Spelling
3.1 use knowledge of spelling rules and patterns,
a variety of resources, and appropriate strategies
to recognize and correct their own and others’
spelling errors (e.g., use print and electronic
spelling resources judiciously, demonstrating
awareness of variant spellings, such as U.S.
spellings, and homonyms;8 use irregular spelling
in comments attributed to an opponent they are
caricaturing in an editorial; identify words that
they regularly misspell and implement appropriate
strategies to avoid repeating the errors)
Teacher prompts: “Why is it dangerous to
rely on a spell-check program to catch all the
spelling errors in a piece of writing?” “What
steps have you taken to avoid repeating the
same spelling errors over and over again?”
Vocabulary
3.2 build vocabulary for writing by confirming
word meaning(s) and reviewing and refining
word choice, using a variety of resources and
strategies, as appropriate for the purpose(e.g., use specialized dictionaries to verify the
meaning of terminology they want to use in
writing a technical report; identify shared roots
and the use of the same prefixes and suffixes in
words from different subject areas;9 incorporate
into their writing new words encountered in
their reading both in and outside the classroom)
Teacher prompt: “What resources have you
consulted in order to build your vocabulary
in this area? Which have been most useful?”
Punctuation
3.3 use punctuation correctly and effectively to
communicate their intended meaning (e.g., use
commas, semi-colons, colons, and dashes correctly
to clarify meaning, to improve the rhythm
and flow of a sentence, and/or for stylistic effect)
Teacher prompt: “What is the most obvious
choice for punctuation in that sentence?
What other choice would improve the
rhythm of the sentence?”
Grammar
3.4 use grammar conventions correctly and appropriately
to communicate their intended meaning
clearly and effectively (e.g., use a variety of
sentence structures correctly to communicate
complex ideas;10 use transitional words and
phrases to write coherent paragraphs; incorporate
parallelism and balance in paragraph structure
to enhance clarity and style; use pronoun
case, number, and person correctly; select singular
or plural verbs to agree with subjects containing
collective nouns, as appropriate for their
intended meaning; use the active and passive
voice appropriately and effectively for their purpose
and audience;11 use unconventional grammar
for effect 12)
Teacher prompt: “What is an example of
unconventional grammar that would suit the
purpose or the character?”
Proofreading
3.5 regularly proofread and correct their writing
(e.g., consult print and electronic resources as
necessary to verify that their spelling, vocabulary,
punctuation, and grammar are accurate and/or
appropriate; assess the validity of the feedback
provided by a partner who has proofread their
work by consulting print and electronic resources,
and make corrections where necessary)
Teacher prompts: “Why are accurate spelling,
vocabulary, punctuation, and grammar such
important elements of writing?” “How many
drafts does your writing need to go through
before you submit it as final?”
Publishing
3.6 use a variety of presentation features, including
print and script, fonts, graphics, and layout,
to improve the clarity and coherence of their
written work and to heighten its appeal and
effectiveness for their audience (e.g., format and
publish the script for a scene in a short film on a
fictional subject of their choice; select appealing
and appropriate fonts, graphics, and layout for a
brochure informing teenagers about an important
health or social issue)
Teacher prompts: “How can you integrate
the photos and the text in your brochure in
an appealing way?” “Have a look at the
designs of these three current books. Which
presentation do you find most appealing,
and why? What do you think each design
is trying to achieve?”
Producing Finished Works
3.7 produce pieces of published work to meet
criteria identified by the teacher, based on
the curriculum expectations (e.g., adequate
development of information and ideas, logical
organization, appropriate use of form and style,
appropriate use of conventions)
Teacher prompt: “What knowledge base do you
expect the audience of your literary essay to
have? What organizational techniques have
you used to develop your thesis so that it will
appeal to this knowledge base?”
