Epping School District – Plan for Writing
Instruction K-5
Teachers at Epping Elementary School continue to revise their writing plans each year depending upon
the students in their classrooms. During the 2012-13 school year, they have carefully edited their units
to incorporate the New Hampshire Standards for Writing found in the Common Core State Standards.
Epping Elementary School
Plan for Writing Instruction
Kindergarten
Unit of Study
Building a
Writing
Community
through
Interactive
Writing
Oral
Storytelling
Launching
Writers’
Workshop
Learning Targets
*building community
*rules and routines
*name writing
*letters make sounds
*left to right
*letter/word differences
*spaces between words
*write for different reasons
*everyone has a story to tell
*write about what you
know
*everyone’s story is
different
*plan/draw our stories
*change/add details
*what writer’s workshop
looks like and sounds like
*writing is fun
*adding words
*stretching words
*change/add details
Common Core
State
Standards
“I Can” Statements
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W.K.5
SL.K.4.
SL.K.6.
I can write my name.
I can listen to a story.
I can help write a sign with my
class.
I can raise my hand and wait for
my turn to speak.
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I can tell a story about me.
I can listen to another person’s
story.
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I can go to my writing spot and
get to work.
I can draw a picture to tell my
story.
I can add details to my picture to
help the reader understand my
story.
I can add words to my story.
.
CC.W.K.5
SL.K.5.
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Epping School District – Plan for Writing Instruction K-5
Page 1 of 22
Drawing and
Writing Stories
in Our Lives:
Personal
Narrative
Being a word
stretcher
*adding sentences
*touch words and reread
*details/correct colors help
readers understand
*pictures match words
*change/add details
*use spaces between words
*use classroom resources
*edit for “publication”
CC.W.K.3
CC.W.K.5
CC.L.K.2.a ,c
Writing Across
Many Pages:
Booklets
*use story mountain to plan
beginning, middle, and end
of story
*use consistency in clothing,
characters’ features, and
setting.
*story is about one thing
CC.W.K.3
CC.W.K.5
CC.L.K.2.d
*non-fiction teaches the
reader
*non-fiction grows schema
*features of non-fiction
*write about our expertise
*stay on topic
*write list and label
*non-fiction teaches the
reader
*non-fiction grows schema
*features of non-fiction
*write about our expertise
*stay on topic
*write list and label
Non Fiction
Writing: All
About Books
Opinion
Writing
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I can listen to myself as I stretch
the word.
I can write the letters that I hear.
I can write words that match my
picture.
I use finger spaces between the
words.
I can use resources in the
classroom to help me write.
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I can use a story mountain to
plan the beginning, middle and
end of my story.
I can use a period at the end of
my sentence.
I can write a title for my story.
CC.W.K.2
CC.W.K.5
CC.W.K.7
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I can write about what I know.
CC.W.K.1
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I can give an opinion.
I can tell a reason for my opinion.
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Epping Elementary School
Plan for Writing Instruction
Grade One
Unit of
Study
Launching
Writers’
Workshop
Learning Targets
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Understanding the process of
Writing.
Understanding the routines of
your classroom.
Understanding where writers
get their ideas.
Understanding narrative
Epping School District – Plan for Writing Instruction K-5
Common Core
Standards
W. 1.3
W.1.5
W.1. 10
SL. 1.1
SL. 1.1a
SL. 1.1b
SL. 1.1c
I Can Statements
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I can write a story about
something that makes
sense.
I can work by myself during
Writers’ Workshop.
I can think of many ideas for
stories and put them on
Page 2 of 22
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structure.
Understanding the
relationship between print
and pictures.
SL. 1.3
SL. 1.4
SL. 1.5
SL. 1.6
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Small Moments
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Understanding personal
narrative (the small moment)
Putting true life events in
order
Including details relevant to
the story
Using temporal words to
signal event order
Writing a good beginning,
middle, and ending
Writing for an audience
Editing and revision for both
content and conventions
Respond to suggestions and
questions from peers
Using resources to spell high
frequency Words
Using Writing craft to make
the Writing interesting
(including adding feeling,
speech bubbles etc.)
W. 1.3
W. 1.5
W. 1.6
W.1. 10
L 1.a
L 1.b
L 1.c
L 1.d
L 1.e
L 1.f
L 1.g
L 1.h
L 1.j
L 2.a
L 2.b
L 2.d
L 2.e
L 5.d
SL. 1.1
SL. 1.1a
SL. 1.1b
SL. 1.1c
SL. 1.3
SL. 1.4
SL. 1.5
SL. 1.6
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Epping School District – Plan for Writing Instruction K-5
paper.
I know the difference
between illustrations and
words and how they work
together.
I can write a story over
many days.
I can tell and write a small
moment story.
I can put my story in the
order that it happened.
I can include details that
really happened.
I can use words like next,
then, after etc. in my
Writing.
I can write a good beginning
to my story.
I can write a good middle to
my story.
I can write a good ending to
my story.
I can make my story
interesting.
I can share my work with my
peers and my teachers.
I can revise my work to
make it better and more
interesting.
I can edit my work for
punctuation, spelling,
capitalization, etc.
I can print upper and
lowercase letters.
I can use good words to
describe people, places, and
things in my story.
I can tell the difference
between one or more in a
sentence (I hop, he hops).
I can use I, me, my, they,
them, their, everyone, and
everything in my sentences.
I can use action words
correctly (yesterday I walked
home, today I walk home).
I can use describing Words.
Page 3 of 22
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HoW.-to Books
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Understand the genre of
procedural writing (how-to)
Understand the order of
procedural pieces
Understand how to choose an
appropriate topic
Understand clarity of
directions
Understand features of a howto
Understand how to revise a
how-to for clarity and interest
for an audience
Edit for language,
conventions, and spelling
W.1.2
W.1.5
W.1.6
W.1.7
W.1.8
W.1.10
L 1.a
L 1.b
L 1.c
L 1.d
L 1.e
L 1.f
L 1.g
L 1.h
L 1.i
L 1.j
L 2.a
L 2.b
L 2.c
L 2.d
L 2.e
L 5.d
SL. 1.1
SL. 1.1a
SL. 1.1b
SL. 1.1c
SL. 1.3
SL. 1.4
SL. 1.5
SL. 1.6
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Epping School District – Plan for Writing Instruction K-5
I can use words like and,
but, or, so, because in my
sentences.
I can use words like a, the,
and an in my sentences.
I can write complete
sentences.
I can use punctuation marks.
I can spell high frequency
words correctly.
I can stretch out words I
don’t know how to spell
(inventive spelling).
I can read how-to books to
understand how to write
one.
I can write a how-to piece in
order.
I can put facts in my how-to
piece.
I can put an ending on my
how-to.
I can use words like during,
toward, beyond.
I can use commas to
separate words in a list.
