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Writing K–10 Grade Level Expectations: A New Level of Specificity

Washington State’s Essential Academic Learning Requirements

Office of Superintendent of Public Instruction Old Capitol Building, PO Box 47200, Olympia, WA 98504-7200 www.k12.wa.us OSPI Document Number 05-0045

Debbi Hardy Mickey Venn Lahmann Nikki Elliott-Schuman Dr. Terry Bergeson Curriculum Director Assistant Superintendent Writing Assessment Specialist State Superintendent of Public Curriculum and Instruction Curriculum and Instruction Assessment and Research Instruction

Dr. Mary Alice Heuschel Deputy Superintendent Learning and Teaching

To obtain copies of this document, order on-line from the Department of Printing general store: www.prt.wa.gov or call (360) 586-6360. Please refer to OSPI Document Number 05-0045 for quicker service.

This material is available in alternative format upon request. Contact the Resource Center at (888) 595-3276 or TTY (360) 664-3631.

This document may be duplicated and distributed as needed from our website: www.k12.wa.us. Office of Superintendent of Public Instruction – 2005

Final Writing GLEs page 1 Writing Contents

Introduction 2 Education Reform in Washington 2 A New Level of Specificity 3 Writing Processes 6 Alignment for Student Achievement 7 Writing EALRs with Grade Level Expectations 8 Understanding Grade Level Expectations 9 An Overview of Student Writers 10 Accessing the On-line Grade Level Resources 12 Grade Level Expectations (GLEs) 13 EALR 1 14 EALR 2 22 EALR 3 28 EALR 4 44 Glossary 48 Cognitive Demand 52 Bibliography 53 Acknowledgements 54

Final Writing GLEs page 2 Education Reform in Washington

”... provide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives.” Basic Education Act Preamble. 1993

In 1993, Washington established the commitment that all children would achieve at high levels. The purpose of this reform is clearly spelled out in the preamble of the Basic Education Act of 1993: “[P]rovide students with the opportunity to become responsible citizens, to contribute to their own economic well-being and to that of their families and communities, and to enjoy productive and satisfying lives.”

The law established four common learning goals for all Washington students designed to create high-quality academic standards and raise student achievement. The four learning goals provided the foundation for the development of content standards, called Essential Academic Learning Requirements (EALRs), for reading, writing, communication, mathematics, science, social studies, health/fitness, and the arts. Establishing an assessment system to measure progress and an accountability system to monitor progress completes the key components of the Basic Education Act.

Washington State Learning Goals  Read with comprehension, write with skill, and communicate effectively and responsibly in a variety of ways and settings.  Know and apply the core concepts and principles of mathematics; social, physical, and life sciences; civics and history; geography; arts; and health and fitness.  Think analytically, logically, and creatively, and integrate experience and knowledge to form reasoned judgments and solve problems.  Understand the importance of work and how performance, effort, and decisions directly affect future career and educational opportunities.

Washington’s school reform efforts focus on setting clear, high expectations for what students should know and be able to do. The EALRs articulate the state’s expectations and learning standards. The Washington Assessment of Student Learning (WASL) measures whether students have met these standards. Essential Academic Learning Requirements for Writing (2005) EALR 1: The student understands and uses a writing process. EALR 2: The student writes in a variety of forms for different audiences and purposes. EALR 3: The student writes clearly and effectively. EALR 4: The student analyzes and evaluates the effectiveness of written work.

Final Writing GLEs page 3 A New Level of Specificity

In the past decade, educators at every level contributed tremendous effort to bring greater clarity to the Essential Academic Learning Requirements (EALRs). The original Writing EALRs defined benchmarks, or cumulative indicators, for grades 4, 7, and 10. These were written in broad terms to provide flexibility and local control, which meant each district had the responsibility to determine the learning expectations for students in the other grades.

The creation of Grade Level Expectations (GLEs) is a logical next step in providing educators with greater specificity, as well as a response to the Elementary and Secondary Education Act of 2001. This federal legislation, known as the No Child Left Behind Act, calls for each state to adopt challenging academic standards for all students. The new GLEs provide specific learning standards for students in grades K–10, clarifying the skills and strategies that all students need to demonstrate proficiency in each content area.

Just as the EALRs were developed by Washington educators, administrators, parents, and community members, developing the GLEs involved hundreds of participants and countless opportunities for feedback. Drafting teams not only defined what students should know and be able to do at each grade level but also developed descriptions of how students could demonstrate proficiency for each GLE. The resulting Evidence of Learning statements take the specificity of the EALRs to a new level. For example, a fourth grade teacher looking for signs that a student is revising to improve text should expect to see that the student “rereads work several times and has a different focus for each reading (e.g., first reading — adding specific details for support; second reading — substituting words for clarity; third reading — moving text, by combining sentences for variety)” — GLE 1.3.1.

The Office of Superintendent of Public Instruction is committed to helping educators provide high-quality instruction for all Washington students. This document provides all educators, parents, and community members access to essential learning expectations to ensure all students achieve writing success. To that end, teachers can use the GLEs with Evidence of Learning statements as starting points to design instruction and to guide ongoing classroom-based formative and summative assessments.

