| EALR
#1: The student writes clearly and effectively. |
| 1.1 Develop concept and design |
- Writes with a consistent focus or central idea.
- Supports central idea with essential, useful information.
- Writes and sequences paragraphs with effective transitions to
organize text.
- Writes in a variety of genres and forms.
- Demonstrates elaboration through examples, details, and facts.
- Chooses own topic and develops original ideas.
|
| 1.2 Use style appropriate to audience
and purpose |
- Chooses voice appropriate to different genres.
- Chooses language that is precise, engaging and well suited to
the audience, topic and purpose.
- Uses writing in word choice and avoids overused words.
- Uses figurative language and imagery.
- Uses figurative language and imagery such as metaphors,
similes and personification.
- Varies sentence length and structure.
|
| 1.3 Apply writing conventions |
- Uses compound/complex sentences.
- Uses conventional grammar such as subject/verb agreement.
- Uses accurate capitalization and punctuation in final drafts.
- Spells correctly in final drafts.
- Writes legibly.
- Organizes text with a table of contents, title, subtitle,
bullets.
- Indents paragraphs.
|
| EALR #2: The student
writes in a variety of forms for different audiences and purposes. |
| 2.1 Write for different audiences |
- Determines and writes for the needs of different audiences:
- teachers
- self
- friends
- family
- community members
|
| 2.2 Write for different purposes |
- Writes for different purposes, including:
- to describe
- to tell a story
- to explain or give directions, or teach
- to persuade or debate
- to express oneself, communicate feelings, to imagine, questions or create
- to self reflect
- to practice research, logical thinking and synthesize information
- to communicate information
|
| 2.3 Write in a variety of forms |
- Authors a variety of modes and genres:
- descriptive
- narrative
- expository
- persuasive
- poetry
- journal
- reports and essays
- friendly and business letters
|
| 2.4 Write for career applications |
- Writes memos, letters and directions.
- Cites sources when writing reports.
- Grade appropriate
bibliography including Internet.
|
| EALR #3: The student understands and uses the steps of the
writing process. |
| 3.1 Prewrite |
- Uses a variety of prewriting strategies (story mapping, listing,
webbing, free writing, brain storming, etc.).
- Uses resources in schools, libraries, and communities.
- Practices note-taking.
- Gather information from multimedia, periodicals and interviews.
|
| 3.2 Draft |
- Writes fluently using own ideas and elaborates on them.
- Coordinates ideas in writing.
- Develops plot, character and setting in stories.
- Writes clear introduction, body and conclusion.
|
| 3.3 Revise |
- Collects input from others and responds.
- Adds and deletes information and graphics to clarify meaning and
style.
- Adds details to elaborate on ideas.
- Improves organization.
- Applies sentence variety.
- Revises for improved word choice and cohesiveness.
|
| 3.4 Edit |
- Uses applicable reference tools.
- Corrects errors, some independently and others with assistance.
- Corrects spelling, punctuation and capitalization.
- Checks for complete sentences and correct paragraph formation.
- Checks subject/verb agreement, appropriate verb tense,
variety/consistent voice.
|
| 3.5 Publish |
- Selects from a variety of publishing options.
- 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.
- Analyze the works of effective writers to improve writing.
- Establishes own criteria and sets goals for improving writing.
|
| 4.2 Seek and
offer feedback |
- Accepts and uses feedback when appropriate.
- Offers specific feedback on others’ writing regarding:
- organization
- ideas and content
- voice
- word choice
- sentence fluency
- conventions
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