The Oklahoma Academic Standards
establish the following grade-level expectations for
Writing Modes and Forms
Pre-K
There are no Pre-K Standards for Writing Modes and Forms.
Kindergarten
1. Introduce modes and forms of stories with a consistent focus of a beginning, middle, and end
that describe, explain, or tell about familiar objects, people, places, events, or experiences.
2. Construct journal entries using illustrations and beginning writing skills.
that describe, explain, or tell about familiar objects, people, places, events, or experiences.
2. Construct journal entries using illustrations and beginning writing skills.
First Grade
1. Recognize modes and forms of language such as informing, persuading, and entertaining.
2. Compose simple narratives (stories) with a consistent focus of a beginning, middle, and end
that develop a main idea, use details to support the main idea, and present a logical sequence
of events.
3. Write brief description, using some details, of a real object, person, place, or event.
4. Develop, with teacher assistance, "thank you" notes, friendly letters, and invitations to a specific
audience or person.
5. Make journal entries.
6. Introduce and compose, with teacher assistance, different modes of simple rhymes and poems.
2. Compose simple narratives (stories) with a consistent focus of a beginning, middle, and end
that develop a main idea, use details to support the main idea, and present a logical sequence
of events.
3. Write brief description, using some details, of a real object, person, place, or event.
4. Develop, with teacher assistance, "thank you" notes, friendly letters, and invitations to a specific
audience or person.
5. Make journal entries.
6. Introduce and compose, with teacher assistance, different modes of simple rhymes and poems.
Second Grade
1. Develop modes and forms of language such as informing, persuading, and entertaining.
2. Write brief personal descriptive narratives (stories) with a consistent focus of a beginning,
middle, and ending that:
- Present a logical sequence of events.
- Develop a main idea.
- Use details to support the main idea.
3. Write "thank you" notes, friendly letters (identifying the five parts), and invitations.
4. Make journal entries.
5. Create different modes of simple rhymes and poems.
2. Write brief personal descriptive narratives (stories) with a consistent focus of a beginning,
middle, and ending that:
- Present a logical sequence of events.
- Develop a main idea.
- Use details to support the main idea.
3. Write "thank you" notes, friendly letters (identifying the five parts), and invitations.
4. Make journal entries.
5. Create different modes of simple rhymes and poems.
Third Grade
1.*Communicate through a variety of written modes for various audiences and purposes to
inform, entertain, describe, persuade, and to reflect.
2.*Write simple narrative, descriptive, persuasive, and creative paragraphs.
3.*Write descriptive and creative stories and poems about people, places, things, or
experiences that:
- develop a main idea.
- use details to support the main idea.
- have a clear beginning, middle, and ending.
4.*Write informational pieces using one reference source and citing the title and author of
the source.
5.*Write personal, and formal letters, thank-you notes, and invitations including the date,
greeting, body, closing, and signature.
6.*Write various modes of simple poems.
7.*Write narratives that:
- provide a context within which an action occurs.
- include details that develop the plot.
- provide a clear beginning, middle, and end that includes details that develop around a
central idea.
8.*Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing
interesting.
inform, entertain, describe, persuade, and to reflect.
2.*Write simple narrative, descriptive, persuasive, and creative paragraphs.
3.*Write descriptive and creative stories and poems about people, places, things, or
experiences that:
- develop a main idea.
- use details to support the main idea.
- have a clear beginning, middle, and ending.
4.*Write informational pieces using one reference source and citing the title and author of
the source.
5.*Write personal, and formal letters, thank-you notes, and invitations including the date,
greeting, body, closing, and signature.
6.*Write various modes of simple poems.
7.*Write narratives that:
- provide a context within which an action occurs.
- include details that develop the plot.
- provide a clear beginning, middle, and end that includes details that develop around a
central idea.
8.*Use descriptive language such as action verbs, vivid adjectives, and adverbs to make writing
interesting.
Fourth Grade
1.*Communicate through a variety of written modes and for various audiences to inform,
persuade, entertain, and reflect.
2.*Write narrative, creative, descriptive, expository, and persuasive paragraphs and longer
compositions that:
- have topic sentences.
- use concrete sensory supporting details.