“Writing and other communication skills are key to students’ future success. These Grade Level Expectations highlight the critical steps our children must take in grades K–10 to communicate effectively, both orally and in writing, in today’s information-rich and multicultural world.” Dr. Terry Bergeson Superintendent of Public Instruction

Final Writing GLEs page 4 Foundational Documents Educators who developed the Writing Grade Level Expectations based their work on the conclusions of many well-respected researchers. Among the researchers and their documents were The National Council of Teachers of English’s NCTE Beliefs About the Teaching of Writing, Lucy Calkins’ The Art of Teaching Writing, Donald Graves’ A Fresh Look at Writing, John Smith and Elley Warwick’s How Children Learn to Write, James Moffett’s Active Voice: A Writing Program Across the Curriculum, Peter Elbow’s “Writing First” in Educational Leadership (October 2004), Nancy Atwell’s In the Middle: New Understanding about Writing, Reading, and Learning, Ken Macrorie’s Searching Writing, J. Richard Gentry’s The Science of Spelling: The Explicit Specifics That Make Great Readers and Writers (and Spellers!), Vickie Spandel’s Creating Young Writers, Arthur Applebee and Judith Langer’s work at the National Research Center on English Learning and Achievement (CELA), and The National Writing Project. For a complete bibliography, please see page 53. Writing for Today and Tomorrow

Writing is essential to a literate society and the catalyst for creating the future. Writing can be an act of discovery, of communication, of joy. It connects us to work, to culture, to society, to existing knowledge, and to the meaning of our lives. Written language provides the means to convey our understanding and knowledge; in fact, it is the tool we use to demonstrate understanding in all areas. Finally, writing is a valuable and marketable lifelong skill. The Reading/Writing Connection

There is a strong link between reading and writing. Although many children learn to read before writing, there also are many who write before reading. “The process of writing helps children comprehend written language and control letters and texts, an understanding that they need for reading” (Elbow, 2004). In the same article, Peter Elbow says “Donald Graves and several others deserve enormous credit for this discovery: Very young children can write before they can read, can write more than they can read, and can write more easily than they can read — because they can write anything they can say” (Calkins, 1983; Graves 1983).

Reading quality literature and nonfiction from multiple cultural perspectives is essential for student writers. What is read (or read aloud) can stimulate ideas as well as help them to understand the language of writing. (Bromley, 2003). Students who build their skills to “analyze and evaluate” their own and others’ writing also can use these skills to “read like writers” (Farnan and Dahl 2003). Ultimately, it is not reading before writing nor writing before reading but an interdependence between the two.

Final Writing GLEs page 5 Culturally Responsive Teaching

Writing, by its nature, encompasses diverse subject matter and builds on the unique characteristics and cultures of each student writer. Accomplished teachers are aware of the unique role that language plays in dealing with cultural diversity, and they capitalize on the richness of language that students bring to their learning and their writing to raise cultural awareness and to enrich the study of language.

Writing teachers infuse their teaching with literature as examples and perspectives representing a broad range of cultures. They teach students to be aware of the cultural diversity of their audiences. Teachers appreciate and build on the diversity and commonalities they find in their classes so that those diverse and common elements become integral parts of their students’ exploration of the world and human experience. (Adapted from the National Board for Professional Teaching Standards — English Language Arts Standards.) Technology

Technology plays an increasingly important role for writers. In a meta-analysis of studies regarding the effect of word processors on student writing, Cook, Goldberg, and Russell found that “students using word processors for writing generally produced longer, higher-quality writing than students using pencil and paper.” Even though the word processor is an important tool, it must be noted that it is only a tool. Adding, moving, and deleting text may be easier; spelling errors may be more readily identified; the actual physical act less laborious; and published copy may be more professional in appearance. However, it is the writer who originates ideas, identifies audiences, determines purpose of form, turns an especially effective phrase, or selects the perfect word. As Steven Johnson points out in his essay Tools for Thought, “The word processor has changed the way we write, but it hasn’t yet changed the way we think.” Therefore, technology is an important tool, a necessary tool in the twenty-first century. The writer, however, remains the creative mind wielding that tool.

National Council of Teachers of English Resolution on Technology (2005) Resolved, that the National Council of Teachers of English

 encourage preservice, inservice, and staff development programs that will focus on new literacies, multimedia composition, and a broadened concept of literacy;  encourage research and develop models of district, school, and classroom policies that would promote multimedia composition;  encourage integrating multimedia composition in English language arts curriculum and teacher education, and in refining related standards at local, state, and national levels; and renew the commitment expressed in the 1983 Resolution on Computers in English and Language Arts to achieve equity of access to the full range of composing technologies

Final Writing GLEs page 6 Writing Processes

Thinking Process Writing is best described as a thinking process that is applied continuously and systematically throughout the development of a written work. The writer draws on an intricate web of his/her cultural background as well as on the social and cognitive skills that take time and effort to acquire.

Recursive Process Writers vary widely in the way they orchestrate their thinking and writing processes and in the kinds of support they need while composing. In general, however, these processes include some or all of the following: prewriting (in which ideas and pertinent information are generated or selected and organized around a topic), drafting (in which the written text takes form), revising (in which the writer’s evaluation of the text, frequently mediated by the responses of others, guides the successive changes to the text), editing (in which the writing is proofread for the conventions of spelling, punctuation, capitalization, and usage), and publication (in which the results of the writer’s efforts are shared with others). There is no prescribed order for this process and (as shown visually on this page) the writer is free to move in any direction or back and forth throughout the process.

Collaborative Process Writing is a social act. Through the process of sharing with peers, students can clarify their thinking about both the content and the process of a particular writing task. Through collaborative groups, students can fine-tune their writing skills. Teachers are intentional in their instruction to help students identify purposes and audiences and tailor their writing accordingly. They help students understand the relationship between audience and purpose and the development of ideas, organization, voice, word choice, sentence structure, and conventions. (Adapted from The National Board for Professional Teaching Practices.)

Writing is not just one process, but many processes working in concert.

Final Writing GLEs page 7 Alignment for Student Achievement

“Without alignment, there can be no fair judgment about how well schools are really doing.” Fenwick English, 2001

To ensure student achievement in writing, it is critical that the curriculum, instruction, and assessment align. The Essential Academic Learning Requirements, including the Grade Level Expectations, provide the foundation for the definition of the curriculum by the school district. Curriculum documents may take a variety of forms: a district curriculum guide or scope and sequence, a course syllabus, or a unit or lesson plan. Instruction refers to the implementation of the defined curriculum. Assessment should take many forms, including diagnostic and classroom-based formative and summative assessments that measure student proficiency of the defined curriculum. Alignment exists when students are assessed on what they have been taught and when what they have been taught aligns with the state standards.

