Idea Development: Definition

Ideas are at the heart of the message, the content of the piece, and the main theme, together with all the details that enrich and develop that theme. When the ideas are strong, the message is clear and the story line is easy to follow. Things make sense. The secret is in the details: strong writing always includes details that are clear, interesting, and less than obvious. Successful writers do not spend time telling readers what they already know. They seek out details a reader might not know- or notice. 1

Idea Development in Young Writers2

What to look for in pictures:

• Interesting details: facial expressions, fingers and toes, leaves on the trees, eyes that show emotion.

• Unusual details- a different hairdo, objects in the windows of a house, people or animals in motion, smoke rising from the chimney, waves on the water

• Labels- use of words to expand the meaning of a picture.

What to look for in text:

• A message that makes sense

• More than one statement on the same topic; for example, “I hate flies. They bite.”

• Details; for example, “I love my dog because she is brave and because she can swim. She is pretty. She has two white paws.”

• New information; for example, “Some kinds of dogs do not bark at all.”

• A strong main idea; for example, “I love picnics” OR “I can cook”.

1 McMahon, Carolyn, and Warrick, Peggy (August 2005). Wee Can Write: Using 6+1 Trait Writing Strategies with Renowned Children’s Literature. Northwest Regional Educational Laboratory: Portland, OR.

2 Spandel, Vicki. (2004). Creating Young Writers: Using the Six Traits to Enrich Writing Process in Elementary Classrooms.

RSU 21 K-3 Developmental Continuum for Idea Development (Ideas and Content)

______ ________ _______ ____

K Standard

Grade 1 Standard

Grade 2 Standard

Grade 3 Standard

Dictates labels or story Uses scribbles for writing Writes letters randomly Uses art to convey message

Uses some recognizable words Labels pictures Uses drawings that show detail Reader can interpret message with good guesses

Attempts to tell a story or to make a point Illustration supports the writing Has clear main message/idea expressed in one or more sentences Some ideas clear but some still fuzzy

Writing tells a story or makes a point Illustration (if present) enhances the writing Uses multiple sentences to add detail Details are listed but not developed Writing is generally on topic

Writing has one clear, main idea Uses details to support main idea Includes some fresh/original ideas

Topic is focused and shows understanding Uses multiple details to enrich main idea or extend story Uses interesting, important details for support

Topic is narrowed, focused and shows understanding Writing transitions between a single main idea and a main focus with supporting ideas or generalizations

Writing has a clear main focus and is well developed Uses multiple supporting ideas or generalizations with relevant, specific details for each one

January 2010

Idea Development

Exemplars for Kindergarten Standard

Exemplars for the Kindergarten Standard are based on where students should be at the end of the year. Exemplars are also provided for below the grade level standard.

Below Kindergarten Standard

Paper Title Explanation

Dictates labels or story

Uses scribbles for writing

Writes letters randomly

Uses art to convey message

HIPE This writer created a picture with some detail and letter strings that could be attempts at words. The relationship between words and pictures is unclear.

Rainbow The writer drew a rainbow and attempted two sentences. Words include some accurate sounds. She wrote a memorized sight word but misused it. (“the” for “this”) Writer was unable to sustain matching sounds to letters.

Toy Store This child wrote a string of letters. Drawing has limited detail and does not appear to be related to the string of letters. The reader may infer some connection between letter string and meaning as dictated to teachers. (tos=toys; m=my)

Kindergarten Standard

Title Explanation

Uses some recognizable words

Labels pictures

Uses drawings that show detail

Reader can interpret message with good guesses

Garrett’s Birthday

The writer uses recognizable words. Drawing shows details. Reader can interpret message.

Bird House Words are clear and drawing matches picture. Writer uses three sight words correctly. Message is clear.

My Dogs The writer created a complete sentence with recognizable words. Several sight words are spelled correctly. The illustration has some detail.

Idea Development

Exemplars for Grade 1 Standard

Exemplars for the Grade 1 Standard are based on where students should be at the end of the year. Exemplars are also provided for between grade level standards.

