Title
Course Resource - Writing Conventions and Features 1-5
Content
Features and Conventions for Grade 1 (demonstrated in student writing) | |
|---|---|
| score/date | Description |
| complete simple sentences | |
| “s” to form plural of familiar words | |
| capital letters at the beginning of people’s names and of sentences, and capitalize the pronoun “I” | |
| a period to mark the end of a sentence | |
| words from their oral language vocabulary as well as less familiar words from class-displayed lists | |
| knowledge of consonant and short vowel sounds to spell phonically regular one-syllable words | |
| spelling phonically irregular high-frequency words from memory | |
| attempting to spell unknown words through phonic knowledge and skills and visual memory | |
| legible printing from left to right of all uppercase and lowercase letters | |
| lappropriate spacing between letters and between words | |
Features and Conventions for Grade 2 (demonstrated in student writing) | |
|---|---|
| score/date | Description |
| complete simple sentences, and begin to use compound sentences | |
| some paragraph divisions | |
| generally correct noun-pronoun and subject-verb agreement | |
| past and present tenses | |
| capital letters at the beginning of proper nouns and sentences | |
| periods, question marks, or exclamation marks at the end of sentences | |
| commas to separate items in a series | |
| words from their oral vocabulary, personal word list, and class lists | |
| spelling words of more than one syllable, high-frequency irregular words, and regular plurals by applying phonic knowledge and skills and visual memory | |
| attempting to spell unfamiliar words by applying phonic knowledge and skills and visual memory | |
| conventional Canadian spelling of common words | |
| letters printed legibly, consistent in shape and size, with appropriate spacing between letters and words | |
Features and Conventions for Grade 3 (demonstrated in student writing) | |
|---|---|
| score/date | Description |
| complete simple sentences, and compound sentences | |
| various sentence types (e.g., declarative, interrogative, imperative, exclamatory) | |
| paragraphs, with some accuracy | |
| correct subject-verb agreement | |
| past and present tenses | |
| noun and pronoun agreement | |
| capitalization in titles of books and stories | |
| punctuation at the end of sentences | |
| apostrophes to form common contractions and to show possession | |
| commas in a series, dates, addresses, and locations | |
| new words from their oral language and reading experiences | |
| spelling phonically regular, three-syllable words, by applying phonic knowledge and skills and visual memory | |
| conventional Canadian spelling of familiar words, and spelling of unfamiliar words by applying generalizations to assist | |
| strategies for correctly spelling frequently misspelled words | |
| legible print, and begin to show proper alignment, shape, and slant of cursive writing | |
| spacing words and sentences consistently on a line and page | |
Features and Conventions for Grade 4 (demonstrated in student writing) | |
|---|---|
| score/date | Description |
| complete simple sentences, and compound sentences | |
| various sentence types (e.g., declarative, interrogative, imperative, exclamatory) | |
| paragraphs to show the beginning of new ideas | |
| correct noun-pronoun agreement | |
| past present and future tenses | |
| capitalization to designate organizations and to indicate beginning of quotations | |
| commas after introductory words in sentences and when citing addresses | |
| capitalization and punctuation (e.g., commas, apostrophes, begin to use quotation marks and commas in dialogue) | |
| spelling multi-syllable words by applying phonic knowledge and skills and visual memory | |
| conventional Canadian spelling for familiar and frequently used words | |
| legible writing that demonstrates awareness of alignment, shape, and slant | |
| spacing words and sentences consistently on a line and page | |
Features and Conventions for Grade 5 (demonstrated in student writing) | |
|---|---|
| score/date | Description |
| complete simple sentences, and compound sentences, and begin to use complex sentences | |
| effective paragraphing | |
| past present and future tenses | |
| capitalization in titles, headings, and subheadings | |
| passages of dialogue indicated with quotation marks and paragraphs | |
| appropriate uses of apostrophes | |
| conventional Canadian spelling for familiar and frequently used words | |
| spelling unfamiliar words by applying strategies (e.g., phonic knowledge, use of common spelling patterns, dictionaries, word walls, thesaurus) | |
| legible writing with alignment, shape, and slant | |