Deep alignment occurs when there is a close match between the curriculum, instruction, and assessment with regard to the content (knowledge, skills, processes, and concepts), context (the conditions of instruction and the tasks in which students are engaged), and cognitive demand (based on Bloom’s Taxonomy) required of the students. When students are assessed on what they have been taught and what they have been taught aligns with the state standards, there is greater achievement.

Final Writing GLEs page 8 Writing EALRs with Grade Level Expectations

Document Organization

The organization of the Grade Level Expectations in this document maps the learning proficiency sequence from kindergarten through 10th grade. Educators can easily see how a learning expectation differs from grade to grade. The map assists in planning instruction for students who are at, below, or above grade level in their learning.

An empty, shaded box in an early grade or grades indicates that proficiency is not yet expected.

EALR 1: The student understands and uses a writing process. Components: 1.1 — Prewrites to generate ideas and plan writing. 1.2 — Produces draft(s). 1.3 — Revises to improve text. 1.4 — Edits text. 1.5 — Publishes text to share with an audience. 1.6 — Adjusts writing process as necessary.

EALR 2: The student writes in a variety of forms for different audiences and purposes. Components: 2.1 — Adapts writing for a variety of audiences. 2.2 — Writes for different purposes. 2.3 — Writes in a variety of forms/genres. 2.4 — Writes for career applications.

EALR 3: The student writes clearly and effectively. Components: 3.1 — Develops ideas and organizes writing. 3.2 — Uses appropriate style. 3.3 — Knows and applies writing conventions appropriate for the grade level.

EALR 4: The student analyzes and evaluates the effectiveness of written work. Components: 4.1 — Analyzes and evaluate others’ and own writing. 4.2 — Sets goals for improvement.

Final Writing GLEs page 9 Understanding Grade Level Expectations.

An Essential Academic Learning Requirement is a broad statement of the learning that applies to grades K–10.

The Component is a K–10 statement that further defines the EALR. There is at least one component for each EALR.

The Grade Level Expectation is a statement of the cognitive demand, using Bloom’s Taxonomy, and the essential content or process to be learned. The statement, specific to one or more grades, defines the Component.

The Evidence of Learning is a bulleted list of student demonstrations that provides educators with common illustrations of the learning. Because the bulleted list is not exhaustive, educators are encouraged to seek additional evidence of student learning. The examples (e.g.) are cross-curricular as often as possible to illustrate how writing is used across disciplines.

EALR 3 – The student writes clearly and effectively. Component 3.1 – Develops ideas and organizes writing. W GLE Grade 3 3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates.  Selects from a wide range of topics (e.g., friendship, volcanoes).  Maintains focus on specific topic.  Provides details and/or support (e.g., examples, descriptions, reasons).  Uses personal experience and observation to support ideas.  Develops characters, setting, and events in narratives.  Selects appropriate title for a piece of writing.

The GLE Numbering System identifies the EALR, the component, and the GLE. For example, in the number 3.1.1 the first number stands for the EALR, the second for the component, the third for the GLE. Note: Grade levels are not referenced in the numbering system.

All components in the GLE writing document are marked with a “W,” which denotes eligibility for being assessed on the WASL. On the writing WASL (which is scored holistically), students complete two essays with different topics, audiences, and purposes.

Final Writing GLEs page 10 An Overview of Student Writers

The Grade Level Expectations (GLEs) describe a connected series of learning competencies necessary for students to become proficient writers. The GLEs define the knowledge and skills that students should gain from kindergarten through the 10th grade. Each teacher is responsible for not only the GLEs for the grade taught but also the grade level GLEs that precede. The continuum below describes the solid foundation students would expect to acquire along the pathway to writing proficiency while learning to monitor their own progress and set goals along the way. Students enter school telling their stories through spoken words and drawings — and graduate as competent, purposeful writers, prepared to write in response to the demands of the 21st century.

Kindergarten In kindergarten, students use pictures and print to convey meaning. They realize that ideas and thoughts are communicated in symbols. Students learn to form letters and show increasing knowledge of letters, sounds, and patterns. They copy signs, labels, names, and words in environmental print. They draft simple sentences, often with the same structure repeated within a piece or used in several pieces. As they choose to write for their own satisfaction, much of their writing will be about themselves, their families, pets, and friends.

Grade 1 In first grade, students are able to develop an idea or item of information beyond one sentence, adding some details of description or explanation. Simple sentences are sequenced with some logical development. Students use some prewriting strategies with support from the teacher. Although phonetic spelling is common, there is a marked increase in the number of words spelled accurately, and students demonstrate an awareness of some spelling patterns. As understanding of revising and editing develops, students reread what they write, and the clarity and accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter formation ensure work is legible.

Grade 2 In second grade, students make significant progress as they move from single-idea and patterned sentences to more detailed and sequential text, often including more than one event or descriptive element. Students demonstrate a considered approach to their writing by planning purposefully and working toward accuracy and effectiveness by making some conscious word choices. Sentence structures are varied within a single piece of writing. Students write in a variety of forms, including nonfiction, while maintaining the basic conventions of writing. Students notice mistakes while rereading and revise by adding details.

Grade 3 In third grade, students are writing longer texts, especially narratives. They embed their ideas in time and place and develop characters through detail and dialogue. Students organize around a central idea and elaborate using complete sentences. Their writing is often divided into sections through paragraphing or book parts (e.g., tables of contents, chapters). Information gathering as part of the planning process is common, and students are becoming more selective about vocabulary, especially when writing informational texts. They listen to others’ writing, offer feedback, and begin to consider suggestions from others about their own writing.

