Pacing Guide for Kindergarten

Beginning of Year to Mid-February

·        Introduce journal writing to tell a story (Personal Narrative) and Expository (to inform) - major focus is on drawing at first and then shifting to “writing” about the drawing

Mid-February

·        Assess student writing to tell a story (Personal Narrative) and Expository (to inform) - unassisted with Classroom Profiles

Mid-February to Mid-March

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 5-6 points on the Kindergarten Rubrics)

Mid-March to First of May

·        Shift focus of writing to tell a story (Personal Narrative) and Expository  (to inform) to writing more than one thought about a topic using inventive spelling.  Introduce Expository Writing (to explain why).

First of May

·        Assess Expository Writing (to explain why) - unassisted with Classroom Profiles

First of May to End of Year

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 5-6+ points on the Kindergarten Rubric)

Pacing Guide for First Grade

Beginning of Year to Mid-February

·        Review Kindergarten expectations for Personal Narrative Writing and Writing to Inform (students should score 6+ on Kindergarten Rubrics)

·        Observational/Comment Writing - Levels 1 – 5   (student writes about people, places, events, things, etc. that are a part of their personal lives and with which they have some experience)

·        Writing to Inform   (student writes factual accounts about a general category of information - ants, tigers, Easter, principals, etc - student is not a part of the report)

Mid-February

·        Assess Observational/Comment Writing and Writing to Inform -unassisted with Classroom Profiles

Mid-February to Mid-March

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 16-20 points on the First Grade Rubrics)

Mid-March to First of May

·        Recount Narrative Writing (student tells a story about something he or she has experienced through a chronological sequence of events)

·        Writing to Explain Why (student responds to a question/prompt by making a choice and giving reasons for the choice)

First of May

·        Assess Recount Narrative Writing and Writing to Explain Why -- unassisted with Classroom Profiles

First of May to End of Year

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 16-20 points on the First Grade Rubrics)

Pacing Guide for Second Grade

Beginning of Year to Mid-February

·        Review First Grade expectations for Recount Narrative Writing and Writing to Inform (students should score 16-20 points on First Grade Rubrics)

·        Personal Narrative Writing (students write about events that they have experienced as a part of their personal lives)

·        Writing to Inform   (student writes factual accounts about a general category of information - tigers, Easter, etc - student is not a part of the report)

Mid-February

·        Assess Personal Narrative Writing and Writing to Inform -unassisted with Classroom Profiles

Mid-February to Mid-March

·        Remediate problems found in the assessment for lower students and extend instruction for higher students   (Goal is for students to score 16-20 points on the Second Grade Rubrics)

Mid-March to First of May

·        Imaginative Narrative Writing (students tell a fictional story through a chronological sequence of events in the form of attempts to solve a problem or encounters with a situation - characters and setting are well defined)

·        Writing to Explain Why (student responds to a question/prompt by making a choice and giving reasons for the choice, explaining or using examples as a way of supporting the reasons)

First of May

·        Assess Imaginative Narrative Writing and Writing to Explain Why -- unassisted with Classroom Profiles

First of May to End of Year

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 16-20 points on the Second Grade Rubrics)

Pacing Guide for Third Grade

Beginning of Year to Mid-February

·        Review Second Grade expectations for Personal Narrative Writing and Writing to Inform (students should score 16-20 points on Second Grade Rubrics)

·        Personal Narrative Writing (students write about events that they have experienced as a part of their personal lives)

·        Writing to Inform (student writes factual accounts about a general category of information - tigers, Easter, etc - student is not a part of the report)

Mid-February

·        Assess Personal Narrative Writing and Writing to Inform -- unassisted with Classroom Profiles

Mid-February to Mid-March

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 16-20 points on the Third Grade Rubrics)

Mid-March to First of May

·        Imaginative Narrative Writing (students tell a fictional story through a chronological sequence of events in the form of attempts to solve a problem or encounters with a situation - characters and setting are well defined)

·        Writing to Explain Why (student responds to a question/prompt by making a choice and giving reasons for the choice, explaining or using examples as a way of supporting the reasons)

First of May

·        Assess Imaginative Narrative Writing and Writing to Explain Why -- unassisted with Classroom Profiles

First of May to End of Year

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 16-20 points on the Third Grade Rubrics)

Pacing Guide for Fourth Grade

Beginning of Year to Mid-October

·        Review Third Grade expectations for Personal Narrative Writing (students should score 16-20 points on Third Grade Rubric)

·        Review Third Grade Expectations for Imaginative Narrative Writing (students should score 16-20 points on Third Grade Rubric)

·        Review Third Grade Expectations for Writing to Explain Why (students should score 16-20 points on Third Grade Rubric)

Mid-October

·        Assess Personal Narrative Writing, Imaginative Narrative Writing and Writing to Explain Why - unassisted with Classroom Profiles

Mid-October to Mid-November

·        Remediate problems found in the assessment for lower students and extend instruction for higher students (Goal is for students to score 16-20 points on the Third Grade Rubrics)

Mid-November to First of February

·        Introduce strategies for Narrative Writing - use strategy grid

·        Introduce strategies for Writing to Explain Why - use strategy grid

February

·        Take Florida writing assessment

February to End of Year

·        Continue periodic review of instruction in Narrative and Expository writing