3,4 and 6 |
W.PR.02.05 |
Students will draft a coherent piece with appropriate grammar, usage, mechanics, and temporary spellings. |
| Students will revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and
form to suit intended purpose and audience.
Covered in Unit 2 |
W.PR.02.06 |
Students will revise drafts based on constructive and specific oral and written responses to writing; identify sections of the piece that need to be revised using reorganization, additions, deletions, and appropriate use of transitions; make stylistic changes in content and form to suit intended purpose and audience. |
| Students will attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups.
Covered in Unit 5 |
W.PR.02.07 |
Students will attempt to proofread and edit writing using appropriate resources including dictionaries and a class-developed checklist both individually and in groups. |
PERSONAL STYLE |
||
| Students will develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions).
Covered in Units 1,3,4 and 6 |
W.PS.02.01 |
Students will develop personal style in oral, written, and visual messages in both narrative (e.g., descriptive language, use of imagination, varying sentence beginnings) and informational writing (e.g., facts, effective conclusions). |
GRAMMAR and USAGE |
||
| Students will in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns.
Covered in Unit 5 |
W.GR.02.01 |
Students will in the context of writing, correctly use more complex complete sentences, nouns and verbs, commas (in a series, in a letter, and with dates), contractions, colons to denote time, and capitalization of proper nouns. |
SPELLING |
||
| Students will in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists).
Covered in Unit 5 |
W.SP.02.01 |
Students will in the context of writing, correctly spell frequently encountered words (e.g., two-syllable words including common prefixes and suffixes); for less frequently encountered words use structural cues (e.g., letter/sound, rimes) and environmental sources (e.g., word walls, word lists). |
Video Clips
|
If you see this, you have Java disabled in your browser and you will need to click here to view the video. If the preceding link still does not work, you will need to update or install the Flash player. Thank you. |
3rd Grade Kit Contents
Scope & Sequence Charts
3rd Grade GLCE Writing Units
| Start in Sept. or Oct. then ongoing | Unit 1: VoiceStudents will exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage). |
CORE GLCEs being covered:
GLCEs: |
| Start in Nov. | Unit 2: 5 Square ParagraphsStudents will draft focused ideas in written compositions using multiple sentences and paragraphs…organizational text structures. |
GLCEs: |
| Start in Dec. through Jan. | Unit 3: Revising & Peer ResponseStudents will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, and transitions). |
GLCEs: |
| Start in Feb. then ongoing | Unit 4: Varying Sentence Patterns & SpeedStudents will draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading; including varying patterns and/or organizational text structures. |
GLCEs: |
| Start in March through April | Unit 5: Fable WritingStudents will plan and write a fable using personification, setting, actions, and thoughts that reveal important character traits, while using quotation marks and capitalization in dialogue. |
GLCEs: |
| Start in late April through June | Unit 6: Folktale WritingStudents will plan and write a folktale using personification, setting, actions, and thoughts that reveal important character traits, while using quotation marks and capitalization in dialogue. |
GLCEs: |
Lucy Calkins & WriteSteps Correlation Charts
This document is designed to showcase the specific Michigan Grade Level Content Expectations for writing taught through the WriteSteps and Lucy Calkins programs. The writer’s workshop model is the heart of each program, as well as direct teacher instruction and extensive modeling. However, WriteSteps provides more comprehensive teacher instruction including DVD’s of lessons and accompanying classroom material specifically for the Michigan GLCEs. Accordingly, WriteSteps is an excellent supplemental companion with Calkins to guarantee the GLCE’s are being met.
Highlighted Text Refers to Specific GLCE Concepts Covered |
||
WriteSteps |
3rd GradeMI GLCE |
Calkins Material |
WRITING GENRE |
||
| Students will write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions and thoughts that reveal important character traits.
Covered in Units 5 and 6 |
W.GN.03.01 |
Students will write a cohesive narrative piece such as a fable, folktale, or realistic fiction using personification, setting, actions and thoughts that reveal important character traits. |
| Students will write poetry based on reading a wide variety of grade-appropriate poetry.
Covered in Unit 2 - Limerick |
W.GN.03.02Not assessed on the MEAP. |
Students will write poetry based on reading a wide variety of grade-appropriate poetry. |
| Students will write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and a table of contents.