Grade 4 In fourth grade, students write for a range of purposes, including describing, telling a story, and explaining. They are able to produce writing that goes beyond the formulaic. Because they are aware of the interdependence of the topic, audience, purpose, and form, they are able to select and sometimes adapt basic forms to meet specific requirements. Their understanding and use of figurative language introduces imagery to their writing. Informational writing reflects understanding of specific purpose, often requiring gathering and synthesizing information from a number of resources to express and justify an opinion. Students are more aware of the conventions of writing as they reflect on their strengths and weaknesses and strive to improve.

Final Writing GLEs page 11 Grade 5 In fifth grade, students have developed a strong personal voice in their writing. This is demonstrated by the way they sometimes inject humor into their narratives and how they add emphasis or opinion into informational and persuasive writing. Students use precise, specialized vocabulary appropriately in content-area writing. They experiment with sentence length and complex sentence structures and vary leads and endings. Collaborative writing efforts are taken seriously, often with assigned responsibilities and checklists. Scoring guides, often student-initiated, provide criteria for critiquing their own work and that of others. These guides are often detailed, addressing content, organization, style, and conventions.

Grade 6 In sixth grade, students approach writing with purpose and maintain their focus. They use form, content, technique, and conventions flexibly to meet their own purposes or assignment requirements. Competence is evident in skills of paragraphing, summarizing, and synthesizing in exposition, persuasion, and content-area writing, whereas fiction writing reflects an awareness of its role to entertain, explore human relationships, and persuade. Students work toward precision in spelling in all writing and evaluate honestly both their own work and the work of others, making a concerted effort to improve weak traits. Students consider writing to be an important and effective tool for furthering their own learning.

Grade 7 In seventh grade, students present legible, cohesive, and interesting writing in a form, format, and style appropriate for the purpose and audience. Claims and opinions are well-researched and supported with sufficient examples or facts to produce a response from the reader. They address a range of issues within a variety of forms and modes. Language is descriptive, incorporating details and imagery to enhance ideas. Students use complex sentence structures and complex punctuation with increased accuracy. They revise for specific traits and include suggestions from others to improve writing. Students see writing as a means to an end, as well as a worthwhile activity in itself, and enjoy exploring their ideas through writing and graphics.

Grade 8 In eighth grade, students competently write reports and explanations on a range of complex topics, maintaining focus on the theme or issue. The well- researched information is structured effectively in appropriate forms and style for a range of audiences and purposes. Students produce pieces that go beyond formulaic writing. They retrieve, select, organize, synthesize, and evaluate material from a variety of print and electronic resources. They craft a variety of literary texts with confidence. Students are able to manage time to complete a writing task on demand or over several weeks. Students reflect on their own writing and identify strategies to improve the quality of their written work.

Grades 9–10 In ninth and 10th grades, students write independently with confidence and proficiency. They explore, interpret, and reflect on a wide range of experiences, texts, ideas, and opinions. Students choose the most appropriate form of writing to achieve the desired result for the intended audience. As students persevere through complex writing projects, they write sophisticated, complex literary texts and/or organized, fluent, and well-supported nonfiction. Complex forms of punctuation are used accurately and grammar/language is manipulated to enhance writing. Vocabulary is carefully chosen to create vivid mental images or elaborate on ideas. Students maintain a portfolio or collection of their own writing and continue to regard writing as an essential tool to further their own learning in and beyond high school.

Final Writing GLEs page 12 Accessing the On-line Grade Level Resources

Aligned GLE support can be accessed via On-line Grade Level Resources at the Curriculum and Instruction home page on the OSPI website (www.k12.wa.us).

This interactive resource provides the following features.  GLE reports (grade level, grade spans, K–10 GLEs)  Links to the GLE glossary  Aligned instructional support  Integration links to other content areas  Support for classroom-based assessments  Links to WASL strands, learning targets, released items, and annotations  GLE topic search

Final Writing GLEs page 13 EALR 1. The student understands and uses a writing process. Component 1.1 Prewrites to generate ideas and plan writing. W GLE K 1 2 3 4 1.1.1 Uses pictures and talk for Applies at least one strategy for Applies at least one strategy for Applies at least one strategy for Applies more than one strategy thinking about and planning generating ideas and planning generating ideas and planning generating ideas and planning for generating ideas and writing. writing. writing. writing. planning writing.

 Uses drama, visuals, and  Brainstorms, makes lists, and  Talks to generate ideas and  Talks to generate ideas and  Explains the difference between concrete objects (e.g., puppets, sometimes formulates first rehearse writing (e.g., class rehearse writing (e.g., dialogue generating and organizing ideas toys) to plan writing. sentence before writing. brainstorm). with a partner, role playing, and adjusts prewriting  Uses multicultural literature  Talks or draws to generate  Uses visual tools for planning talking into a tape recorder). strategies accordingly (e.g., (fiction and nonfiction) to ideas and rehearse writing (e.g., word web, list, story  Plans intentionally with some brainstorms list for generating stimulate ideas. (e.g., class brainstorm, frame, drawing). detail using visual tools (e.g., ideas and narrowing topic, uses individual drawing).  Uses multicultural literature webs, diagrams, drawings, a graphic organizer for  Uses multicultural literature (fiction and nonfiction) to graphic organizers). organizing ideas, story boards). (fiction and nonfiction) to stimulate ideas.  Gathers information from more  Records information or ideas at stimulate ideas. than one source and takes prewriting and/or drafting notes. stages (e.g., notes, lists, free writing, webs, or graphic organizers).  Gathers information from more than one resource and synthesizes ideas to plan writing (e.g., uses information from the Internet and from books for a report).

