Idea Development: Definition
Ideas are at the heart of the message, the content of the piece, and the main theme,
together with all the details that enrich and develop that theme. When the ideas are
strong, the message is clear and the story line is easy to follow. Things make sense. The
secret is in the details: strong writing always includes details that are clear, interesting,
and less than obvious. Successful writers do not spend time telling readers what they
already know. They seek out details a reader might not know- or notice.
1
Idea Development in Young Writers 2
What to look for in pictures:
•
Interesting details: facial expressions, fingers and toes, leaves on the trees, eyes
that show emotion.
•
Unusual details- a different hairdo, objects in the windows of a house, people or
animals in motion, smoke rising from the chimney, waves on the water
•
Labels- use of words to expand the meaning of a picture.
What to look for in text:
•
A message that makes sense
•
More than one statement on the same topic; for example, “I hate flies. They bite.”
•
Details; for example, “I love my dog because she is brave and because she can swim.
She is pretty. She has two white paws.”
•
New information; for example, “Some kinds of dogs do not bark at all.”
•
A strong main idea; for example, “I love picnics” OR “I can cook”.
1
McMahon, Carolyn, and Warrick, Peggy (August 2005). Wee Can Write: Using 6+1 Trait Writing Strategies with
Renowned Children’s Literature. Northwest Regional Educational Laboratory: Portland, OR.
2
Spandel, Vicki. (2004). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Elementary
Classrooms.
RSU 21 K-3 Developmental Continuum for Idea Development
(Ideas and Content)
______ ________ _______
K
Standard
Dictates labels or
story
Uses scribbles for
writing
Writes letters
randomly
Uses art to convey
message
January 2010
Grade 1
Standard
Uses some
recognizable words
Attempts to tell a
story or to make a
point
Writing tells a story or
makes a point
Labels pictures
Illustration supports
the writing
Illustration (if present)
enhances the writing
Has clear main
message/idea
expressed in one or
more sentences
Uses multiple sentences
to add detail
Some ideas clear but
some still fuzzy
Details are listed but not
developed
Uses drawings that
show detail
Reader can interpret
message with good
guesses
Writing is generally on
topic
____
Grade 2
Standard
Writing has one
clear, main idea
Uses details to
support main idea
Includes some
fresh/original ideas
Topic is focused and shows
understanding
Uses multiple details to
enrich main idea or extend
story
Uses interesting, important
details for support
Grade 3
Standard
Topic is narrowed,
focused and shows
understanding
Writing has a clear
main focus and is
well developed
Writing transitions
between a single
main idea and a
main focus with
supporting ideas or
generalizations
Uses multiple
supporting ideas or
generalizations with
relevant, specific
details for each one
Idea Development
Exemplars for Kindergarten Standard
Exemplars for the Kindergarten Standard are based on where students should be at the end of the
year. Exemplars are also provided for below the grade level standard.
Below
Kindergarten
Standard
Paper Title
Explanation
Dictates labels or
story
HIPE
Uses scribbles for
writing
Rainbow
This writer created a picture with some detail and letter strings
that could be attempts at words. The relationship between
words and pictures is unclear.
The writer drew a rainbow and attempted two sentences.
Words include some accurate sounds. She wrote a memorized
sight word but misused it. (“the” for “this”) Writer was unable
to sustain matching sounds to letters.
Writes letters
randomly
Toy Store
This child wrote a string of letters. Drawing has limited detail
and does not appear to be related to the string of letters. The
reader may infer some connection between letter string and
meaning as dictated to teachers. (tos=toys; m=my)
Kindergarten
Standard
Uses some
recognizable
words
Title
Explanation
Garrett’s
Birthday
Bird House
Labels pictures
My Dogs
The writer uses recognizable words. Drawing shows details.
Reader can interpret message.
Words are clear and drawing matches picture. Writer uses three
sight words correctly. Message is clear.
The writer created a complete sentence with recognizable
words. Several sight words are spelled correctly. The
illustration has some detail.
Uses art to convey
message
Uses drawings
that show detail
Reader can
interpret message
with good guesses
Idea Development
Exemplars for Grade 1 Standard
Exemplars for the Grade 1 Standard are based on where students should be at the end of the year.
Exemplars are also provided for between grade level standards.
