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A. Writing
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A. Writing
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A. Writing
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1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
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1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
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1. Compose texts using the prewriting and drafting strategies of effective writers and speakers
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a. Generate topics based on discussion of common experiences using techniques such as graphic organizers, journal writing, listing, webbing, and discussion of prior experiences
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a. Generate and select topics using techniques such as graphic organizers, journal writing, free writing, listing, webbing, and discussion of prior experiences
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a. Generate, select, and narrow topics, collectively and independently, using graphic organizers, prior writing, and/or prior experiences
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b. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast
- Complete an idea by providing topic, support, and concluding sentences
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b. Plan and organize ideas for writing by using an appropriate organizational structure such as chronological or sequential order, comparison and contrast, cause and effect
- Complete an idea by providing topic, support and concluding sentences
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b. Select and use appropriate organizational structures such as narrative, chronological or sequential order, description, main idea and detail, problem/solution, question/answer, comparison and contrast, cause and effect
- Complete an idea by providing topic, support, and concluding sentences
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2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
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2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
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2. Compose oral, written, and visual presentations that express personal ideas, inform, and persuade
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a. Compose to express personal ideas to develop fluency using a variety of forms such as journals, narratives, letters, reports, and paragraphs
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a. Compose to express personal ideas to develop fluency using a variety of forms suited to topic, audience, and purpose
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a. Compose to express personal ideas by experimenting with a variety of forms and techniques suited to topic, audience, and purpose
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b. Describe in prose and poetry by using sensory details and vivid language with active verbs and colorful adjectives
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b. Describe in prose and poetry by using purposeful imagery and sensory details with active verbs and colorful adjectives
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b. Describe in prose and/or poetic forms to clarify, extend, or elaborate on ideas by using vivid language such as imagery and figurative language
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c. Compose to inform using summary and selection of major points and examples to support a main idea
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c. Compose to inform using a structure with a clear beginning, middle, and end and a selection of major points, examples, and facts to support a main idea
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c. Compose to inform using relevant support and a variety of appropriate organizational structures and signal words within a paragraph
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d. Compose to persuade using significant reasons and relevant support
- Agree or disagree with an idea and generate convincing reasons with relevant support
- Consider effective forms
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d. Compose to persuade using significant reasons and relevant support
- Agree or disagree with an idea and generate convincing reasons with relevant support
- Consider effective forms and word choice
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d. Compose to persuade using significant reasons and relevant support to agree or disagree with an idea
- Take a position and generate convincing reasons to support it
- Consider the effectiveness of form, diction, audience appeal, and organization
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e. Use writing-to-learn strategies such as journals, admit/exit slips, diagrams, drawings, graphic organizers, and "think-aloud's on paper" to connect ideas and thinking about lesson content
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e. Use writing-to-learn strategies such as diagrams, flow charts, freewriting, learning logs, and "think-aloud's on paper" to connect ideas and thinking about lesson content
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e. Use writing-to-learn strategies such as learning logs, dialogue journals, and quickwrites to connect ideas and thinking about lesson content
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f. Manage time and process when writing for a given purpose
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f. Manage time and process when writing for a given purpose
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f. Manage time and process when writing for a given purpose
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3. Compose texts using the revising and editing strategies of effective writers and speakers
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3. Compose texts using the revising and editing strategies of effective writers and speakers
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3. Compose texts using the revising and editing strategies of effective writers and speakers
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a. Revise texts for clarity, completeness, and effectiveness
- Eliminate words and ideas that do not support the main idea
- Clarify meaning by rearranging words within a sentence
- Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
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a. Revise texts for clarity, completeness, and effectiveness
- Eliminate words and ideas that do not support the main idea
- Clarify meaning by adding modifiers and sensory words within a sentence
- Clarify meaning by rearranging sentences within a text for a clear beginning, middle, and end
- Provide sentence variety and length by combining sentences and correcting rambling sentences
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a. Revise texts for clarity, completeness, and effectiveness
- Eliminate words and ideas that do not support the main idea
- Clarify meaning by adding modifiers and sensory words within a sentence
- Clarify meaning by rearranging sentences within a text
- Provide sentence variety and length by combining sentences and correcting rambling sentences
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b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling
- Self edit
- Peer edit
- Dictionary
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b. Use suitable traditional and electronic resources to edit final copies of text for correctness in language usage and conventions such as capitalization, punctuation, and spelling
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
