| EALR #1:
The student writes clearly and effectively. |
| 1.1 Develop concept and design |
- Practices developing focus and central idea in paragraphs and
multi-paragraph papers with sufficient supporting details.
- Introduces concept of thesis statement.
- Writing multi-paragraph papers.
- Practices sequencing; elaborating with details facts and
reasoning; and transitioning.
- Writes analytically, considering purpose, focus, definition,
support with evidence.
|
| 1.2 Use style appropriate to audience
and purpose |
- Selects voice and tone appropriate to the audience and form.
- Uses language appropriate to form and genre and audience.
- Practices incorporating accurate and precise language relevant
to content.
- Uses figurative language and sound patterns (simile, metaphor,
personification, rhythms, etc.).
- Uses words with connotative meanings appropriate to content.
- Writes sentences of varied patterns and lengths.
|
| 1.3 Apply writing conventions |
- Uses compound and complex sentences.
- Employs conventional grammar such as subject/verb agreement
and verb tense agreement.
- Applies capitalization rules.
- Applies punctuation rules (i.e. ellipsis, semi-colons).
- Spells correctly in final drafts.
- Uses division strategies (i.e. paragraphs, bullets, and
textual markers).
- Writes legibly.
|
| 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:
- characters in novels
- editors of newspapers
- business people
|
| 2.2 Write for different purposes |
- Writes
to:
- express him/herself
- inform others
- create
- explain ideas or procedures
- persuade others
- entertain
- debate
- question
|
| 2.3 Write in a variety of forms |
- Uses a variety of modes:
- Narrative
* personal essays
* short, fiction stories
- Descriptive
* paragraphs
* essays
- Expository
* book reports
* research reports
* speeches
* timelines
- Persuasive
* book reviews
* point of view papers
* essays
- Writes in a variety of forms and genres such as:
- Poetry
- Summaries
* SSR
* literature circles
* context
- Journals
- Letters
- Newspapers
- Autobiographies
- Essays
- Children’s Stories
|
| 2.4 Write for career applications |
- Produce particular forms of writing applicable to careers:
- charts and graphs
- posters
- brochures and pamphlets
- reports
- software programs
- directions
- memos
- Cite sources in various forms in reports and technical documents:
- bibliographies
- parenthetical citation
- quotations
- footnotes
|
| EALR #3: The student understands and uses the steps of the
writing process. |
| 3.1 Prewrite |
- Uses a variety of prewriting strategies:
- mapping
- listing
- webbing
- outlining
- freewriting
- brainstorming
- thinking skills graphic organizers
- peer conferencing
- table paper recording
- discussing
- film/film clips viewing
- Uses multiple sources to gather information (i.e. multimedia and
periodicals):
|
| 3.2 Draft |
- Uses available tools and technology such as simple word processors.
- Constructs a clear narrative.
- 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 |
- Rereads, rethinks after time away from the paper.
- Elaborates on initial ideas.
- Adds and deletes information.
- Adds graphics/art to enhance writings.
- confers with others in peer editing groups.
|
| 3.4 Edit |
- Uses applicable reference tools.
- Corrects errors independently.
- Participates in peer editing groups.
- Adjusts word choice and sentence structure.
- Corrects mechanics.
- Corrects grammar.
|
| 3.5 Publish |
- Selects from a variety of publishing options:
- essays, short stories, reports, etc.
- newspapers
- multimedia formats
- displays
- Produces a legible, neat final product.
- Uses different technologies as needed to produce a finished product.
|
| EALR #4: The student analyzes and evaluates the effectiveness of
written work. |
| 4.1 Assess own strengths and needs
for improvement |
- Establishes and applies criteria to improve writing.
- Uses specific 6-trait indicators, analyzes the works of effective
writers to improve own writing:
- student models
- published authors
- style models
- self
- Articulates qualities that make a piece of writing effective.
|
| 4.2 Seek and offer feedback |
- Accepts feedback and edits to revise.
- Offers feedback, with guidance, on writing of others with regard to:
- organization
- ideas
- voice
- word choice
- sentence fluency
- conventions
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