Covered in Unit 3 |
W.GN.03.03 |
Students will write an informational piece including a report that demonstrates the understanding of central ideas and supporting details using an effective organizational pattern (e.g., compare/contrast, cause/effect, problem/solution) with a title, heading, subheading, and a table of contents. |
| Students will use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information. | W.GN.03.04Not assessed on the MEAP. |
Students will use the writing process to produce and present a research project; initiate research questions from content area text from a teacher-selected topic; and use a variety of resources to gather and organize information. |
WRITING PROCESS |
||
| Students will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.
Covered in Units 3, 5, and 6 |
W.PR.03.01 |
Students will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. |
| Students will apply a variety of prewriting strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/
solution, or compare/contrast).
Covered in Units 3, 5 and 6 |
W.PR.03.02 |
Students will apply a variety of prewriting strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., sequence for beginning, middle, and end, problem/solution, or compare/contrast). |
| Students will draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution).
Covered in Unit 4 |
W.PR.03.03 |
Students will draft focused ideas in written compositions using multiple sentences and paragraphs to slow down or speed up reading including varying patterns and/or organizational text structures (e.g., compare/contrast, cause/effect, or problem/solution). |
| Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).
Covered in Units 1, 5 and 6 |
W.PR.03.04 |
Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). |
| Students will proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups.
Covered in Units 5 and 6 |
W.PR.03.05 |
Students will proofread and edit writing using appropriate resources (e.g., dictionary, spell check, writing references) and grade-level checklists, both individually and in groups. |
PERSONAL STYLE |
||
| Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage).
Covered in Units 1, 5, and 6 |
W.PS.03.01 |
Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., varied word choice and sentence structure, character description) and informational writing (e.g., examples, transitions, grammar and usage). |
GRAMMAR and USAGE |
||
| Students will in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. Materials provided in binder. |
W.GR.03.01Not assessed on the MEAP. |
Students will in the context of writing, correctly use subjects and verbs that are in agreement; verb tenses; nouns and possessives; commas in a series; and begin use of quotation marks and capitalization in dialogue. |
SPELLING |
||
| Students will in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). Materials provided in binder. |
W.SP.03.01Not assessed on the MEAP. |
Students will in the context of writing, correctly spell frequently encountered words (e.g., multi-syllabic, r-controlled, most consonant blends, contractions, compounds, common homophones); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). |
Video Clips
|
If you see this, you have Java disabled in your browser and you will need to click here to view the video. If the preceding link still does not work, you will need to update or install the Flash player. Thank you. |
4th Grade Kit Contents
Scope & Sequence Charts
4th Grade GLCE Writing Units
| Start in Oct. | Unit 1: Exhibit Style and Voice"Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., strong verbs, figurative language, sensory images) and informational writing (e.g., precision, established importance, transitions.)" |
CORE GLCEs being covered:
GLCE: |
| Start in Nov. | Unit 2: 5 Square Paragraphs"Students will draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions." |
GLCEs: |
| Start in Dec. | Unit 3: Revising"Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). |
GLCE: |
| Start in Jan. | Unit 4: Editing"Students will proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups." |
GLCEs: |
| Start in Feb. | Unit 5: Compare/Contrast Writing"Students will write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g., compare/contrast) and informational text features." |
GLCEs: |
| Start in late Feb. | Unit 6: Genre Writing"Students will write a cohesive narrative piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme and plot."**(Materials for every genre are located in this unit)
Legend-late February to March/beginning of April
Fantasy-April to May Adventure-May to June |
GLCEs: |
Lucy Calkins & WriteSteps Correlation Charts
This document is designed to showcase the specific Michigan Grade Level Content Expectations for writing taught through the WriteSteps and Lucy Calkins programs. The writer’s workshop model is the heart of each program, as well as direct teacher instruction and extensive modeling. However, WriteSteps provides more comprehensive teacher instruction including DVD’s of lessons and accompanying classroom material specifically for the Michigan GLCEs. Accordingly, WriteSteps is an excellent supplemental companion to Calkins to guarantee the GLCE’s are being met.
Highlighted Text Refers to Specific GLCE Concepts Covered |
||
WriteSteps |
4th GradeMI GLCE |
Calkins Material |
WRITING GENRE |
||
| Students will write a cohesive piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot.
Covered in Unit 6 |
W.GN.04.01 |
Students will write a cohesive piece such as a myth, legend, fantasy, or adventure creating relationships among setting, characters, theme, and plot. |
| Students will read and write poetry based on reading a wide variety of grade-appropriate poetry. | W.GN.04.02Not assessed on the MEAP. |
Students will read and write poetry based on reading a wide variety of grade-appropriate poetry. |
| Students will write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g. compare/contrast) and informational text features.