NOTE: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing. Component 1.2 Produces draft(s). W GLE K 1 2 3 4 1.2.1 Produces a draft of words, Produces a draft in sentences. Produces a draft of multiple Produces a draft of multiple Produces more than one draft of captions, and/or sentences. sentences or several paragraphs over time. multiple paragraphs. paragraphs over time.  Writes a caption or sentences to  Uses a plan from prewriting to explain a drawing. write a draft.  Uses a plan from prewriting to  Uses a prewriting plan to draft  Uses a prewriting plan to draft  Labels pictures.  Writes a draft that includes write a draft. text. text. more than one sentence.  Works on one draft over one to  Works on one draft on a single  Works on more than one draft three days. topic over several days. on a single topic over several days.

Final Writing GLEs page 14 EALR 1. The student understands and uses a writing process. Component 1.1 Prewrites to generate ideas and plan writing. W GLE 5 6 7 8 9/10 1.1.1 Applies more than one strategy Applies more than one strategy Analyzes and selects effective Analyzes and selects effective Analyzes and selects effective for generating ideas and for generating ideas and strategies for generating ideas strategies for generating ideas strategies for generating ideas planning writing. planning writing. and planning writing. and planning writing. and planning writing.

 Generates ideas prior to  Generates ideas prior to  Generates ideas prior to  Generates ideas prior to  Gathers, analyzes, synthesizes, organizing them and adjusts organizing them and adjusts organizing them and adjusts organizing them and adjusts and organizes information from prewriting strategies prewriting strategies prewriting strategies prewriting strategies a variety of sources (e.g., accordingly (e.g., brainstorms a accordingly (e.g., brainstorms a accordingly (e.g., brainstorms accordingly (e.g., free write, interviews, websites, books, list, selects relevant list, selects relevant list, then creates graphic outline, list, T-chart for field notes). ideas/details to include in piece ideas/details to include in piece organizer – electronically or comparing).  Maintains a log or journal of writing, uses a story board). of writing). handwritten).  Maintains a log or journal (electronic or handwritten) to  Gathers information from a  Maintains a journal or an  Maintains a log or journal to (electronic or handwritten) to collect and explore ideas; range of sources, formulates electronic log to collect and collect and explore ideas; collect and explore ideas; records observations, questions, and uses an explore ideas; records records observations, records observations, dialogues, and/or descriptions organizer (e.g., electronic observations, dialogue, and/or dialogues, and/or descriptions dialogues, and/or descriptions for later use as a basis for graphic organizer, chart) to description for later use as a for later use as a basis for for later use as a basis for informational, persuasive, or analyze and/or synthesize to basis for informational or informational, persuasive, or informational, persuasive, or literary writing. plan writing. literary writing. literary writing. literary writing.  Uses prewriting stage to  Uses a variety of prewriting  Uses a variety of prewriting  Gathers information (e.g., takes generate ideas, determine strategies (e.g., story mapping, strategies (e.g., story mapping, notes) from a variety of sources purpose, analyze audience, listing, webbing, jotting, listing, webbing, jotting, (e.g., Internet, interviews, select form, research outlining, free writing, outlining, free writing, multimedia, books, periodicals) background information, brainstorming). brainstorming). and chooses an organizer to formulate a thesis, and organize  Gathers information from a  Gathers and paraphrases analyze, synthesize, and text. range of resources and uses an information from a variety of evaluate information to plan organizer to analyze, resources (e.g., interviews, writing. synthesize, and/or evaluate multimedia, periodicals) and  Uses prewriting stage to information to plan writing. chooses an organizer to determine purpose, analyze analyze, synthesize, and/or audience, select form, research evaluate information to plan background information, writing. formulate theme (for narrative  Explains purpose and selects writing) or a thesis, and/or effective form at prewriting organize text. stage. NOTE: The reading aloud of well written, language-rich multicultural literature is an ongoing practice throughout all grades. It not only stimulates ideas, but it also provides students with examples of exemplary writing. Component 1.2 Produces draft(s). W GLE 5 6 7 8 9/10 1.2.1 Produces multiple drafts. Produces multiple drafts. Analyzes task and composes Analyzes task and composes Analyzes task and composes multiple drafts when multiple drafts when appropriate. multiple drafts when  Refers to a prewriting plan.  Refers to prewriting plan. appropriate. appropriate.  Drafts by hand and/or  Drafts by hand and/or  Refers to prewriting plan. electronically. electronically.  Refers to prewriting plan.  Drafts according to audience,  Refers to prewriting plan.  Rereads text and continues  Rereads text and continues  Drafts according to audience, purpose, and time.  Drafts according to audience, drafting over time. drafting over time. purpose, and time.  Drafts by hand and/or purpose, and time.  Rereads text, puts it away, and  Rereads text, puts it away,  Drafts by hand and/or electronically.  Drafts by hand and/or returns to it later. and returns to it later. electronically.  Assesses draft and/or feedback, electronically.  Rereads text and decides to decides if multiple drafts are  Assesses draft and/or continue draft or to start a new necessary, and explains feedback, decides if multiple draft. decision. drafts are necessary, and justifies decision.