I can use words like next,
then, after etc. in my
writing.
I can write a good ending to
my how-to.
I can make my how-to
interesting by adding details
to my words and pictures.
I can share my work with my
peers and my teachers.
I can revise my work to
make it better and more
interesting for my audience.
I can edit my work for
punctuation, spelling,
capitalization, etc.
I can print upper and
lowercase letters.
I can use good words to
describe the sequence of
Page 4 of 22
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All About Books
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Understanding the genre of all
about books (explanatory
text/ informative text)
Understand how to write
about a non-fiction topic of
interest to the student
Understand that all-about
books teach the audience
something.
Provide facts about the topic
Write in a way that is
interesting to the audience
Use multiple features of nonfiction texts
Provide interesting details
Use information from
resources and schema to write
the text.
Epping School District – Plan for Writing Instruction K-5
W.1.2
W.1.5
W.1.6
W.1.7
W.1.8
W.1.10
L 1.a
L 1.b
L 1.c
L 1.d
L 1.e
L 1.f
L 1.g
L 1.h
L 1.i
L 1.j
L 2.a
L 2.b
L 2.c
L 2.d
L 2.e
L 5.d
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events and the objects in my
how-to.
I can tell the difference
between one or more in a
sentence (I hop, he hops).
I can use I, me, my, they,
them, their, everyone, and
everything in my sentences.
I can use action words
correctly (yesterday I walked
home, today I walk home).
I can use describing words.
I can use words like and,
but, or, so, because in my
sentences.
I can use words like a, the,
and an in my sentences.
I can write complete
sentences.
I can use punctuation marks.
I can spell high frequency
words correctly.
I can stretch out words I
don’t know how to spell
(inventive spelling).
I can read all about books to
understand how to write
one.
I can write an all about piece
with logical sections.
I can put facts in my all
about piece.
I can put an ending on my all
about.
I can use words like during,
toward, beyond.
I can use commas to
separate words in a list.
I can use words like next,
then, after etc. in my
writing.
I can write a good ending to
my all about.
I can make my all about
interesting by adding details
to my words and pictures.
I can share my work with my
Page 5 of 22
SL. 1.1
SL. 1.1a
SL. 1.1b
SL. 1.1c
SL. 1.3
SL. 1.4
SL. 1.5
SL. 1.6
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Opinion Writing
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Understand what an opinion is
Understand the genre of
opinion Writing
Understand that opinions can
be positive or negative
Understand that we need to
be respectful of others’
opinions
Giving reasons for opinions
Providing details and evidence
to support opinions
Understanding the difference
Epping School District – Plan for Writing Instruction K-5
W.1.1
W.1.5
W.1.6
W.1.10
L 1.a
L 1.b
L 1.c
L 1.d
L 1.e
L 1.f
L 1.g
L 1.h
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peers and my teachers.
I can revise my work to
make it better and more
interesting for my audience.
I can edit my work for
punctuation, spelling,
capitalization, etc.
I can print upper and
lowercase letters.
I can use exact nouns to
describe my topic.
I can tell the difference
between one or more in a
sentence (I hop, he hops).
I can use they, them, their,
everyone, and everything in
my sentences.
I can use action words
correctly (yesterday I walked
home, today I walk home).
I can use describing words
about my topic.
I can use words like and,
but, or, so, because in my
sentences.
I can use words like a, the,
and an in my sentences.
I can write complete
sentences.
I can use punctuation marks.
I can spell high frequency
words correctly.
I can stretch out words I
don’t know how to spell
(inventive spelling).
I can write an opinion.
I can show evidence for my
opinion.
I can bring my writing to an
end clearly.
I can tell the difference
between fact and opinion.
I can use transitional words
in my writing.
I can tell my audience what
topic I am sharing my
opinion about.
Page 6 of 22
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between fact and opinion
Understanding how. to share
an opinion with an audience
Understanding how to Write
an opinion piece with a clear
introduction of the topic,
supporting details, and closure
Continue to work on
conventions, revision, and
editing
L 1.i
L 1.j
L 2.a
L 2.b
L 2.c
L 2.d
L 2.e
L 5.d
SL. 1.1
SL. 1.1a
SL. 1.1b
SL. 1.1c
SL. 1.3
SL. 1.4
SL. 1.5
SL. 1.6
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Realistic Fiction
-- Storytelling
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Understand the genre of
realistic fiction
Epping School District – Plan for Writing Instruction K-5
W. 1.3
W. 1.5
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I can use words like during,
toward, beyond.
I can use commas to
separate words in a list.
I can use words like next,
then, after etc. in my
writing.
I can make my opinion piece
interesting by adding details
to my words and pictures.
I can share my work with my
peers and my teachers.
I can revise my work to
make it better and more
interesting for my audience.
I can edit my work for
punctuation, spelling,
capitalization, etc.
I can print upper and
lowercase letters.
I can use exact nouns to
describe my topic.
I can tell the difference
between one or more in a
sentence (I hop, he hops).
I can use I, me, my, they,
them, their, everyone, and
everything in my sentences.
I can use action words
correctly
I can use describing words
about my topic.
I can use words like and,
but, or, so, because in my
sentences.
I can use words like a, the,
and an in my sentences.
I can write complete
sentences.
I can use punctuation marks.
I can spell high frequency
words correctly.
I can stretch out words I
don’t know how to spell
(inventive spelling).
I can understand the
difference between fiction
Page 7 of 22
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Understand story elements
(characters, setting, plot)
Understand that stories have
problems and solutions
Understand that stories are
told in logical order
Understanding believable
characters
Using multiple Writing crafts
to make interesting stories
Continue to Work on revision,
editing, and conventions
Epping School District – Plan for Writing Instruction K-5
W. 1.6
W.1. 10
L 1.a
L 1.b
L 1.c
L 1.d
L 1.e
L 1.f
L 1.g
L 1.h
L 1.i
L 1.j
L 2.a
L 2.b
L 2.c
L 2.d
L 2.e
L 5.d
SL. 1.1
SL. 1.1a
SL. 1.1b
SL. 1.1c
SL. 1.3
SL. 1.4
SL. 1.5
SL. 1.6
and small moments.
 I can create interesting
characters.
 I can create a story I wish
existed in the world.
 I can write stories in a
logical order with a
beginning, middle, and end.
 I can make my story
interesting to the reader.
 I can write interesting
beginnings.
 I can use lots of details in
the middle.
 I can give my characters
feelings.
 I can describe what my
character looks like and how
they act.
I can describe my setting.
I can write a great ending.
I can use transitional words in
my writing.
I can make my story interesting
for my audience.
 I can use words like during,
toward, beyond.
 I can use commas to
separate words in a list.
 I can use words like next,
then, after etc. in my
Writing.
 I can make my story
interesting by adding details
to my words and pictures.
 I can share my work with my
peers and my teachers.
 I can revise my work to
make it better and more
interesting for my audience.