Between Grade 1 and
2
Attempts to tell a story
or to make a point
Title
Explanation
Pet Store
Illustration supports
the writing
Sun Dress
This writer included two sentences to share an important
discovery. The illustration includes detail and supports the
story. The writer also used speech bubbles in the drawing.
The writer created three connected sentences that tell a story.
The illustration supports the story.
This story has three connected sentences that create a clear
main message. The illustration is very detailed. However, it
illustrates the end rather than the whole story.
The story includes four sentences with a clear main idea. The
illustration is complex, includes considerable detail and
supports the story.
Has clear main
message/idea
expressed in one or
more sentences
The Zoo
Africa
Some ideas clear but
some still fuzzy
Grade 1 Standard
Writing tells a story or
makes a point
Illustration (if present)
enhances the writing
Uses multiple
sentences to add detail
Details are listed but
not developed
Writing is generally on
topic
Title
I Am A
Horse
Explanation
The story makes a point. The illustration supports the story.
There are multiple sentences with details listed. Writing is on
topic.
Connecticut The writer tells a simple story using four complete, related
sentences. The illustration gives details that significantly
enhance the story. The writer labeled the illustration.
Birthday
Writing tells a story. The writer included multiple sentences
Party
with details that support the story and shows the beginning of
development.
I Was a
The writing uses multiple sentences to tell a story. The main
Monkey
idea is enhanced by the illustration.
Idea Development
Exemplars for Grade 2 Standard
Exemplars for the Grade 2 Standard are based on where students should be at the end of the year.
Exemplars are also provided for below grade level standards.
Between Grade 1 and
Grade 2
Title
Explanation
Writing has one clear,
main idea
Mud Terdel
Uses details to support
main idea
Stegasoeris
Multiple sentences create a clear story. Some details are
listed, and some are developed. Includes a fresh, original
idea.
Multiple sentences and details create a clear message
about an informational topic. Details are accurate. Pictures
enhance the text. The writer concludes with a fresh, original
idea.
The writer uses multiple sentences and details to create a
clear message. Details are often simply listed. Pictures
support text. The writer concludes with a fresh, original and
insightful idea.
Includes some
fresh/original ideas
Grade 2 Standard
Topic is focused and
shows understanding
Uses multiple details
to enrich main idea
or extend story
Uses interesting,
important details for
support
Anomophs
Title
Baseball Game
4 Boys
A Medal
Explanation
The paper is focused on a clear topic and the writer tells a
complete story. Details are used to develop the story but
the details are general.
The writer tells a story with a clear point. The story is
supported with details and dialogue. Some details are
specific and descriptive.
The writer has a clear topic and uses details to explain the
main idea. Some details are specific and descriptive.
Idea Development
Exemplars for Grade 3 Standard
Exemplars for the Grade 3 Standard are based on where students should be at the end of the year.
Exemplars are also provided for between grade level standards.
Between Grade 2
and Grade 3
Title
Explanation
Topic is narrowed,
focused and shows
understanding
The Golden Fish
This paper illustrates the transition from a single main idea
with supporting details to a longer, more developed paper
with a main idea, multiple supporting ideas, and details. It
has a story line with a sequence of events. Detail sentences
are included for each event. Most details are still general.
The writer has a clear main idea with more than one
supporting idea (a PSP for Ben; friendship with Ben; Star
Wars game) The supporting ideas are somewhat mixed
rather than distinct. Most details are general.
The writer narrows the topic and begins to develop multiple
supporting ideas (Beginning the fishing trip; the right lure;
the awesome fisherman). Some specific details are
included.
Writing transitions
between a single
main idea and a
main focus with
supporting ideas or
generalizations
A Gift for Ben
Fishing with my
Dad
Grade 3 Standard
Grade 3 Standard
Title
Topic is focused and Brittany
shows understanding
Uses multiple details
to enrich main idea
or extend story
Animal Day
Crack
Uses interesting,
important details for
support
The Adventure
Explanation
The writer has a clear purpose for the piece and uses
multiple ideas to support the main message. Details
generally support the multiple ideas and main message.
The writer has a clear main focus and uses multiple
supporting ideas to develop the main idea. Relevant,
specific details are provided for each supporting idea and
sustain the main focus.
The writer used multiple ideas to support an imaginative
story with a clear main focus. Details are specific and
support the story line.
The writer supported the main idea with a clear, logical
sequence of events. These events provide multiple main
ideas to extend the story line. Specific details extend and
develop the main ideas.