| EALR
#1: The student writes clearly and effectively. |
| 1.1 Develop concept and
design (organization/ideas) |
- Develops one clear main idea.
- Supports main idea with relevant details.
- Writes a complete paragraph
- topic sentence
- supporting details/body
- closing sentence
- Attempts transitions between sentences.
- Organizes text with clear beginning, middle and end.
- Carries through idea to its logical conclusion.
- Chooses own topic.
- Writes in a variety of forms.
|
| 1.2 Use style appropriate to audience and
purpose |
- Communicates individual perspective and ideas.
- Uses a variety of sentence beginnings.
- Writes with expression.
- Uses a variety of sentence lengths and types.
- Writes for specific audience.
- Provides alternative word choice to improve clarity or effect.
- Chooses precise nouns, adjectives, adverbs and verbs.
- Uses sentence/word patterns from literature and non-fiction.
|
| 1.3 Apply writing conventions |
- Writes complete sentences.
- Indicates paragraphs with consistency.
- Uses correct subject-verb agreement.
- Uses accurate capitalization and punctuation in final draft.
- Spells age-level words correctly in final draft.
- Indents paragraph.
- Uses correct cursive formation, and legible handwriting.
- Uses commas correctly (month, year, city, state, greeting and closing
of letter, words in a series).
|
| 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
- teachers
- 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 practice research
strategies, to learn
- to communicate information
|
| 2.3 Write in a variety of forms |
- Authors a variety of modes and
genres:
- descriptive
- narrative
- poetry
- expository
- reports
- friendly and business letters
|
| 2.4 Write for career applications |
- Writes friendly and business
letters.
|
| EALR #3: The student
understands and uses the steps of the writing process. |
| 3.1 Prewrite |
- Brainstorms/discusses.
- Uses webs/clusters.
- Uses arrays/word bank.
- Observes and uses sensory exploration.
- Draws.
- Practices note-taking.
- Creates story map.
- Uses resources in school libraries and community.
|
| 3.2 Draft |
- Drafts fluently with focus on meaning.
- Forms complete sentences and thoughts.
- Develops plot, character and setting in stories.
- Writes clear beginning, middle and end.
|
| 3.3 Revise |
- Adds/deletes information, and/or graphic words to clarify meaning and
style.
- Collects input from others and responds to it.
- Adds details to extend ideas.
- Identifies strengths and areas to improve own writing.
- Improves organization.
- Revises for improved word choice.
|
| 3.4 Edit |
- Uses dictionary as a reference for spelling.
- Corrects errors with assistance.
- Adds missing/necessary words.
- Corrects spelling, punctuation and capitalization.
- Checks for complete sentences and paragraph formation.
|
| 3.5 Publish |
- Selects process to publish.
- Selects publishing options (book, poster, multimedia, etc.).
- Produces 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 |
- Uses criteria to self-reflect and improve writing.
- Analyzes own writing for strengths and weaknesses.
- Identifies qualities of effective writing by exploring the works of
other authors.
- Sets goals for improving writing.
|
| 4.2 Seek and offer feedback |
- Accepts and uses feedback on own writing when appropriate.
- Offers specific feedback on other’s writing.
|