 I can edit my work for
punctuation, spelling,
capitalization, etc.
 I can print upper and
lowercase letters.
 I can use exact nouns to
Page 8 of 22
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describe things in my story.
I can tell the difference
between one or more in a
sentence.
I can use he, she, it, they,
them, their, everyone, and
everything in my sentences.
I can use action words
correctly.
I can use describing words in
my story.
I can use words like and,
but, or, so, because in my
sentences.
I can use words like a, the,
and an in my sentences.
I can write complete
sentences.
I can use punctuation marks.
I can spell high frequency
words correctly.
I can stretch out words I
don’t know how to spell
(inventive spelling).
* Standard 6 which is using a variety of digital tools to produce and publish writing is an ongoing goal, but some of
the things we do are let the children share with the document cameras and use the iPads periodically to produce
some writing.
Epping Elementary School
Plan for Writing Instruction
Grade Two
Learning Targets
Common
Core
Standards
Unit of Study
Launching
Writers’
Workshop
What are the
expectations and
procedures of
Writers’
Workshop?
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Why do writers write?
People, Places, Things, Events
Telling Stories in Illustrations
Strategies of a writers’
workshop
Epping School District – Plan for Writing Instruction K-5
W.2.3
W.2.5
W.2.6
W.2.8
“I Can” Statements
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I can write about people, places,
things and events.
I can choose a topic sketch it and
write about it.
I can tell stories with my writing
and illustrating.
Page 9 of 22
Small Moments –
a Personal
Narrative
What is a
personal
narrative?
The Craft of
Revision
Why and how do
we revise?
Letter Writing
What are the
ways people
communicate in
written form?
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Understanding a small
moment story
Entertaining beginnings and
strategies to begin
Focusing on the most
important part
Writing endings
Peer editing
W.2.3
W.2.5
W.2.6
W.2.8
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I can write a small moment or
narrative story about an even in
my life using descriptive and
sequence words.
Adding to a story – into the
middle, dialogue
Revising by taking away
How to confer about writing
Improving word choice
Revising endings
Different kinds of letters for
different purposes
Formal v. informal language
Writing a friendly letter
Writing a persuasive letter
W.2.3
W.2.5
W.2.6
W.2.8
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I can revise a story by adding
o Descriptive images
o Taking away extra details
o Improving word choice
W.2.1
W.2.5
W.2.6
W.2.8
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I can write letters for different
purposes
o Opinion
o Persuasion
o Friendly
o Formal
Using the senses to read,
write and understand poetry
Putting powerful thoughts
into tiny packages – using
precise words
Contrasting poems with
stories
Revising and editing poetry
RL.2.4
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I can read and write poems which
have rhythm and include great
sensory images.
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Writing a “how to” book
Structuring of an “all about”
book
W.2.2
W.2.5
W.2.6
W.2.8
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I can write a “how to”
(explanatory) book and an “All
About” (informative) book using
facts and definitions.
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Reviewing small moments
writing
Writing a Many Moments
W.2.5
W.2.6
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I can model my writing after one
of my favorite authors.
I can learn from my favorite
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Poetry
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What is poetry?
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Nonfiction
Writing
What is
nonfiction
writing? What
are the elements
of nonfiction
writing?
Authors as
Mentors –
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Epping School District – Plan for Writing Instruction K-5
W.2.5
W.2.6
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Page 10 of 22
Fiction Writing
What do good
authors teach
us?
Test Taking
Strategies
What are the
strategies for
writing quality
essays?
story using a different text
structure
Using authors as mentors
and learning from them for
specific help
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authors.
Organizing for responding to
prompts
Responding to narrative
prompts
Responding to nonfiction
prompts
Writing cause and effect
Writing compare and
contrast
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W.2.8
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I can organize my thoughts and
respond to prompts.
I can begin to understand what
type of question is being asked
and how I should respond.
I can restate the question in my
response.
I can begin to respond to a
question by using cause and
effect.
I can begin to respond to a
question by comparing and
contrasting.
Common Core Standards for Speaking & Listening as well as Language are taught throughout the year during
Morning Meeting, Independent Conferences, Group Share, Vocabulary, Daily Language Review, as well as during
Readers’ and Writers’ Workshops.
Epping Elementary School
Plan for Writing Instruction
Grade 3
Unit of Study
Learning Targets
Common Core I Can Statements
Standards
Test Taking
Preparation
and
Prompt Writing
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Reading tests
Strategic reading
Test vocabulary
W 3.4
W 3.5
W 3.6
W 3.10
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Analyzing & responding
to questions
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Launch Writers’
Workshop
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Establish routines
Generating Ideas
Model small moment
W 3.4
W 3.5
W 3.6
Epping School District – Plan for Writing Instruction K-5
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I can use strategies to figure out
the meaning of words and phrases
in a text
I can use terms such as chapter,
scene and stanza to refer to parts
of a story
I can tell the difference between
my point of view and that of the
author or character
I can read and understand stories,
plays and poetry
I can use strategies to figure out
the meaning of words and phrases
in a text
Page 11 of 22
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stories
Talk out / rehearse a
small moment story
W 3.10
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Writing a
Personal
Narrative / Small
Moment
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Write a small moment
/ personal narrative
story
Editing a story
Revising a story
Strong beginnings
Strong endings
Publish & Celebrate
W 3.3
W 3.4
W 3.5
W 3.6
W 3.10
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Expository
Writing
All About Book
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Explore and choose a
topic
Collect information
Synthesize information
Write All About book
Edit & Revise
Publish & Celebrate
W 3.2
W 3.4
W 3.5
W 3.6
W 3.7
W 3.8
W 3.10
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
Poetry
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
Language of poetry
3 pillars: emotion,
meaning, music
Figurative language
and imagery
Poetic devices and
conventions
W 3.4
W 3.5
W 3.6
W 3.10
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


