Poetry Project 2015

State Standards
Implemented by the Poetry Project


Rhode Island




Ontario, Canada

New Jersey







2nd grade:

  • 1.0 Writing Strategies

    Students write clear and coherent sentences and paragraphs that develop a central idea. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

  • 2.0 Writing Applications (Genres and Their Characteristics)

    Students write compositions that describe and explain familiar objects, events, and experiences. Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard 1.0.

  • Using the writing strategies of grade two outlined in Writing Standard 1.0, students:

    Write brief narratives based on their experiences.

  • 3.0. Literary Response and Analysis

    • 3.4 Identify the use of rhythm, rhyme, and alliteration in poetry.

3rd grade:

  • 1.0 Writing Strategies

    Students write clear and coherent sentences. Their writing shows they consider the audience and purpose. Students progress through the stages of the writing process (e.g., prewriting, drafting, revising, editing successive versions).

  • 2.0 Writing Applications (Genres and Their Characteristics)

    Student writing demonstrates a command of standard American English and the drafting, research, and organizational strategies outlined in Writing Standard1.0.

  • Using the writing strategies of grade three outlined in Writing Standard 1.0, students:

    2.2 Write descriptions that use concrete sensory details to present and support unified impressions of people, places, things, or experiences.

  • 3.0 Literary Response and Analysis:
    Structural Features of Literature

    • 3.1 Distinguish common forms of literature (e.g., poetry, drama, fiction, nonfiction).
    • 3.5 Recognize the similarities of sounds in words and rhythmic patterns (e.g., alliteration, onomatopoeia) in a selection.

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Rhode Island

Standard 1: Students will understand and respond to a wide variety of text.
Standard 2:Students will compose clear text in a variety of forms for many purposes.
Standard 3:Voice- All students will demonstrate the power and effectiveness of their voice through language arts.
Standard 4:Construct and Convey Meaning through Text.
Standard 5:Communicators- All students will be effective communicators in varied settings for varied purposes.
Standard 8:Community as a laboratory - All students will develop and apply their language skills using the community as the learning laboratory.
Standard 9:Community/Democratic Society - All students will use language arts to make connections, see patterns, and demonstrate understanding of enduring issues and recurring problems through universal themes.

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Washington State

Essential Academic Learning Requirements for Writing:

  1. The student writes clearly and effectively.
  2. The student writes in a variety of forms for different audiences and purposes.
  3. The student understands and uses the steps of the writing process.
  4. The student analyzes and evaluates the effectiveness of written work.

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Florida State Standards: Writing

L.A.B.1.1.3-refines previously learned knowledge and skills related to basic editing skills with increasingly complex assignments and tasks
L.A.B.2.1.2-knows purpose for writing; writes to a specific audience
L.A.B.2.1.4-uses an organizational structure in writing
LA.D.2.2.1-understands that word choices can shape reactions, perception, and beliefs.
LA.E.2.2.2-recognizes and explains the effects of language, such as sensory words, rhymes, and choice of vocabulary, and story structure, such as patterns, used in children's texts.

3rd grade Writing standards

The student:

LA.B.1.2.1 prepares for writing by recording thoughts, focusing on a central idea, grouping related ideas, and identifying the purpose for writing.
LA.B.1.2.3 produces final documents that have been edited
LA.B.2.2.3 writes for a variety of occasions, audiences, and purposes.
LA.D.2.2.2 identifies and refers to symbol, theme, simile, alliteration, and assonance in oral and written texts.
LA.E.1.2.1 identifies the distinguishing features among poetry.

3rd grade Reading standards

The student:

LA.A.2.2 constructs meaning from a wide range of texts.

    2. identifies the author's purpose in a simple text.
    3. recognizes when a text is primarily intended to persuade.
    6. recognizes the difference between fact and opinion presented in a text.
    7. recognizes the use of comparison and contrast in a text.