- provide a context to allow the reader to imagine the event.
- support a logical conclusion.
3.*Write creative stories and poems using figurative language (alliteration, personification, simile,
and metaphor) and varied word choice to make writing interesting and engaging to audience.
4.*Write personal, and formal letters, thank-you notes, and invitations including, the date,
greeting, body, closing, and signature.
5.*Write informational pieces with multiple paragraphs that:
- provide an introductory paragraph that asks a central question about an idea or issue.
- establish and support a central theme or idea with a topic sentence.
- include supporting paragraphs with simple facts, details, and explanations for focus.
- present important ideas and events in sequence, chronological order, or order of importance.
- provide details and transitions to link paragraphs.
- conclude with a paragraph that summarizes the points.
- use correct indention at the beginning of paragraphs and to indicate dialogue.
- use more than one source of information, including speakers, books, newspapers, media
sources, and online information citing source title, author, and page numbers, if applicable.
6.*Write responses to literature that:
- demonstrate an understanding of a literary work.
- support judgments by referring to both the text and prior knowledge.
7.*Write summaries based upon the main idea of a reading selection and its most significant
details.
persuade, entertain, and reflect.
2.*Write narrative, creative, descriptive, expository, and persuasive paragraphs and longer
compositions that:
- have topic sentences.
- use concrete sensory supporting details.
- provide a context to allow the reader to imagine the event.
- support a logical conclusion.
3.*Write creative stories and poems using figurative language (alliteration, personification, simile,
and metaphor) and varied word choice to make writing interesting and engaging to audience.
4.*Write personal, and formal letters, thank-you notes, and invitations including, the date,
greeting, body, closing, and signature.
5.*Write informational pieces with multiple paragraphs that:
- provide an introductory paragraph that asks a central question about an idea or issue.
- establish and support a central theme or idea with a topic sentence.
- include supporting paragraphs with simple facts, details, and explanations for focus.
- present important ideas and events in sequence, chronological order, or order of importance.
- provide details and transitions to link paragraphs.
- conclude with a paragraph that summarizes the points.
- use correct indention at the beginning of paragraphs and to indicate dialogue.
- use more than one source of information, including speakers, books, newspapers, media
sources, and online information citing source title, author, and page numbers, if applicable.
6.*Write responses to literature that:
- demonstrate an understanding of a literary work.
- support judgments by referring to both the text and prior knowledge.
7.*Write summaries based upon the main idea of a reading selection and its most significant
details.
Fifth Grade
1. Communicate through a variety of written forms and for various audiences to inform, persuade,
entertain, describe and reflect, while adjusting tone and style as appropriate.
2. Write narratives that establish a plot, point of view, setting, conflict, and are written to allow a
reader to picture the events of a story. Example: Select a type of narrative to write that is
modeled after a genre of literature that has been shared in the classroom such as folktale,
myth, science fiction, or mystery.
Be sure to include an interesting beginning, develop the central conflict of the story, and
establish an ending that resolves the conflict.
3. With creative narratives and poems, use varied word choice, dialogue, and figurative language
when appropriate (alliteration, personification, simile, and metaphor) to make writing engaging to
the audience (e.g., inquired or requested instead of asked).
4. Write personal, persuasive, formal letters, thank-you notes, and invitations, including the date,
greeting, body, closing, and signature.
5. Write expository (informational) pieces with multiple paragraphs that:
- provide an introductory paragraph.
- establish and support a central theme or idea with a thesis statement.
- include supporting paragraphs with simple facts, details, and explanations.
- present important ideas and events in sequence or in chronological order.
- provide details and transitions to link paragraphs.
- conclude with a paragraph that summarizes the points.
- use correct indention at the beginning of paragraphs.
- use at least three sources of valid and reliable information including books, newspapers,
periodicals, online, and media sources.
6. Write research reports about important ideas, issues, or events that:
- frame questions about an idea or issue to direct the investigation.
- a main idea or topic.
- develop the topic with simple facts, details, examples, and explanations to support the
main idea.
- use at least three different types information sources, including speakers, firsthand
interviews, reference materials, and online information.
7. Write responses to literature that:
- demonstrate an understanding of a designated literary work.