Epping School District – Plan for Writing Instruction K-5
I can use terms such as chapter,
scene and stanza to refer to parts
of a story
I can tell the difference between
my point of view and that of the
author or character
I can read and understand stories,
plays and poetry
I can describe the main characters,
thoughts, and motivations and
explain how their actions affect the
outcome
I can use strategies to figure out
the meaning of words and phrases
in a text
I can use terms such as chapter,
scene and stanza to refer to parts
of a story
I can tell the difference between
my point of view and that of the
author or character
I can read and understand stories,
plays and poetry
I can retell a story explaining the
main idea
I can use strategies to figure out
the meaning of words and phrases
in a text
I can use terms such as chapter,
scene and stanza to refer to parts
of a story
I can tell the difference between
my point of view and that of the
author or character
I can read and understand stories,
plays and poetry
I can use strategies to figure out
the meaning of words and phrases
in a text
I can use terms such as chapter,
scene and stanza to refer to parts
of a story
I can tell the difference between
my point of view and that of the
author or character
I can read and understand stories,
plays and poetry
Page 12 of 22
Fiction Writing
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
Test Taking
Revisited

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
Teacher’s Choice
How To Book
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
Plan a story
Beginning, middle,
climax, and conclusion
Edit & revise
Publish & celebrate
Using comprehension
strategies to read
challenging texts
W 3.3
W 3.4
W 3.5
W 3.6
W 3.10
Test taking vocabulary
Test taking strategies
Analyzing and
answering multiple
choice questions
Constructing answers
to open response
questions
W 3.4
W 3.5
W 3.6
W 3.10
How-To book
Fiction
Poetry
Free Write
W 3.2
W 3.4
W 3.5
W 3.6
W 3.8
W 3.10
I can use strategies to figure out the
meaning of words and phrases in a
text
I can use terms such as chapter, scene
and stanza to refer to parts of a story
I can tell the difference between my
point of view and that of the author or
character
I can read and understand stories,
plays and poetry
 I can use strategies to figure out
the meaning of words and phrases
in a text
 I can use terms such as chapter,
scene and stanza to refer to parts
of a story
 I can tell the difference between
my point of view and that of the
author or character
 I can read and understand stories,
plays and poetry
 I can use strategies to figure out
the meaning of words and phrases
in a text
 I can use terms such as chapter,
scene and stanza to refer to parts
of a story
 I can tell the difference between
my point of view and that of the
author or character