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Standards for 5th grade
Based on the Georgia QCC (Quality Core Curriculum)

  • Standard: Communicates ideas by using the writing process.
  • Standard: Uses descriptive words and phrases.
  • Standard: Uses various organizational strategies, styles, and purposes.
  • Standard: Uses available technology to assist in writing.
  • Standard: Experiences traditional and contemporary literature through a variety of media.
  • Standard: Identifies literary forms (e.g., fiction, nonfiction, poetry, and drama).

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Writing Expectations from The Ontario Curriculum

  • w1.1 identify the topic, purpose, audience and form for writing, initially with support

  • w1.2 generate ideas about a potential topic using a variety of strategies and resources

  • w1.3 gather information to support ideas for writing in a variety of ways and/or a variety of sources

  • w1.4 sort ideas and information for their writing in a variety of ways with support and direction

  • w1.6 determine, after consultation with the teacher and peers, whether the ideas and information they have gathered are suitable for the purpose

  • w2.1 write short texts using a few simple forms

  • w2.2 begin to establish a personal voice in their writing by using pictures and words that convey their attitude or feeling towards the subject or audience

  • w2.3 use familiar words and phrases to convey a clear meaning

  • w2.6 identify elements of their writing that need improvement, including content, organization, and style, using feedback from the teacher and peers

  • w2.7 make simple revisions to improve the content, clarity, and interest of their written work, using a few simple strategies

  • w2.8 produce revised draft pieces of writing to meet criteria identified by the teacher, based on the expectations

  • w3.1 spell some high-frequency words correctly

  • w3.2 spell unfamiliar words using a variety of strategies that involve understanding sound-symbol relationships, word structures, and word meanings

  • w3.3 confirm spellings and word meanings or word choice using one or two resources

  • w3.5 use parts of speech appropriately to communicate their meaning clearly, with a focus on the use of: nouns for names of people, places, and things; the personal subject pronouns I, you, he, she, it, we, they; verbs to tell what they do and feel; some adjectives; and simple prepositions of place

  • w3.7 use some appropriate elements of effective presentation in the finished product, such as print, different fonts, graphics, and layout

  • w3.8 produce pieces of published work to meet criteria identified by the teacher, based on the expectations

  • w4.1 identify some strategies they found helpful before, during, and after writing

  • w4.3 select pieces of writing they think show their best work and explain the reasons for their selection

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New Jersey
First grade:

Standard 3.2- All Students will write in clear, concise, organized language that varies in content and form for different audiences and purposes.

Building upon knowledge and skills gained in the preceding grade, by the end of Grade 1, students will:

A. Writing as a Process (prewriting, drafting, revising, editing, postwriting)

  1. Begin to generate ideas for writing through talking, sharing, and drawing.
  2. Observe the modeling of writing.
  3. Begin to use a basic writing process to develop writing.
  4. Use simple sentences to convey ideas.
  5. Increase fluency (ability to write ideas easily) to improve writing.
  6. Continue to use pictures, developmental spelling or conventional text to create writing drafts.
  7. Revisit pictures and writings to add detail.
  8. Begin to mimic an authoršs voice and patterns.
  9. Begin to use a simple checklist to improve writing with teacher support.
  10. Begin to use simple computer writing applications during some parts of the writing process.

B. Writing as a Product (resulting in a product or publication)

  1. Produce finished writings to share with class and/or for publication.
  2. Produce stories from personal experiences.
  3. Show and talk about own writing for classroom audience.
  4. Collect favorite works to place in personal writing folder.

C. Mechanics, Spelling, and Handwriting

  1. Write all upper and lowercase letters of the alphabet from memory.
  2. Begin to use basic punctuation and capitalization.
  3. Apply sound/symbol relationships to writing words.
  4. Use developmental spelling or phonics-based knowledge to spell independently, when necessary.
  5. Develop awareness of conventional spelling.
  6. Use left-to-right and top-to-bottom directionality and use appropriate spacing between words.