Covered in Unit 5 |
W.GN.04.03 |
Students will write an informational comparative piece that demonstrates understanding of central and supporting ideas using an effective organizational pattern (e.g. compare/contrast) and informational text features. |
| Students will use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources; take notes; and organize relevant information to draw conclusions. | W.GN.04.04Not assessed on the MEAP. |
Students will use the writing process to produce and present a research project using a teacher-approved topic; find and narrow research questions; use a variety of resources; take notes; and organize relevant information to draw conclusions. |
WRITING PROCESS |
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| Students will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.
Covered in Units 2, 5 and 6 |
W.PR.04.01 |
Students will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. |
| Students will apply a variety of prewriting strategies for both narrative and informational writing ( e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence).
Covered in Units 2, 5 and 6 |
W.PR.04.02 |
Students will apply a variety of prewriting strategies for both narrative and informational writing ( e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., plot, setting, conflicts/resolutions, definition/description, or chronological sequence). |
| Students will draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions.
Covered in Unit 2 |
W.PR.04.03 |
Students will draft focused ideas using a variety of drafting techniques composing coherent and mechanically sound paragraphs when writing compositions. |
| Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions).
Covered in Unit 3 |
W.PR.04.04 |
Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., arranging paragraphs, connecting main and supporting ideas, transitions). |
| Students will proofread and edit writing using appropriate resources (e.g. dictionary, spell check, grammar check, grammar references, writing references) and grade-level checklists both individually and in groups.
Covered in Unit 4 |
W.PR.04.05 |
Students will proofread and edit writing using appropriate resources (e.g., dictionary, spell check, grammar check, grammar references, writing references) and gradelevel checklists both individually and in groups. |
PERSONAL STYLE |
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| Students will exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions).
Covered in Unit 1 |
W.PS.04.01 |
Students will exhibit personal style and voice to enhance the written message (e.g., in narrative text: strong verbs, figurative language, sensory images; in informational text: precision, established importance, transitions). |
GRAMMAR and USAGE |
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| Students will in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names.
Covered in Unit 4 |
W.GR.04.01 |
Students will in the context of writing, correctly use simple and compound sentences; direct and indirect objects; prepositional phrases; adjectives; common and proper nouns as subjects and objects; pronouns as antecedents; regular and irregular verbs; hyphens between syllables; apostrophes in contractions; and commas in salutations to set off words; phrases and dialogue; quotation marks or italics to identify titles or names. |
SPELLING |
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| Students will in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multisyllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
Covered in Unit 4 |
W.SP.04.01 |
Students will in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multisyllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rimes, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). |
Video Clips
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5th Grade Kit Contents
Scope & Sequence Charts
5th Grade WriteSteps Units
| Start in Oct. | Unit 1: Voice"Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support)." |
CORE GLCEs being covered:
GLCE: |
| Start in Nov. | Unit 2: 5 Square Paragraphs"Students will draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent and mechanically sound paragraphs when writing compositions." |
GLCEs: |
| Start in Dec. | Unit 3: Revision"Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve organization and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs)." |
GLCE: |
| Start in Jan. | Unit 4: Editing"Students will proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups." |
GLCEs: |
| Start in Feb. | Unit 5: Position Piece"Students will write a position piece that demonstrates understanding of central and supporting ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings." |
GLCEs: |
| Start in late Feb. | Unit 6: Genre Writing"Students will write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, anti-heroes, and narrator; depicting conflicts and resolutions."**(Materials for every genre are located in this unit) Suggested Timeline for Teaching the Required Genres:
Historical Fiction-late February to March/beginning of April
Tall Tale-April to May Mystery-May to June |
GLCEs: |
Lucy Calkins & WriteSteps Correlation Charts
This document is designed to showcase the specific Michigan Grade Level Content Expectations for writing taught through the WriteSteps and Lucy Calkins programs. The writer’s workshop model is the heart of each program, as well as direct teacher instruction and extensive modeling. However, WriteSteps provides more comprehensive teacher instruction including DVD’s of lessons and accompanying classroom material specifically for the Michigan GLCEs. Accordingly, WriteSteps is an excellent supplemental companion with Calkins to guarantee the GLCE’s are being met.
Highlighted Text Refers to Specific GLCE Concepts Covered |
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WriteSteps |
5th GradeMI GLCE |
Calkins Material |
WRITING GENRE |
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| Students will write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, antiheroes, and narrator; and depicting conflicts and resolutions.