Review/Opinion
Writing

Positive or negative
opinions
W 3.1
W 3.4
W 3.5
W 3.6
W 3.10
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



Epping School District – Plan for Writing Instruction K-5
I can read and understand stories,
plays and poetry
I can use a text to ask and answer
questions
I can use strategies to figure out
the meaning of words and phrases
in a text
I can use strategies to figure out
the meaning of words and phrases
in a text
I can use terms such as chapter,
scene and stanza to refer to parts
of a story
I can tell the difference between
my point of view and that of the
author or character
Page 13 of 22

I can read and understand stories,
plays and poetry
Epping Elementary School
Plan for Writing Instruction
Fourth Grade
Unit of Study
LAUNCH:
Becoming 4th
Grade Writers
Learning Targets
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
Write complete sentences in 3
forms – declarative, exclamatory,
question
Understanding expectations for
vocabulary – how to complete the
“Writer’s Log” to 4th grade
standards for depth, neatness,
conventions
Parts of Speech – using adjectives
to enrich writing
Spelling – form ability groups, set
standards for practice, homework
and assessments, establish
expectations for correct spelling in
daily work
Handwriting – establish classroom
routines for workbook practice,
establish standards for written
work
Use the vocabulary program and
Writer’s Log specifically materials
as a basis for applying these
standards
Common
Core
Standards
L.4.1d
L.4.1f
L.4.2a
L.4.2b
L.4.2c
L.4.2d
W.4.10
I Can Statements
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
Epping School District – Plan for Writing Instruction K-5
I can write complete
questions, exclamations
and declarative
statements, using correct
spelling, capitalization
and end punctuation.
I can complete
vocabulary unit activities
in Writer’s Log using
correct spelling,
capitalization and end
punctuation that
demonstrate my
understanding of
vocabulary words.
I can get the “gist” of
new vocabulary words
and demonstrate my
understanding of
meaning, while I work
toward correct usage.
I can practice and apply
spelling strategies, create
a personal dictionary of
high-frequency and sight
words, and use spelling
tools effectively in my
daily work.
I can correctly form
letters and use spaces to
write legible manuscript
in daily work, and to
Page 14 of 22
The Craft of the
Reader’s
Response: Test
Prep, the
Reader’s the
Response
Notebook and
Literary Essays