D. Writing Forms, Audiences, and Purposes (exploring a variety of writing)

  1. Create written texts for others to read.
  2. Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text.

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Arizona: Primary
(emphasis 2nd Grade)

Strand 1: Writing Process

  • Concept 1: Prewriting
    Prewriting includes using strategies to generate, plan, and organize ideas for a specific purpose
    • PO 1. Generate ideas through prewriting activities (e.g. brainstorming, webbing, drawing, group discussion)
  • Concept 2: Drafting
    • PO 1. Write a draft with supporting details
    • PO 2. Organize ideas in a logical sequence
  • Concept 3: Revising
  • Concept 4: Editing
    • PO 1. Review the draft for errors in conventions
    • PO 2. Use simple resources ( e.g. word walls, primary dictionaries) to correct conventions
  • Concept 5: Publishing
    • PO 1. Rewrite and illustrate writing for sharing with intended audience
    • PO 2. Write legibly

Strand 2: Writing Components

  • Concept 1: Ideas and concept
    Writing is clear and focused.
  • Concept 2: Organization
      Organization addresses the structure of writing and integrates the central meaning and patterns that hold the piece together.
  • Concept 3: Voice
  • Concept 4: Word Choice
    • PO 1. Select words that convey the intended meaning and create a picture in the readeršs mind.
  • Concept 6. Conventions
    • PO. Use common spelling patterns, including:
        Word families

Strand 3: Writing Applications

  • Concept 1: Expressive
    • PO 2. Write simple poetry, rhymes or chants.

Arizona: Intermediate


  • R05-S1C5-O1
      Read from familiar prose and poetry with fluency and appropriate rhythm, pacing, intonation, and expression relevant to the text.
  • R05-S2C1-08
      Identify types of poetry (e.g., free verse, haiku, cinquain, limericks).


  • W05-S1C3-05
      Modify word choice appropriate to the application in order to enhance the writing.
  • W05-S3C1-02
      Write in a variety of expressive forms (e.g., poetry, skit) that may employ:
    • a. figurative language
    • b. rhythm
    • c. dialogue
    • d. characterization
    • e. a plot
    • f. appropriate format

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      • Write stories and poems.

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    2nd grade benchmarks - PA State Standards that will be addressed

    1.1.H Demonstrate fluency and comprehension in reading

    1.2.B Identify and use a variety of media; Initiate the use of a computer as a learning tool

    1.2.C Verbalize and identify various forms of genre

    1.3.A Read and understand a variety of works of literature

    1.3.C Identify literary devices (rhyme and personification)

    1.3.D Recognize and complete predictable language patterns

    1.4.A Write to express a personal idea

    1.5.A Write with a distinct main idea identifying the topic, purpose, and audience.

    1.5.B Write using content appropriate for the topic

    1.5.D Write with an awareness of personal style

    1.5.E Revise writing to improve detail and order by identifying missing information and determining if ideas follow sequentially

    1.5.F Edit using the conventions of language

    1.5.G Present and/or defend written work for publication when appropriate

    1.6.E Participate in small and large group discussions and presentations

    1.6.F Use media for learning purposes

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    Standards for Reading and Writing that will be addressed

    1. Students read and understand a variety of materials.
    2. Students write and speak for a variety of purposes and audiences.
    3. Students write and speak using conventional grammar, usage, sentence structure, punctuation, capitalization, and spelling.
    4. Students apply thinking skills to their reading, writing, speaking, listening, and viewing.
    5. Students read to locate, select, and make use of relevant information from a variety of media, reference, and technological sources.
    6. Students read and recognize literature as a record of human experience.

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    Fourth Grade Poetry Standards

    4A Reading/Comprehension of Literary Text/Poetry

    • Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.
    • Students are expected to explain how the structural elements of poetry (e.g., rhyme, meter, stanzas, line breaks) relate to form (e.g., lyrical poetry, free verse).
    16B Write poetry
    • Students will write poems that convey sensory details using the conventions of poetry (e.g., rhyme, meter, patterns of verse).

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    Tennessee, Grade 2

    Craft and Structure: 4. Describe how words and phrases (e.g., regular beats, alliteration, rhymes, repeated lines) supply rhythm and meaning in a story, poem, or song.
    Range of Reading and Level of Text Complexity 10. By the end of the year, read and comprehend literature, including stories and poetry, in the grades 2 - 3 text complexity band proficiently, with scaffolding as needed at the high end of the range.

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