Covered in Unit 6 |
W.GN.05.01 |
Students will write a cohesive narrative piece such as a mystery, tall tale, or historical fiction using time period and setting to enhance the plot; demonstrating roles and functions of heroes, antiheroes, and narrator; and depicting conflicts and resolutions. |
| Students will write poetry based on reading a wide variety of grade-appropriate poetry. | W.GN.05.02Not assessed on the MEAP. |
Students will write poetry based on reading a wide variety of grade-appropriate poetry. |
| Students will write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings.
Covered in Unit 5 |
W.GN.05.03 |
Students will write a position piece that demonstrates understanding of central ideas and supporting details (e.g., position/evidence organizational pattern) using multiple headings and subheadings. |
| Students will use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis. | W.GN.05.04Not assessed on the MEAP. |
Students will use the writing process to produce and present a research project; use a variety of resources to gather and organize relevant information into central ideas and supporting details for a teacher-approved narrowed focus question and hypothesis. |
WRITING PROCESS |
||
| Students will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece.
Covered in Units 2, 5 and 6 |
W.PR.05.01 |
Students will set a purpose, consider audience, and replicate authors’ styles and patterns when writing a narrative or informational piece. |
| Students will apply a variety of prewriting strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationships of theory/evidence, or compare/contrast).
Covered in Units 2, 5 and 6 |
W.PR.05.02 |
Students will apply a variety of prewriting strategies for both narrative and informational writing (e.g., graphic organizers such as maps, webs, Venn diagrams) in order to generate, sequence, and structure ideas (e.g., role and relationships of characters, settings, ideas, relationships of theory/evidence, or compare/contrast). |
| Students will draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions.
Covered in Units 2 and 5 |
W.PR.05.03 |
Students will draft focused ideas using linguistic structures and textual features needed to clearly communicate information composing coherent, mechanically sound paragraphs when writing compositions. |
| Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs).
Covered in Unit 3 |
W.PR.05.04 |
Students will revise drafts based on constructive and specific oral and written responses to writing by identifying sections of the piece to improve sequence and flow of ideas (e.g., position/evidence organizational pattern, craft such as titles, leads, endings, and powerful verbs). |
| Students will proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups.
Covered in Unit 4 |
W.PR.05.05 |
Students will proofread and edit writing using grade-level checklists and other appropriate resources both individually and in groups. |
PERSONAL STYLE |
||
| Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support).
Covered in Unit 1 |
W.PS.05.01 |
Students will exhibit personal style and voice to enhance the written message in both narrative (e.g., personification, humor, element of surprise) and informational writing (e.g., emotional appeal, strong opinion, credible support). |
GRAMMAR and USAGE |
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| Students will in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases,
clauses; colons to separate hours and minutes and to introduce a list.
Covered in Unit 4 |
W.GR.05.01 |
Students will in the context of writing, correctly use compound subjects and predicates; proper nouns and pronouns; articles; conjunctions; hyphens in compound and number words; commas between two independent clauses to set off direct address, long phrases, clauses; colons to separate hours and minutes and to introduce a list. |
SPELLING |
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| Students will in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multisyllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers).
Covered in Unit 4 |
W.SP.05.01 |
Students will in the context of writing, correctly spell frequently encountered words (e.g., roots, inflections, prefixes, suffixes, multisyllabic); for less frequently encountered words, use structural cues (e.g., letter/sound, rime, morphemic) and environmental sources (e.g., word walls, word lists, dictionaries, spell checkers). |
Video Clips
|
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This Professional Development of GLCE writing materials shares outstanding lessons and strategies that you can put to immediate use in your classroom! WriteSteps provides the missing explicit-instruction lesson modeling that allow teachers to quickly apply techniques and strategies to help students meet and exceed standards on the ELA MEAP test. WriteSteps lessons are balanced writing lessons that use guided and independent writing within a writing workshop framework.
WriteSteps lessons are user-friendly and very complete but still leave plenty of room for teachers to add their own special touches to tailor the material to their students and to enrich the learning experience.
Each kit comes with six video demonstration GLCE Writing Units on three DVDs. This is like having your own personal writing coach! The lessons are written in a straightforward easy-to-read format. The kit includes all the reproducibles needed to replicate the GLCE lessons in the classroom! It even includes the overheads and posters to teach the lessons! The lesson materials, reproducibles, overheads and DVDs are in a three ring binder organized by lesson for the busy teacher.
This binder will not sit on the shelf! The kit makes the teacher's task of meeting the writing GLCEs easier not harder!