Beyond Small
Moments:
Elevating the
Personal
Narrative

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




Mining for
Meaning: From
Personal
Narrative to


Establish routines and
expectations for 4th grade quality
in Reader’s Response Notebook
(thoughtful, volume, specifically
targeted to the writing task)
Restating the question in the
answer on open response test
items
Citing specific evidence from the
text to support reasoning
Articulating opinions and reactions
that are supported by text
Generating multiple ideas based
on real life experience
Applying focus lesson strategies in
the Writer’s Notebook
Consistently and independently
applying 4th grade expectations for
mechanics, spelling, volume, and
legibility as introduced in the
LAUNCH unit
Craft sensory details using
adjectives and other descriptive
devices to extend the writing
Introduce the use of dialog and its
conventions (punctuation, tagging,
“said” synonyms)
Mastering the narrative stance of
1st person (writing from the “I”
point of view)
Attend to word choice to
intentionally and deliberately craft
the voice, tone, mood and style of
personal writing
L.4.3
W.4.9
W.4.10
Revisiting the memories, small
moments and other ideas in the
Writer’s Notebook for inspiration
Looking for “lessons learned” in
W.4.3a
W.4.3b
W.4.3c
W.4.3d
Epping School District – Plan for Writing Instruction K-5
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


W.4.3a
W.4.3b
W.4.3c
W.4.3d
W.4.3e
W.4.4
W.4.5
W.4.10
L.4.1
L.4.2
L.4.3
L.4.5
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write legible cursive in a
practice workbook.
I can identify what I am
being asked to explain.
I can mirror the question
or prompt in my opening
sentence.
I can cite evidence from
the text to support my
reasoning, as opposed to
basing my reasoning on
my own opinion.
I can clearly explain my
thinking.
I can create strategybased entries in my
Writer’s Notebook.
I can generate new
content based on focus
lessons.
I can mine my notebook
and select a small
moment to expand.
I can fill my writing with
sensory details to provide
a descriptive account.
I can adjust my writer’s
voice for the audience
and purpose of the piece.
I can create a
neighborhood map or
heart map full of special
people, places, things,
experiences, etc. to spark
my writing.
I can create a “my
summer vacation”
timeline to
chronologically order fun
recent memories that I
might write about.
I can create strategy-based
entries in my Writer’s
Notebook.
I can generate new content
Page 15 of 22
Personal Essay


Expanding 4th
Grade
Expectations
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
Read This Book!
Opinion
Essay/Book
Review
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
our life experience – identify
messages, formative experiences
and “unforgettable moments”
(see Ralph Fletcher)
Re-crafting entries to deepen the
meaning and transform a piece
from narrative to essay
Attend to word choice to
intentionally and deliberately craft
the voice, tone, mood and style of
personal writing
W.4.3e
W.4.4
W.4.5
W.4.10
L.4.1
L.4.2
L.4.3
L.4.5
based on focus lessons.
I can mine my personal
narrative ideas to identify a
message, lesson, or theme.
I can fill my writing with
sensory details to provide a
descriptive account.
I can adjust my writer’s voice
for the audience and purpose
of the piece.
Identify parts of speech – proper
and common nouns, adjectives,
adverbs using the vocabulary
program materials as a basis for
study/analysis
Reteach the use of quotation
marks and tags in dialog
Reteach paragraphs including
indentation, thesis/topic
sentences and supporting details
Emphasize topic sentences as
applied in essay writing
Introduce using commas in series
How to select a book that made a
powerful impression on you
How to frame an essay from the
standpoint of persuading others to
read this book
Incorporate a persuasive,
compelling voice for the express
purpose of recommending the
book
Select specific passages to make
your case
Write a partial summary to
interest the reader without giving
away the ending
Draw personal connections from
reader to character
L.4.1
L.4.2
L.4.3
L.4.4
I can identify parts of speech
– proper and common nouns,
adjectives, adverbs.
I can appropriately use
quotation marks and tags in
dialog.
I can construct paragraphs
including indentation,
thesis/topic sentences and
supporting details.
I can correctly use commas in
series.
W.4.1.a
W.4.1.b
W.4.1.c
W.4.1.d
W.4.10
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
Epping School District – Plan for Writing Instruction K-5
I can create strategybased entries in my
Writer’s Notebook.
I can identify main and
supporting characters
and their physical and
personality traits.
I can summarize the plot.
I can generate new
content based on focus
lessons.
I can communicate my
enthusiasm for the book
through my reactions,
connections, predictions,
etc.
I can adjust my writer’s
voice for the audience
and purpose of the piece.
I can cite evidence from
the text to support my
reasoning, as opposed to
Page 16 of 22