Between Grade 1 and 2

Title Explanation

Attempts to tell a story or to make a point

Illustration supports the writing

Has clear main message/idea expressed in one or more sentences

Some ideas clear but some still fuzzy

Pet Store This writer included two sentences to share an important discovery. The illustration includes detail and supports the story. The writer also used speech bubbles in the drawing.

Sun Dress The writer created three connected sentences that tell a story. The illustration supports the story.

The Zoo This story has three connected sentences that create a clear main message. The illustration is very detailed. However, it illustrates the end rather than the whole story.

Africa The story includes four sentences with a clear main idea. The illustration is complex, includes considerable detail and supports the story.

Grade 1 Standard Title Explanation Writing tells a story or makes a point

Illustration (if present) enhances the writing

Uses multiple sentences to add detail

Details are listed but not developed

Writing is generally on topic

I Am A Horse

The story makes a point. The illustration supports the story. There are multiple sentences with details listed. Writing is on topic.

Connecticut The writer tells a simple story using four complete, related sentences. The illustration gives details that significantly enhance the story. The writer labeled the illustration.

Birthday Party

Writing tells a story. The writer included multiple sentences with details that support the story and shows the beginning of development.

I Was a Monkey

The writing uses multiple sentences to tell a story. The main idea is enhanced by the illustration.

Idea Development

Exemplars for Grade 2 Standard

Exemplars for the Grade 2 Standard are based on where students should be at the end of the year. Exemplars are also provided for below grade level standards.

Between Grade 1 and Grade 2

Title Explanation

Writing has one clear, main idea

Uses details to support main idea

Includes some fresh/original ideas

Mud Terdel Multiple sentences create a clear story. Some details are listed, and some are developed. Includes a fresh, original idea.

Stegasoeris Multiple sentences and details create a clear message about an informational topic. Details are accurate. Pictures enhance the text. The writer concludes with a fresh, original idea.

Anomophs The writer uses multiple sentences and details to create a clear message. Details are often simply listed. Pictures support text. The writer concludes with a fresh, original and insightful idea.

Grade 2 Standard Title Explanation Topic is focused and shows understanding

Uses multiple details to enrich main idea or extend story

Uses interesting, important details for support

Baseball Game The paper is focused on a clear topic and the writer tells a complete story. Details are used to develop the story but the details are general.

4 Boys The writer tells a story with a clear point. The story is supported with details and dialogue. Some details are specific and descriptive.

A Medal The writer has a clear topic and uses details to explain the main idea. Some details are specific and descriptive.

Idea Development

Exemplars for Grade 3 Standard

Exemplars for the Grade 3 Standard are based on where students should be at the end of the year. Exemplars are also provided for between grade level standards.

Between Grade 2 and Grade 3

Title Explanation

Topic is narrowed, focused and shows understanding

Writing transitions between a single main idea and a main focus with supporting ideas or generalizations

The Golden Fish This paper illustrates the transition from a single main idea with supporting details to a longer, more developed paper with a main idea, multiple supporting ideas, and details. It has a story line with a sequence of events. Detail sentences are included for each event. Most details are still general.

A Gift for Ben The writer has a clear main idea with more than one supporting idea (a PSP for Ben; friendship with Ben; Star Wars game) The supporting ideas are somewhat mixed rather than distinct. Most details are general.

Fishing with my Dad

The writer narrows the topic and begins to develop multiple supporting ideas (Beginning the fishing trip; the right lure; the awesome fisherman). Some specific details are included.

Grade 3 Standard

Grade 3 Standard Title Explanation Topic is focused and shows understanding

Uses multiple details to enrich main idea or extend story

Uses interesting, important details for support

Brittany The writer has a clear purpose for the piece and uses multiple ideas to support the main message. Details generally support the multiple ideas and main message.

Animal Day The writer has a clear main focus and uses multiple supporting ideas to develop the main idea. Relevant, specific details are provided for each supporting idea and sustain the main focus.

Crack The writer used multiple ideas to support an imaginative story with a clear main focus. Details are specific and support the story line.

The Adventure The writer supported the main idea with a clear, logical sequence of events. These events provide multiple main ideas to extend the story line. Specific details extend and develop the main ideas.