- support judgments by referring and connecting to prior knowledge.
- develop interpretations and evaluations that exhibit careful reading and understanding.
8. Write persuasive compositions or letters that:
- state a clear position in support of a proposal.
- support a position with relevant evidence and effective emotional appeals in order to
persuade.
- organize supporting statements from the most appealing to the least powerful
- include and address reader/audience concerns. Example: Interview several students in varying
grades about the changes they would like to see in the monthly cafeteria menu choices. Compile
the opinions and ideas to compose a persuasive article for the school newspaper.
entertain, describe and reflect, while adjusting tone and style as appropriate.
2. Write narratives that establish a plot, point of view, setting, conflict, and are written to allow a
reader to picture the events of a story. Example: Select a type of narrative to write that is
modeled after a genre of literature that has been shared in the classroom such as folktale,
myth, science fiction, or mystery.
Be sure to include an interesting beginning, develop the central conflict of the story, and
establish an ending that resolves the conflict.
3. With creative narratives and poems, use varied word choice, dialogue, and figurative language
when appropriate (alliteration, personification, simile, and metaphor) to make writing engaging to
the audience (e.g., inquired or requested instead of asked).
4. Write personal, persuasive, formal letters, thank-you notes, and invitations, including the date,
greeting, body, closing, and signature.
5. Write expository (informational) pieces with multiple paragraphs that:
- provide an introductory paragraph.
- establish and support a central theme or idea with a thesis statement.
- include supporting paragraphs with simple facts, details, and explanations.
- present important ideas and events in sequence or in chronological order.
- provide details and transitions to link paragraphs.
- conclude with a paragraph that summarizes the points.
- use correct indention at the beginning of paragraphs.
- use at least three sources of valid and reliable information including books, newspapers,
periodicals, online, and media sources.
6. Write research reports about important ideas, issues, or events that:
- frame questions about an idea or issue to direct the investigation.
- a main idea or topic.
- develop the topic with simple facts, details, examples, and explanations to support the
main idea.
- use at least three different types information sources, including speakers, firsthand
interviews, reference materials, and online information.
7. Write responses to literature that:
- demonstrate an understanding of a designated literary work.
- support judgments by referring and connecting to prior knowledge.
- develop interpretations and evaluations that exhibit careful reading and understanding.
8. Write persuasive compositions or letters that:
- state a clear position in support of a proposal.
- support a position with relevant evidence and effective emotional appeals in order to
persuade.
- organize supporting statements from the most appealing to the least powerful
- include and address reader/audience concerns. Example: Interview several students in varying
grades about the changes they would like to see in the monthly cafeteria menu choices. Compile
the opinions and ideas to compose a persuasive article for the school newspaper.
Sixth Grade
1. Compose fictional, biographical, and autobiographical narratives that:
- establish and develop a plot and setting with a distinct beginning, middle, and ending.
- establish and develop a setting, characters, and point of view appropriate for the narrative.
- use a range of narrative devices, such as dialogue or suspense.
- adjust tone and style as necessary to make writing interesting and engaging to the audience.
2. Compose expository test including descriptions, explanations, comparison and contrast, and
problem and solution compositions that:
- state the thesis (position on the topic), main idea, or purpose.
- explain the situation including supporting paragraphs with facts, details, and explanations.
- organize the composition clearly and appropriately for the purpose of the writing.
- include evidence and supporting details by paraphrasing from speakers, newspapers,
magazines, media sources, or reference books to support arguments and conclusions.
Example: Write successive drafts of a one or two page newspaper article about school carnival
activities, including details to support the main topic and allow the reader to compare and contrast
the different carnival activities described or a description of a school event including details to support
the main idea.
3. Compose persuasive/argumentative compositions that:
- state a clear position on a proposition or proposal.
- support the position with organized and relevant evidence and effective emotional appeals.
- predict, identify, and address reader concerns and counterarguments.
Example: Write a persuasive paper on how the class should celebrate the end of the school year,
including adequate reasons for why the class should participate in the activity described.
- Create an advertisement for a product to try to convince readers to buy the product.
4. Compose reflective papers that may address one of the following purposes:
- express the individual's insight into conditions or situations.