Informational
Writing: FactFilled Voice-Filled
Science Picture
Book
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
Narrative
Historical Fiction:
Character
Sketches, Plot
Map and Setting
Descriptions

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


Build on the NF Reading Unit of
study in which student generated
research notes on the science
concept “Processes that Shape the
Earth”
Consider the text resources (NF
articles, books and web sites) as
mentor text that model expository
writing
Adopt the style, content-specific
vocabulary and tone of science
writing for a peer audience
Create a structure/overall
organization for the book
Incorporate research-based facts,
as opposed to vague recollections
of prior knowledge
Develop a lively, enthusiastic voice
that reflects the author’s point of
view
Make choices about where and
how to use charts, graphs,
diagrams, sectional views and
realistic illustrations to support
text
Reference Ralph Fletcher’s writing
on developing characters, plots,
heart maps, etc.
Invent a character with physical
characteristics and inner character
traits
Describe the time and place in
which the character exists, and
relate that setting to a historically
significant event or period
Generate “small moment”
narrative fiction that captures a
scene in which the character
participates
Generate other short text pieces,
such as fictional journal entries
and fictional personal letters that
reveal the character
Epping School District – Plan for Writing Instruction K-5
W.4.2a
W.4.2b
W.4.2c
W.4.2d
W.4.2e
W.4.10
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


W.4.3a
W.4.3b
W.4.3c
W.4.3d
W.4.3e
W.4.10
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
basing my reasoning on
my own opinion.
I can clearly explain my
thinking.
I can adjust my writer’s
voice for the audience
and purpose of the piece.
I can create strategybased entries in my
Writer’s Notebook.
I can generate new
content based on focus
lessons.
I can use my paraphrased
notes as the basis for my
own original writing.
I can use content-specific
vocabulary.
I can speak knowledgably
about my topic.
I can create clear and
informative visual
information graphics.
I can adjust my writer’s
voice for the audience
and purpose of the piece.
I can create strategybased entries in my
Writer’s Notebook.
I can generate new
content based on focus
lessons.
I can fill my writing with
sensory details to provide
a descriptive account.
I can develop the outline
for a plot that includes
characters facing a
conflict that takes place
in a particular historical
setting.
Page 17 of 22


Generate a story mountain to map
out events in a fictional plot


Poetry



Using mentor texts to study forms
such as haiku, rhyming couplets,
odes and free verse, generating
poems that mirror these
structures
Attending to word choice and
using tools such as vocabulary
program, favorite texts, and
thesauri to expand our working
vocabulary in writing
Deliberately “playing with” the
format of the text on the page to
create poems that look different
from prose structures/format
L.4.3a

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



I can write friendly letters
between characters.
I can write vivid fictitious
journal entries based on
the characters I have
created.
I can use my schema to
accurately describe the
time and the place
(setting).
I can adjust my writer’s
voice for the audience
and purpose of the piece.
I can create strategybased entries in my
Writer’s Notebook.
I can generate new
content based on focus
lessons.
I can follow exemplars to
try different forms of
poetry.
I can use vivid language
to create a poetic effect.
I can use the structure
and format of the print
on the page to create a
poetic effect.
Epping Elementary School
Plan for Writing Instruction
Grade 5
Unit of Study
Learning Targets
Launch Writer’s
Workshop
 Structure of writer’s workshop
 Collecting ideas
 Reading like a writer
Test Preparation
 Knowing the format of the test
Epping School District – Plan for Writing Instruction K-5
Common
Core
Standards
W.5.7
W.5.8
W.5.9
W.5.9a
W.5.9b
W.5.10
I Can Statements
I can be an active participant
in writer’s workshop.
I can use various sources to
generate writing ideas.
I can learn from other
authors and borrow ideas to
improve my own writing.
I can demonstrate my
Page 18 of 22