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b. Use suitable traditional and electronic resources to refine presentations and edit texts for effective and appropriate use of language and conventions such as capitalization, punctuation, spelling, and pronunciation
- Self edit
- Peer edit
- Dictionary
- Thesaurus
- Spell checker
- Language handbook
- Grammar checker
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c. Prepare the final product for presentation to an audience
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c. Prepare the final product for presentation to an audience
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c. Prepare the final product for presentation to an audience
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4. Identify how language choices in writing and speaking affect thoughts and feelings
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4. Identify how language choices in writing and speaking affect thoughts and feelings
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4. Identify how language choices in writing and speaking affect thoughts and feelings
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a. Select words appropriate for audience, situation, or purpose
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a. Select words appropriate for audience, situation, or purpose
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a. Select words appropriate for audience, situation, or purpose
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b. Acquire and use new vocabulary
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b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous
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b. Describe how listeners might respond differently to similar words such as nightmare/dream, loud/deafening, cute/gorgeous
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c. Consider the effect of word choices on the audience
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c. Consider the effect of word choices on the audience
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c. Consider how word choices affect the audience
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5. Assess the effectiveness of choice of details, word choice, and use of figurative language in the student's own composing
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5. Assess the effectiveness of choice of details, organizational pattern, word choice, and use of figurative language in the student's own composing
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5. Assess the effectiveness of choice of details, organizational pattern, word choice, syntax, use of figurative language, and rhetorical devices in the student's own composing
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a. Assess the effectiveness of choice of details and words/phrases that extend meaning in student's own composing
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a. Assess the effectiveness of word choice in student's own composing
- Language suitable for a given purpose
- Words/phrases that extend meaning
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a. Assess the effectiveness of word choice that reveals a student's purpose for writing
- Language appropriate for a particular audience
- Language suitable for a given purpose
- Words/phrases/sentences that extend meaning in a given context
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b. Explain how specific words/phrases used by the writer affects reader response
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b. Explain how specific words/phrases used by the writer affects reader response
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b. Explain how specific words/phrases/sentences affect reader/listener response
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c. Examine and use basic transitions such as "and," "but," "or," "first," "second," and "last"
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c. Examine and use spatial transitions such as "near," "far," "on the left," and "in the distance"
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c. Examine and use transitions showing importance and relation such as "because," "additionally," "unless," "although," and "so"
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6. Explain how textual changes in a work clarify meaning or fulfill a purpose
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6. Explain how textual changes in a work clarify meaning, address a particular audience, or fulfill a purpose
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6. Explain how textual changes in a work enhance tone, clarify meaning, address a particular audience, or fulfill a purpose
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a. Revise own text for word choice
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a. Revise own text for word choice
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a. Identify the tone of one's own writing, and revise word choice to modify tone in order to address a given purpose and/or audience
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b. Explain how revisions in word choice affect meaning
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b. Explain how revisions in word choice and syntax affect meaning
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7. Locate, retrieve, and use information from various sources to accomplish a purpose
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7. Locate, retrieve, and use information from various sources to accomplish a purpose
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7. Locate, retrieve, and use information from various sources to accomplish a purpose
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a. Identify and use sources of information on a topic
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a. Identify and use sources of information on a topic
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a. Identify, evaluate, and use sources of information on a self-selected and/or given topic
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b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic
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b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a topic
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b. Use various information retrieval sources (traditional and/or electronic) to obtain information on a self-selected and/or given topic
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c. Use note taking and organizational strategies to record and organize information
- Participate in teacher-directed note-taking and organization of information
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c. Use note taking, organizational strategies, and simple documentation of information to record and organize information
- Participate in teacher-directed note-taking and organization of information
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c. Select appropriate information for note taking and organizing information
- Practice appropriate strategies for organizing information and/or taking notes
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d. Use information to fulfill a given purpose
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d. Use information to fulfill a given purpose
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d. Use information from two or more sources to fulfill a given purpose
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e. Credit sources when paraphrasing and quoting to avoid plagiarism
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e. Credit sources when paraphrasing, summarizing, and quoting to avoid plagiarism
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