Final Writing GLEs page 15 EALR 1. The student understands and uses a writing process. Component 1.3 Revises to improve text. W GLE K 1 2 3 4 1.3.1 Understands that writing can be Revises text by adding words Revises text by adding and Revises text by adding, deleting, Revises text by adding, deleting, changed. and/or phrases to draft. deleting words and phrases. substituting, and moving words substituting, and moving text. and phrases.  Reads own work and makes  Finds something that can be  Rereads own writing for  Rereads work several times some revisions in response to improved in own and others’ meaning.  Rereads own writing for meaning and has a different focus for teacher questions or peer writing.  Rereads work several times orally or silently. each reading (e.g., first reading feedback (e.g., “My dog went  Adds details to change drawing and has a different focus for  Rereads work several times and — adding specific details for for a walk” becomes “My and writing to better represent each reading (e.g., first reading has a different focus for each support; second reading — spotted dog went for a long ideas (e.g., adds clothing to — looking for descriptive words reading (e.g., first reading — substituting words for clarity; walk” in response to the change drawing of self). and phrases; second reading checking for repetitious third reading — moving text by teacher’s questions: “What — looking for active verbs). beginnings; second reading — combining sentences for does the dog look like? What looking for specific nouns). variety). kind of walk is it?”).  Participates in peer conferences (e.g., “Trahn, Participates in peer conference  Records feedback using writing  Rereads draft to self, peers,  please read this and help me (e.g., “I improved on ____.” “I group procedure (e.g., specific or adults. see if it makes sense.”). was confused by ____.”). example from text in one  Asks others (e.g., librarian,  Uses adult and peer  Makes decisions about writing column, suggestions in another principal, paraprofessionals, suggestions to clarify and based on feedback. column, and notes in margin). day-care provider, family revise writing.  Makes decisions about writing members) to read and make  Collects additional data and based on feedback. comments.  Recognizes overused words revises. and makes substitutions (e.g.,  Revises content based on new  Recognizes overused words whispered for said). information. and makes substitutions (e.g.,  Uses different methods to yelled for said). delete or move text (e.g., cross out and rewrite or “cut and paste”).  Uses more than one resource to revise (e.g., word wall or bank, writing guide, peer, adult, thesaurus).

Final Writing GLEs page 16 EALR 1. The student understands and uses a writing process. Component 1.3 Revises to improve text. W GLE 5 6 7 8 9/10 1.3.1 Revises text, including changing Revises text including Revises text, including Revises text, including changing Revises text, including words, sentences, paragraphs, changing words, sentences, changing words, sentences, words, sentences, paragraphs, changing words, sentences, and ideas. paragraphs, and ideas. paragraphs, and ideas. and ideas. paragraphs, and ideas.

 Rereads work several times and  Rereads work several times  Uses effective revision tools  Selects and uses effective  Selects and uses effective has a different focus for each and has a different focus for or strategies (e.g., reading revision tools or strategies revision tools or strategies based reading (e.g., first reading — each reading (e.g., first draft out loud, checking based on project (e.g., on project (e.g., referring to adding details for elaboration; reading — adding transitions; sentence beginnings, sentence analysis form, prewriting, checking sentence second reading — deleting second reading — deleting expanding sentences, using revision criteria checklist, “find- beginnings, combining sentences, sentences or phrases to achieve unnecessary details; third an electronic or other and-replace” or “track changes” using “cut and paste” word paragraph unity; third reading — reading — identifying areas thesaurus). functions of word processing processing functions). reorganizing ideas for meaning). where evidence is lacking  Rereads work several times program).  Rereads work several times and  Records feedback using writing and adding relevant and has a different focus for  Rereads work several times has a different focus for each group procedure (e.g., partner information). each reading (e.g., first and has a different focus for reading (e.g., first reading — underlines telling sentences,  Seeks and considers reading — changing words to each reading (e.g., first reading looking for variety of sentence such as “I had fun,” and writer feedback from adults and improve clarity; second — looking for the strength or structure and length; second changes to show detail, “I peers. reading — substituting more effectiveness of an argument reading — checking for clarity and squealed as the roller coaster  Records feedback using effective persuasive language; and organizational structure; specific word choice; third reading sped around a corner.”). writing group procedure (e.g., third reading — adding second reading — considering — checking for layers of  Makes decisions about writing records the first four words of specific examples to support appropriateness for audience elaboration and persuasive based on feedback (e.g., revision each sentence to encourage claim). and purpose; third reading — language). before final draft). variation of sentence  Seeks and considers looking for clarity of persuasive  Decides if revision is warranted.  Uses multiple resources to beginnings). feedback from a variety of language).  Seeks and considers feedback identify needed changes (e.g.,  Evaluates and uses feedback sources (e.g., adults, peers,  Decides if revision is warranted. from a variety of sources (e.g., writing guide, peer, adult, (e.g., “I’ll use the word community members,  Seeks and considers feedback adults, peers, community computer, thesaurus). transformation to improve my response groups). from a variety of sources (e.g., members, response groups). word choice.”).  Records feedback using teachers, peers, community  Records feedback using writing  Uses multiple resources writing group procedure (e.g., members, editors). group procedure (e.g., partner regularly to identify needed partner reads writer’s work  Records feedback using writing reads writer’s work aloud, and changes (e.g., writing guide, aloud, and writer notes group procedure (e.g., partner writer notes possible revision). adult, peer, criteria and/or possible revision). revision).  Evaluates and justifies the choice checklist, thesaurus).  Evaluates feedback and  Evaluates and justifies the to use feedback in revisions (e.g., justifies the choice to use choice to use feedback in “I don’t want to change this feedback (e.g., “I chose to revisions or not (e.g., “I didn’t because …”). change the word things change my second example because my group said it was  Revises typographic devices (e.g., because...”). bullets, numbered lists) to clarify confusing.”).  Revises typographical devices text and to meet requirements of  Uses multiple resources (e.g., bullets, numbered lists) to technical writing forms (e.g., lab regularly to identify needed clarify text and to meet reports, graphs). changes (e.g., writing guide, requirements of technical and checklist, criteria, adult, peer).  Uses multiple resources to content-area writing forms (e.g., improve text (e.g., writing guide, résumé, business letter). assignment criteria, peer, adult,  Uses multiple resources to electronic or other thesaurus). improve text (e.g., writing guide, assignment criteria, Internet grammar guide, peer, thesaurus, dictionary).

Final Writing GLEs page 17 EALR 1. The student understands and uses a writing process. Component 1.4 Edits text. W GLE K 1 2 3 4 1.4.1 Understands that there are Applies understanding of Applies understanding of Applies understanding of editing Applies understanding of conventions of punctuation and editing appropriate for grade editing appropriate for grade appropriate for grade level (see editing appropriate for grade capitalization in writing. level (see 3.3). level (see 3.3). 3.3). level (see 3.3).