Getting the big picture quickly
Strategic test taking and pacing
Writing to reading passages
Evidence to support thinking
Different types of questions for
different writing prompts
 Writing prompts
 Convention and Grammar
Fables
 Unpacking mentor texts with an
anchor chart
 Morals
 Brainstorming situations
 Characters in a fable
 Setting of a fable
 Problem/solution
 Steps in the writing process
W.5.3
W.5.3a
W.5.3b
W.5.3c
W.5.3d
W.5.3e
W.5.4
W.5.5
W.5.6
Persuasive Text
 Exploring persuasive mentor
texts.
 Types of appeals used in
persuasive text.
 Gather relevant information from
W.5.1
W.5.1a
W.5.1b
W.5.1c
W.5.1d
Epping School District – Plan for Writing Instruction K-5
understanding of the test
format, rules, and time
constraints.
I can employ successful test
taking strategies.
I can write a focused
response to a reading
passage with a main idea.
I can use evidence from a
reading passage to support
my focused response.
I can identify the type of
writing I must do based on
the type of question/prompt
I read.
I can “write to a prompt”
using different types of
writing (narrative,
informational, opinion).
I can use conventions and
grammar within my written
responses and for multiple
choice questions.
I can learn from other
authors and borrow ideas to
improve my fable.
I can generate situations that
will teach my lesson (moral).
I can choose characters
suited to my moral.
I can develop my setting to
deepen the value of my
lesson.
I can establish a problem and
formulate a solution to teach
my moral.
I can use graphic organizers,
mentor texts, and life
experiences to create a
master writing product as I
follow the steps of the
writing process.
I can introduce a topic or a
text clearly.
I can state my opinion on a
topic.
I can organize my thoughts
and ideas in a logical manner
Page 19 of 22

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

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
Memoir
personal experiences.
Turning a personal problem into a
debatable community issue.
Understanding the language of
persuasion.
Finding the pros and cons of your
issue.
Using graphic organizers to take
notes on different opinions.
Making inferences from facts and
schema.
Developing clear, logical opinions
supported by facts and
inferences.
Writing a strong introduction and
conclusion.
Organizing writing in logical
manner (opposing side first,
supporting side next)
 Unpacking mentor texts with an
anchor chart
 Themes or messages
 Brainstorming situations
 Developing characters in a
memoir
 Setting of a memoir
 Problem/solution
 Reflective end of a memoir
 Steps in the writing process
Epping School District – Plan for Writing Instruction K-5
W.5.2
W.5.4
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
W.5.10
W.5.3
W.5.3a
W.5.3b
W.5.3c
W.5.3d
W.5.3e
W.5.4
W.5.5
W.5.6
to support my purpose.
I can use facts and details to
support my purpose.
I can use transitional words
and phrases to link my
opinion to my evidence.
I can provide a concluding
statement.
I can research using various
sources to support my topic.
I can identify evidence from a
text that supports my
research.
I can routinely write over
long and short periods of
time for a range of reasons.
I can write for appropriate
tasks, purposes, and
audiences around opinion.
I can revise, edit, rewrite, and
try new approaches in order
to strengthen writing.
I can use technology to
produce published writing
with guidance from adult or
peers.
I can interact and collaborate
with others using technology.
I can analyze mentor texts to
learn from other authors and
borrow ideas to improve my
memoir.
I can analyze several pieces
of writing to search for a
thread or grow an idea.
I can use meaningful dialogue
paired with character actions
to deepen the message of my
story.
I can portray how the
character changes from the
experience.
I can tell a story of an event
rather than summarizing.
I can write about internal
feelings using external events
to reveal the character’s
emotion or feeling.
Page 20 of 22
Non-narrative
Informational
 Finding a topic, focus, and
information.
 Asking questions as you read and
using the questions to inform
your research.
 Identifying different text
structures for informational
writing:
1. Question and answer
2. Descriptive
3. Compare and contrast
4. Sequential/ chronological
5. Problem/ solution or
cause/effect
Epping School District – Plan for Writing Instruction K-5
W.5.2
W.5.2a
W.5.2b
W.5.2c
W.5.2d
W.5.2e
W.5.4
W.5.5
W.5.6
W.5.7
W.5.8
W.5.9
W.5.10
I can establish a problem and
formulate a solution to
highlight my lesson.
I can use graphic organizers,
mentor texts, and life
experiences to create a
master writing product as I
follow the steps of the
writing process.
I can introduce a topic clearly
with a specific focus.
I can provide a general
observation and focus.
I can group related
information logically
(different nonfiction text
structures).
I can include formatting,
illustrations, and multimedia
to support the reader’s
comprehension.
I can develop my topic using
facts and content-specific
vocabulary.
I can include quotations from
experts to support my focus
or topic.
I can link ideas using
transitional words, phrases,
and clauses.
I can write a concluding
statement or section for the
information presented.
I can identify evidence from a
text that supports my
research.
I can routinely write over
long and short periods of
time for a range of reasons.
I can write for appropriate
tasks, purposes, and
audiences around opinion.
I can revise, edit, rewrite, and
try new approaches in order
to strengthen writing.
I can use technology to
produce published writing
with guidance from adult or
Page 21 of 22
peers.
I can interact and collaborate
with others using technology.
I can read from a text and
paraphrase what I’ve read for
use in my own writing.
Note: The fifth grade team has reviewed the Common Core State Standards for Speaking & Listening and
Language. The standards will be explicitly taught through whole group, small group, and individual settings to meet
fifth grade standards throughout all units of study.
Epping School District – Plan for Writing Instruction K-5
Page 22 of 22