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I came across a fantastic idea at a school in the UK. They call them 'marking ladders' which is essentially a checklist tool to be glued into exercise books (interactive notebooks). In addition, I created two levels of the checklists to differentiate for varying abilities.
I have used laminated writing checklists before but it is just not as accessible and handy as these checklists that go directly into notebooks. These cut right to the necessities and also include a line for students to WRITE A PERSONAL GOAL for their writing piece.
US and UK versions included!!
--for uppergrade (grades 4-6 US or years 5-7 UK)
--fiction & nonfiction
--point of view
➜CCSS.ELA-Literacy.L.4.1, L.5.1, L.6.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
➜CCSS.ELA-Literacy.L.4.2, L.5.2, L.6.2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
➜CCSS.ELA-Literacy.L.4.3, L.5.3, L.6.3l: Use knowledge of language and its conventions when writing, speaking, reading, or listening.
➜CCSS.ELA-Literacy.L.4.5, L.5.5, L.6.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
➜CCSS.ELA-Literacy.L.4.6, L.5.6, L.6.6: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases.
➜CCSS.ELA-Literacy.W.4.1, W.5.1, W.6.1: Write opinion pieces on topics or texts, supporting a point of view with reasons and information.
➜CCSS.ELA-Literacy.W.4.2, W.5.2, W.6.2: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
➜CCSS.ELA-Literacy.W.4.3, W.5.3, W.6.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.
➜CCSS.ELA-Literacy.W.4.4, W.5.4, W.6.4: Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.
UK NATIONAL CURRICULUM
➜identifying the audience for and purpose of the writing, selecting the appropriate form
➜building a varied and rich vocabulary and an increasing range of sentence structures
➜organising paragraphs around a theme
➜in narratives, creating settings, characters and plot
➜using simple organisational devices
➜extending the range of sentences with more than one clause by using a wider range of conjunctions, including: when, if, because, although
➜choosing nouns or pronouns appropriately for clarity and cohesion and to avoid repetition
➜using conjunctions, adverbs and prepositions to express time and cause
➜using fronted adverbials
➜using and punctuating direct speech
I will be updating this product in the future with another version of these checklists with 'NON-NEGOTIABLES' for those students that need to focus on the basics of writing (mechanics, etc). I also hope to try and create a printable adhesive label form as well.
Find other upper-grade writing resources here:
I’d love to hear from you if you have any questions about my resources! Email:
Kelli : )
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