S.04 – Thread Standards Map for Writing to Match Development, Organization, and Style with Task, Purpose, and Audience

This is a standards map for the concept of writing to match development, organization, and style with task, purpose, and audience. It is specific to Standard 4 of the Product and Distribution of Writing Anchor in the Writing standards of the CCSS ELA standards.

1. Common Core State Standards: English Language Arts > G.K > W > A.2 > S.4
   

   (Begins in grade 3)

2. Common Core State Standards: English Language Arts > G.1 > W > A.2 > S.4
   

   (Begins in grade 3)

3. Common Core State Standards: English Language Arts > G.2 > W > A.2 > S.4
   

   (Begins in grade 3)

4. Common Core State Standards: English Language Arts > G.3 > W > A.2 > S.4
   

   With guidance and support from adults, produce writing in which the development and organization are appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Writing Development Organization Task Purpose	3 - Produce (Writing)	3 - I can produce writing in which the development is appropriate to task and purpose, with guidance and support from adults. 3 - I can produce writing in which the organization is appropriate to task, with guidance and support from adults.	A. Peer editors can help clarify that writing is coherent and clearly presents the purpose as the task requires. B. Readers expect to find set organization for certain types of writing tasks.	A.1 How can I make sure that my writing is clear? B.1 How might writing organization help a reader?

5. Common Core State Standards: English Language Arts > G.4 > W > A.2 > S.4
   

   Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

   (Grade-specific expectations for writing types are defined in standards 1–3 above.)

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Writing Development Organization Task Purpose	3 - Produce (Clear writing)	1 - I can produce clear writing in which the development is appropriate to task. 1 - I can produce clear writing in which the development is appropriate to purpose. 1 - I can produce clear writing in which the development is appropriate to audience. 1 - can produce clear writing in which the organization is appropriate to task. 1 - I can produce clear writing in which the organization is appropriate to purpose. 1 - I can produce clear writing in which the organization is appropriate to audience.	A. The five parts of the writing process (prewriting, writing, revising, editing, and publishing) take time to develop, but result in higher quality, organized, coherent works. B.Writing process varies depending on purpose, task or audience, but steps include brainstorming, writing, editing, rewriting and publishing.	A.1 Why is it important to develop writing? B.1 Is there a process to writing?

6. Common Core State Standards: English Language Arts > G.5 > W > A.2 > S.4
   

   Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

   (Grade-specific expectations for writing types are defined in standards 1–3 above.)

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Writing Development Organization Task Purpose	3 - Produce (Writing)	3 - I can produce clear and coherent writing in which the development is appropriate to task. 3 - I can produce clear and coherent writing in which the development is appropriate to purpose. 3 - I can produce clear and coherent writing in which the development is appropriate to audience.	A. The five parts of the writing process (prewriting, writing, revising, editing, and publishing) takes time to develop.	A.1 Why is it important to develop writing? A.2 Is there a process to writing?

7. Common Core State Standards: English Language Arts > G.6 > W > A.2 > S.4
   

   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

   (Grade-specific expectations for writing types are defined in standards 1–3 above.)

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Writing Development Organization Task Purpose	3 - Produce (Clear and coherent writing)	3 - I can produce clear writing in which the development, organization, and style are appropriate to task. 3 - I can produce clear writing in which the development, organization, and style are appropriate to purpose. 3 - I can produce clear writing in which the development, organization, and style are appropriate to audience.	A. Writers seek to appeal to their audience and choose themes, words, and presentation carefully to fit. B. The style, development and organization of writing will depict the purpose and audience. C. Writing tasks are broken down differently depending on the purpose and the style, but all must present clear, coherent organization and words.	A.1 Why is it important to know your audience? B.1 How is writing influenced by purpose? C.1 How does your writing break down the task?

8. Common Core State Standards: English Language Arts > G.7 > W > A.2 > S.4
   

   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

   (Grade-specific expectations for writing types are defined in standards 1–3 above.)

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Writing Development Organization Style Task Purpose Audience	4 - Produce (Writing)	4 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience. 4 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	A. Coherence is the product of paragraph unity and sentence cohesion with clear,logical, organized relationships among ideas and 'seamless' flow. B. Carefully developed and organized writing with appropriate style will satisfy the task, purpose and audience considered. C. Writers adjust messages—how and what information we include—depending on audience.	A.1 What is coherent writing? B.1 How do writers check for appropriate development, organization and style? C.1 Why adjust writing for task, purpose and audience?

9. Common Core State Standards: English Language Arts > G.8 > W > A.2 > S.4
   

   Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

   (Grade-specific expectations for writing types are defined in standards 1–3 above.)

   Content	Skills	Learning Targets	Big Ideas	Essential Questions
   Writing Development Organization Style Task Purpose Audience	2 - Produce (Writing)	1 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience. 1 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	A. Coherence is the product of paragraph unity and sentence cohesion. B. Writers create clear,logical, organized relationships among ideas with 'seamless' flow. C. Carefully developed and organized writing with appropriate style will satisfy the task, purpose and audience considered. D. Writers adjust our message—how we say it and what information we include—by recognizing that different readers can best understand different messages.	A.1 What is coherent writing? B.1 How do I achieve coherence in writing? C.1 How do writers check for appropriate development, organization and style? D.1 Why adjust writing for task, purpose and audience?

10. Common Core State Standards: English Language Arts > G.9-10 > W > A.2 > S.4
    

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    (Grade-specific expectations for writing types are defined in standards 1–3 above.)

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Writing Development Organization Style Task Purpose Audience	2 - Produce (Clear and coherent writing)	1 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience. 1 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	A. Coherence itself is the product of two factors — paragraph unity and sentence cohesion. B. The writer approaches with purpose, keeping in mind who will be reading and matching style and organization.	A.1 What is coherent writing? B.1 How must the task, purpose and audience be addressed?

11. Common Core State Standards: English Language Arts > G.11-12 > W > A.2 > S.4
    

    Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

    (Grade-specific expectations for writing types are defined in standards 1–3 above.)

    Content	Skills	Learning Targets	Big Ideas	Essential Questions
    Writing Development Organization Style Task Purpose Audience	2 - Produce (Clear and coherent writing)	1 - I can produce clear writing in which the development, organization, and style are appropriate to task, purpose, and audience. 1 - I can produce coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.	A. Coherence itself is the product of two factors — paragraph unity and sentence cohesion. B. Writers write with purpose, aware of who will be reading and matching style and organization.	A.1 What is coherent writing? B.1 How must the task, purpose and audience be addressed?