- compare a scene from a work of fiction with a lesson learned from experience.
- complete a self-evaluation.
Example: Write a self-evaluation on a personal strength.
5. Write responses to literature, including poetry, that:
- include an interpretation that shows careful reading, understanding, and insight.
- organize the interpretation around several clear ideas.
- develop and justify the interpretation through the use of examples and evidence from the
text. Example: After reading a novel, write a final chapter to the book describing what happens to
the main character after the point where the book ends and how it is supported by the rest of the
narrative.
6. Write for different purposes and to a specific audience or person, adjusting tone and style as
necessary to make writing interesting. Example: Write stories, reports, and letters showing a
variety of word choices, or review a favorite book or film.
7. Compose summaries of reading material that:
- include the main idea and most significant details.
- use the student’s own words except for direct quotations.
8. Compose friendly and formal letters, and emails; continue to produce other writing forms
introduced in earlier grades. Example: Write a formal letter requesting a catalog.
9. Use appropriate essay test-taking and time-writing strategies that:
- address and analyze the question (prompt).
- use organizational methods required by the prompt.
- utilize an editing checklist or assessment rubric, if provided.
10. Use handwriting/penmanship to copy and/or compose text, in manuscript or cursive, using
correct spacing and formation of letters.
- establish and develop a plot and setting with a distinct beginning, middle, and ending.
- establish and develop a setting, characters, and point of view appropriate for the narrative.
- use a range of narrative devices, such as dialogue or suspense.
- adjust tone and style as necessary to make writing interesting and engaging to the audience.
2. Compose expository test including descriptions, explanations, comparison and contrast, and
problem and solution compositions that:
- state the thesis (position on the topic), main idea, or purpose.
- explain the situation including supporting paragraphs with facts, details, and explanations.
- organize the composition clearly and appropriately for the purpose of the writing.
- include evidence and supporting details by paraphrasing from speakers, newspapers,
magazines, media sources, or reference books to support arguments and conclusions.
Example: Write successive drafts of a one or two page newspaper article about school carnival
activities, including details to support the main topic and allow the reader to compare and contrast
the different carnival activities described or a description of a school event including details to support
the main idea.
3. Compose persuasive/argumentative compositions that:
- state a clear position on a proposition or proposal.
- support the position with organized and relevant evidence and effective emotional appeals.
- predict, identify, and address reader concerns and counterarguments.
Example: Write a persuasive paper on how the class should celebrate the end of the school year,
including adequate reasons for why the class should participate in the activity described.
- Create an advertisement for a product to try to convince readers to buy the product.
4. Compose reflective papers that may address one of the following purposes:
- express the individual's insight into conditions or situations.
- compare a scene from a work of fiction with a lesson learned from experience.
- complete a self-evaluation.
Example: Write a self-evaluation on a personal strength.
5. Write responses to literature, including poetry, that:
- include an interpretation that shows careful reading, understanding, and insight.
- organize the interpretation around several clear ideas.
- develop and justify the interpretation through the use of examples and evidence from the
text. Example: After reading a novel, write a final chapter to the book describing what happens to
the main character after the point where the book ends and how it is supported by the rest of the
narrative.
6. Write for different purposes and to a specific audience or person, adjusting tone and style as
necessary to make writing interesting. Example: Write stories, reports, and letters showing a
variety of word choices, or review a favorite book or film.
7. Compose summaries of reading material that:
- include the main idea and most significant details.
- use the student’s own words except for direct quotations.
8. Compose friendly and formal letters, and emails; continue to produce other writing forms
introduced in earlier grades. Example: Write a formal letter requesting a catalog.
9. Use appropriate essay test-taking and time-writing strategies that:
- address and analyze the question (prompt).
- use organizational methods required by the prompt.
- utilize an editing checklist or assessment rubric, if provided.
10. Use handwriting/penmanship to copy and/or compose text, in manuscript or cursive, using
correct spacing and formation of letters.
Asterisks (*) have been used to identify 3rd- 6th grade standards and objectives that are assessed
at the district level. All other skills may be assessed by the Oklahoma Core Curriculum Tests.
at the district level. All other skills may be assessed by the Oklahoma Core Curriculum Tests.