 Calls out places where ending  Edits shared text with teacher  Identifies and corrects errors in  Identifies and corrects errors in  Identifies and corrects errors in punctuation and capitalization  guidance. grade level conventions. grade level conventions. grade level conventions. are needed during shared  Reads own work and makes  Uses a simple checklist for  Uses checklist for editing.  Uses more than one resource writing. some changes, especially editing.  Uses references when editing (e.g., dictionary, writing guide,  Works with partner to edit writing punctuation.  Uses spelling lists and a (e.g., word wall, dictionary, spell check, peer, adult). for punctuation and  Uses a simple checklist for personal friend).  Proofreads final draft for errors. capitalization. editing.  dictionary to check accuracy and meaning.

Component 1.5 Publishes text to share with audience. W GLE K 1 2 3 4 1.5.1 Publishes own writing. Publishes own writing. Publishes own writing. Publishes own writing. Publishes in more than one format for specific audiences  Shares published work (e.g.,  Shares writing with others (e.g.,  Reads own work aloud (e.g.,  Publishes work crediting author and purposes. card for family member, author’s chair, bulletin board, family night, writing buddy). and illustrator, sometimes drawing for bulletin board, Young Authors’ Day).  Selects format for publishing including dedication.  Publishes pieces and explains author’s chair, class books).  Illustrates work (e.g., drawings, (e.g., fonts, graphics, photos,  Includes text features (e.g., title, choice of format, graphics, and computer graphics, collages). colors) to enhance writing. headings, information about the illustrations.  Shares writing in self-published  Publishes text in various ways author, illustrations, captions).  Publishes for a wide range of books. (e.g., posts on wall, reads from  Uses a variety of available purposes (e.g., to inform, to tell author’s chair). technology as part of a story) in different forms and  Publishes text with assistance publication (e.g., software formats (e.g., letter, poem). (e.g., class books). program, overhead projector,  Uses a variety of available video). technology as part of publication (e.g., software program, overhead projector, video).

Final Writing GLEs page 18 EALR 1. The student understands and uses a writing process. Component 1.4 Edits text. W GLE 5 6 7 8 9/10 1.4.1 Applies understanding of Applies understanding of Edits for conventions (see 3.3). Edits for conventions (see 3.3). Edits for conventions (see 3.3). editing appropriate for grade editing appropriate for grade level (see 3.3). level (see 3.3).  Identifies and corrects errors in  Identifies and corrects errors in  Identifies and corrects errors in conventions. conventions. conventions.  Identifies and corrects errors in  Identifies and corrects errors in  Uses appropriate references  Uses appropriate references  Uses appropriate references grade level conventions. conventions. and resources (e.g., dictionary, and resources (e.g., dictionary, and resources (e.g., dictionary,  Uses multiple resources  Uses multiple resources writing/style guide, electronic writing/style guide, electronic writing/style guide, electronic regularly (e.g., dictionary, peer, regularly (e.g., dictionary, peer, spelling and grammar check, spelling and grammar check, spelling and grammar check, adult, available technology, adult, available technology, conventions checklist, adult, adult, peer). adult, peer). writing guide). writing/style guide, textbook). peer).  Edits with a critical eye, often  Edits with a critical eye, often  Proofreads final draft for errors.  Proofreads final draft for errors.  Proofreads final draft for errors. using a self-initiated checklist or using a self-initiated checklist or editing guide (e.g., conventions editing guide (e.g., editing or format guidelines). symbols, paper submission  Proofreads final draft for errors. guidelines).  Proofreads final draft for errors.

Component 1.5 Publishes text to share with audience. W GLE 5 6 7 8 9/10 1.5.1 Publishes in more than one Publishes in a format that is Publishes in formats that are Publishes in formats that are Publishes in formats that are format for specific audiences appropriate for specific appropriate for specific appropriate for specific appropriate for specific and purposes. audiences and purposes. audiences and purposes. audiences and purposes. audiences and purposes.

 Publishes using a variety of  Selects from a variety of  Selects from a variety of  Selects from a variety of  Selects from a variety of publishing options (e.g., book, publishing options (e.g., trifold publishing options keeping in publishing options keeping in publishing options keeping in poster). display, brochure, informational mind audience and purpose mind audience and purpose mind audience and purpose  Publishes multipage pieces and posters). (e.g., school newspaper, (e.g., e-portfolio, newsletter, (e.g., website, literary attends to format, graphics,  Publishes using a range of bulletin board, contest). contest, school announcement, magazine, blog, local illustrations, and other text graphics and illustrative  Publishes using a range of yearbook). newspaper). features (e.g., captioned material (e.g., photos, charts, graphics and illustrative  Publishes using a range of  Publishes using a range of photos, maps). graphs, diagrams, maps). material (e.g., photos, charts, graphics and illustrative graphics and illustrative material  Publishes for a wide range of  Publishes material in graphs, tables, diagrams, material (e.g., photos, charts, (e.g., time lines, flow charts, purposes, in different forms and appropriate form (e.g., slide cartoons). graphs, tables, time lines, political cartoons, diagrams). formats. show) and format (e.g., slide  Publishes material in diagrams, cartoons).  Publishes material in  Uses a variety of available layout, color, font, keywords appropriate form (e.g., slide  Publishes material in appropriate form (e.g., films, technology as part of and phrases instead of whole show, brochure, postcard) and appropriate form (e.g., multimedia demonstrations, publication (e.g., slide show, sentences) for visual and format (e.g., colors, font, layout, multimedia presentation) and culminating projects) and format overhead projector, publication dramatic presentations. key words and phrases instead format (e.g., photos, graphs, (e.g., credits in film, font size, software).  Uses different available of sentences) for visual and text features). section breaks in longer technologies to produce a dramatic presentations (e.g.,  Publishes using visual and document). finished product (e.g., word readers’ theater script). dramatic presentations (e.g.,  Publishes using visual and processor, spreadsheets,  Uses different available skits, interviews). dramatic presentations (e.g., multimedia). technologies to produce,  Uses available technological debate, mock election, design, and publish a finished resources to produce, design, monologue). product (e.g., word processor, and publish a professional-  Uses a variety of available photo software, presentation looking final product (e.g., technological resources (e.g., software, publishing software). charts, overheads, word charts, overheads, word processor, photo software, processor, photo software, presentation software, presentation software) to publishing software). produce, design, and publish a professional-looking final product.

