| EALR
#1: The student writes clearly and effectively. |
| 1.1 Develop concept and design |
- Writes to convey a story or idea.
- Draws illustration to enhance writing.
- Supports main idea with details.
- Organizes ideas and details in logical order.
- Attempts beginning, middle and end.
- Chooses own topic.
|
| 1.2 Use style appropriate to audience and
purpose |
- Communicates individual emotion through words.
- Uses a variety of sentence beginnings.
- Writes with expression.
- Writes simple sentences.
- Experiments with new and/or different word choices.
- Attempts to use descriptive words to create images.
- Uses sentence patterns from literature.
|
| 1.3 Apply writing conventions |
- Writes complete sentences.
- Attempts simple punctuation beyond end punctuation in final draft.
- Uses capital letters to begin sentences and proper nouns in final
draft.
- Spells age-level words correctly in final draft.
- Uses correct manuscript letter formation and legible handwriting.
- Introduce terms and identify parts of
speech; noun, verb, adjective.
|
| EALR #2: The student
writes in a variety of forms for different audiences and purposes. |
| 2.1 Write for different audiences |
- Shows awareness of audience
- teacher
- self
- friends
- family
|
| 2.2 Write for different purposes |
- Writes for different purposes, including:
- to describe
- to tell a story or imagine
- to express oneself and
communicate feelings
- to explain or direct
- to tell about personal
experiences
|
| 2.3 Write in a variety of forms |
- Authors a variety of modes and genres:
- descriptive
- narrative
- poetry
- expository/learning logs
- journals
- friendly notes
|
| 2.4 Write for career applications |
| |
| EALR #3: The student
understands and uses the steps of the writing process. |
| 3.1 Prewrite |
- Brainstorm/discuss (written and oral).
- Observes and uses sensory exploration.
- Draws.
- Uses webs/clusters.
- Uses lists/word bank.
|
| 3.2 Draft |
- Drafts fluently for short periods of time.
- Forms complete phrases and sentences.
- Uses sounds to invent spelling.
- Develops story elements (setting, character, events, solution).
- Attempts beginning, middle, and end.
|
| 3.3 Revise |
- Adds information or words for improved content and style.
- Orally shares and collects input from others.
|
| 3.4 Edit |
- Corrects age appropriate spelling and capitalization.
- Adds missing or necessary words.
- Checks for complete sentences.
- Corrects beginning and ending punctuation and capitalization.
|
| 3.5 Publish |
- Selects publishing option (book, story, poster, etc.).
- Provides a legible final product.
- Uses technology when needed.
|
| EALR #4: The student
analyzes and evaluates the effectiveness of written work. |
| 4.1 Assess own strengths and needs for
improvement |
- Identifies strengths and areas to improve own writing.
- Identifies qualities of effective writing by exploring the works of
other authors.
- Sets goals to improve writing.
|
| 4.2 Seek and offer feedback |
- Shares writing with peers and/or family.
- Accepts and uses feedback when appropriate.
- Responds to the writing of peers by noting strengths and asking
questions.
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