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Standard
1. The student writes clearly and
effectively.
1.1
Develops concept and design
Ideas
and content
*
Develops complex ideas and information coherently
*
Focuses on purpose throughout writing
*
Writes from a specific perspective and develops relevant ideas and
events
*
Creates a bibliography of sources
Organization
*
Controls sequence and transitions in multiple genres
*
Logically develops various forms of writing (e.g., persuasion,
informative)
1.2
Uses style appropriate to the audience and purpose
Voice
*
Controls voice for specific audiences and purposes
*
Conveys a sense of personal involvement in imaginative
writing
Word
choice
*
Selects words for their shades of meaning and impact on style
*
Uses a wide range of words to clearly convey meaning
*
Uses literary devices such as metaphor, simile, and
onomatopoeia
*
Uses abstract and technical terms appropriately in
context
Sentence
fluency
* Maintains stylistic features throughout text
* Sustains appropriate language
* Varies sentence complexity naturally
1.3
Applies writing conventions
* Conventions (see Expected Conventions
by Grade Level)
* Uses accurate punctuation, grammar, capitalization and spelling
(except for effect)
* Uses paragraphs to reinforce organization
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Instructional Strategies
1.1 -
1.3
* Writing workshop approach to meet the needs of various
students
* Students explanations of their choice of graphic organizers used
to narrow or broaden a topic
* Modeling: citation forms for references
* Imitation writing
* Create scoring guides
*
Writing as Learning strategies
*
Modeling: use of specialized vocabulary from source material
*
Posted standards for conventions including use of conventions in
daily writing practice
Assessment
*
Multiple samples of student writing in more than one form (See 9A and
9B
course descriptions)
* Six trait
scoring
* Use
state focused holistic scoring as on WASL
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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 analyzes needs of a chosen audience
* Writes to impact or influence a specific audience, choosing
appropriate tone and/or point of view
2.2 Writes
for different purposes
* Writes for different purposes across the content area
* narrative: to
create, to entertain
* expository: to
inform others, to create, to explain ideas or procedures, to
question, to compare and contrast
* persuasive: to
convince, to request
2.3
Writes in a variety of forms
* Writes in a variety of forms and genres: procedures or
instructions, business letters, research reports, detailed
narratives, persuasive essays, reflective or evaluative articles,
memos, pamphlets, applications
* Varies form, detail, and structure of writing appropriate to a
specific audience and purpose
2.4
Writes for career applications
* Produces technical and non-technical documents for career
audiences
* Understands the importance of various styles in different career
settings
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Instructional
Strategies
2.1 -
2.4
* Read aloud examples of well-written narrative, exposition, and
persuasion
* Discussion: what constitutes "well-written"
*
Discussion: author's purpose and craft
*
Modeling: match of multiple audiences, purposes, and forms
*
Modeling: appropriate forms for purposes especially those used in
the work place and in various careers
Assessment
*
Multiple samples of student writing in more than one form (See 9A and
9B
course descriptions)
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Standard 3. The
student understands and uses the steps of the writing
process.
3.1
Prewrites
* Takes notes and selects and synthesizes relevant information
from a variety of sources to plan and/or organize writing
* Plans
extensively prior to drafting
3.2
Drafts
* Develops ideas and information independently
* Controls ideas and organization while drafting
3.3
Revises
* Uses a revising checklist to improve own writing
* Modifies and restructures writing to enhance
meaning
3.4
Edits
*
Uses many references and technology to edit
*
Edits own writing for punctuation, grammar, spelling, and
capitalization
*
Uses punctuation to enhance meaning
3.5
Publishes
*
Ensures that product meets standards of high quality
*
Produces a legible and effective product
*
Selects and effectively uses different technologies to produce a
finished product
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Instructional
Strategies
3.1
Prewrite
* Students design and use an appropriate graphic for the intended
topic and organization
3.2
Draft
* Students use organizer to do first draft
3.3
Revise
* Peer conferences
*
Teacher conferences
3.4 Edit
* Check known words for spelling
*
References
*
Check writing against established standards for conventions in
daily writing
*
Assist students with editing that is beyond their current knowledge
during writing conferences
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 - Multiple samples of student writing in more
than one form (See 9A and
9B
course descriptions)
* Set and post
standards for conventions in daily writing
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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
*
Crafts standards for evaluating own work
* Can
articulate writing process as a recursive process
*
Reflects on, critically evaluates, and critiques own
writing
4.2
Seeks and offers feedback
*
Seeks feedback from others, evaluates its validity, and applies
when appropriate
* Makes responsible and sensitive responses to others'
writing
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Instructional
Strategies
4.1 -
4.2
* Self-assessment of own work for strengths and weaknesses
* Six trait
scoring
*
State focused holistic scoring
*
Peer discussions
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