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Standard
1. The student writes clearly and effectively
1.1 Develops concept
and design
Ideas and content
* Writes on a variety of
topics and in a variety of genres
* Stays on topic for extended writing
* Elaborates and gives significant details to ideas
* Gathers information from other sources and summarizes or
synthesizes information
* Cites sources when
writing reports or technical documents
Organization\
*
Organizes writing in logical sequence including time, topic and
details, problem and solution, and compare and contrast
* Uses transitional words (and, but, then, also, etc.)
correctly
* Uses introduction and concluding ideas in
writing
1.2 Uses style
appropriate to the audience and purpose
Voice
* Analyzes voice in
others' writing
* Communicates own
perspective and ideas
Word choice
* Uses patterns and
vocabulary from literature and nonfiction
* Uses words appropriate
to the context
* Consistently uses a
wide range of words to convey precise meaning
* Uses figurative
language and imagery
Sentence fluency
* Consistently uses a variety of sentence lengths and types
* Is aware of the rhythm and flow of language
1.3
Applies writing conventions
* Conventions (see Expected Conventions
by Grade Level)
* Conventions (final draft)
* Uses ending punctuation, commas, and quotation marks correctly
in final draft
* Uses appropriate capitals
* Uses accurate grammar including use of pronouns and subject/verb
agreement
* Spells grade-level words correctly
* Writes in paragraphs
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Instructional Support
Materials:
* The Write
Direction
* Quick Word
(optional)
* Spell Well
Instructional Strategies
1.1 - 1.3
* Writing workshop approach
* Discussion: ways to narrow or broaden a topic and when to do
so
* Thinking maps
* Modeling: use of references and citations
* Discussion: different
ways of organizing - beyond topic/subtopic or chronological
* Explicit instruction
on use of transitions within and between paragraphs
* Discussion: student
writing that has voice and why
* Modeling: use of
vocabulary from source material especially in informational
writing
Assessment
* Multiple
samples of student writing in more than one form
*
Six trait
scoring
* Developmental
Stages of Writing
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Standard 2. The student
writes in a variety of forms for different audiences and
purposes.
2.1
Writes for different audiences
* Identifies and writes for a particular audience
2.2
Writes for different purposes
* Writes for real-life purposes
* To respond to teacher prompt
narrative: to imagine, to
describe, to tell about something
expository: to direct, to learn,
to tell about something, to name something
persuasive: to persuade, to
request
2.3
Writes in a variety of forms
* Writes in a variety of forms and genres: summary and
paraphrase, biography, poetry, directions/instructions, business
letter, point-of-view essay
2.4
Writes for career applications
* Identifies documents one writes in a career setting
* Writes carrer-related documents (e.g., memos, letter, reports,
directions, news articles)
* Collaborates with a team to create, revise, edit, and/or
evaluate writing
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Instructional Support
Materials:
* The Write
Direction
Instructional Strategies
2.1 - 2.4
* Read aloud well-written narrative and exposition
* Discussion: author's craft
* Discussion: author's
purpose
* Modeling: different
forms, audiences, and purposes particularly career
possibilities
* Students choose own
topic
Assessment
* Student
samples
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Standard 3. The
student understands and uses the steps of the writing
process.
3.1
Prewrites; generates ideas and gathers information
* Demonstrates a variety of planning strategies including
brainstorming, mapping, graphic organizers, lists
* Uses strategies to organize as well as generate ideas
* Gathers information from a variety of sources
* Demonstrates a variety of planning strategies including
brainstorming, mapping, graphic organizers, lists
3.2
Drafts; elaborates on a topic and supporting
ideas
* Uses planning ideas,
strategies, and own vocabulary to produce a rough draft
* Focuses on development
of details, organization, and voice while
drafting
3.3 Revises; collects
input and enhances text and style
* Rereads writing to
self or others to see if it makes sense
* Uses knowledge of
traits to revise
* Accepts appropriate
suggestions from others
* Adds or changes text
or illustrations to enhance writing
3.4 Edits; uses
resources to correct spelling, punctuation, grammar and usage.
(see Expected
Conventions by Grade Level)
* Uses references to
edit errors
* Adds missing or
necessary words
* Corrects spelling of
grade-level words
* Corrects punctuation,
capitalization, and grammatical errors with
assistance
3.5
Publishes;
* Writes legibly
* Selects appropriate
publishing form such as poster or book
* Uses available
technology when needed
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Instructional Support
Materials:
* The Write
Direction
* Quick Word
(optional)
* Spell
Well
Instructional
Strategies
3.1
Prewrite
* Listing
* Taxonomies
* Thinking maps
3.2
Draft
* Use prewrite for first draft
3.3
Revise
* Revision checklists
* Teacher conferences
* Reread
3.4
Edit
* Peer editing
* Check known words for spelling
* Quick Word as a reference
* Students check paper against established standards for
conventions
* Assist students with editing that is beyond their current
knowledge
3.5
Publish
* Students select and produce an appropriate publication form for
various pieces of writing
* Display work that has been revised and edited OR that has been
labeled as unedited for a reason
Assessment
* Student samples
* Set and post standards for conventions in daily writing; add to
the expectation periodically
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Standard 4. The student
analyzes and evaluates the effectiveness of written
work.
4.1 Assesses own
strengths and need for improvement
* Sees self as a writer
* Assesses progress and
sets writing goals
* Uses established
criteria to reflect on and improve writing
4.2 Seeks and offers
feedback
* Reads and discusses
own writing
* Responds to others'
writing
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Instructional Support
Materials:
* The Write
Direction
Instructional
Strategies
4.1 - 4.2
* Analyze student work
for strengths and weaknesses
* Six trait
scoring
* Peer review of
writing
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