Final Writing GLEs page 19 EALR 1. The student understands and uses a writing process. Component 1.6 Adjusts writing process as necessary. W GLE K 1 2 3 4 1.6.1 Applies understanding of the Applies understanding of the recursive nature of writing recursive nature of writing process. process.

 Revises at any stage of  Revises at any stage of process. process.  Edits as needed at any stage.  Edits as needed at any stage. 1.6.2 Uses collaborative skills to Uses collaborative skills to adapt writing process. adapt writing process.

 Contributes to different parts of  Contributes to different parts of the process when writing a writing process when working class book (e.g., class develops on a class newspaper (e.g., ideas together, small group or group plans together; partners partners collaborate to produce prewrite and compose article on each page). classroom computer; individuals illustrate and format; group revises, edits, and publishes). 1.6.3 Uses knowledge of time Uses knowledge of time constraints to adjust writing constraints to adjust writing process. process.  Works on one draft over several  Works on one draft over several days or weeks adjusting work to days or weeks adjusting work to fit the time frame. fit the time frame.  Allots amount of time for each  Allots amount of time for each stage of writing process for on- stage of writing process for on- demand writing. demand writing.

Final Writing GLEs page 20

EALR 1. The student understands and uses a writing process. Component 1.6 Adjusts writing process as necessary. W GLE 5 6 7 8 9/10 1.6.1 Applies understanding of the Applies understanding of the Applies understanding of the Applies understanding of the Applies understanding of the recursive nature of writing recursive nature of writing recursive nature of writing recursive nature of writing recursive nature of writing process. process. process. process. process.

 Revises at any stage of  Revises at any stage of  Revises at any stage of  Revises at any stage of  Revises at any stage of process. process. process. process. process.  Edits as needed at any stage.  Edits as needed at any stage.  Edits as needed at any stage.  Edits as needed at any stage.  Edits as needed at any stage. 1.6.2 Uses collaborative skills to Uses collaborative skills to Uses collaborative skills in Uses collaborative skills to Uses collaborative skills to adapt writing process. adapt writing process. adapting writing process. adapt writing process. adapt writing process.

 Contributes to different parts of  Delegates parts of writing  Delegates parts of writing  Delegates parts of process to  Delegates parts of process to writing process when working process to team members (e.g., process to team members (e.g., team members (e.g., one team team members (e.g., in on a class poetry book (e.g., during prewriting, one team one member may interview; member publishes, one edits, prewriting, one team member individuals draft poem; group member gathers Internet another may collect information and another presents). interviews and one team plans format together; information while another uses from other resources).  Collaborates on drafting, member brainstorms possible individuals submit word the library periodicals).  Collaborates on drafting, revising, and editing. sections). processed poems; team edits;  Collaborates on drafting, revising, and editing.  Collaborates on final layout and  Collaborates on drafting, class publishes). revising, and editing.  Collaborates on final layout and publishing/presenting (e.g., revising, and editing.  Collaborates on final layout and publishing/presenting (e.g., presentation with slideshow).  Collaborates on final layout and publishing/presenting. travel brochure). publishing/presenting (e.g., yearbook, literary magazine). 1.6.3 Uses knowledge of time Uses knowledge of time Uses knowledge of time Uses knowledge of time Uses knowledge of time constraints to adjust writing constraints to adjust writing constraints to adjust writing constraints to adjust writing constraints to adjust writing process. process. process. process. process.

 Works on one draft over several  Writes for both on-demand and  Adjusts the number of drafts to  Adapts time allotted for data  Adapts time allotted for data days or weeks adjusting work to extended writing projects. compensate for time allotted gathering and number of drafts gathering and number of drafts fit the time frame.  Writes to meet a deadline. (e.g., on-demand, in-class for shorter projects. for shorter projects.  Allots amount of time for each  Adjusts the number of drafts to writing or multi-week projects).  Writes to meet a deadline.  Writes to meet a deadline. stage of writing process for on- compensate for time allotted.  Writes to meet a deadline.  Creates a management  Creates a management demand writing.  Adapts amount of time spent  Adapts amount of time spent on timeline/flow chart for multi- timeline/ flow chart for written  Adjusts the number of drafts for prewriting in response to on- prewriting in response to on- week written projects (e.g., projects (e.g., Thirteenth-Year on-demand tasks. demand prompt. demand prompt. portfolios, research papers, I- Plan, exit project, oral histories).  Creates a management  Creates a management timeline Search papers).  Decreases time for prewriting, timeline, flow chart, or action for written projects (e.g.,  Decreases time for prewriting, drafting, revising, and editing plan for written projects (e.g., portfolios, research papers, I- drafting, revising, and editing when working on in-class, on- research paper). Search papers). when writing on-demand, in- demand pieces (e.g., essay  Increases time for prewriting,  Increases time for prewriting, class pieces. exams). drafting, revising, and editing, drafting, revising, and editing  Increases time for prewriting,  Increases time for prewriting, while working for clarity and when working on longer written drafting, revising, and editing drafting, revising, and editing effective presentation. projects. (e.g., portfolios). when working on longer written when working on longer written projects (e.g., research papers, projects (e.g., literary analysis, I-Search papers). research paper).

Final Writing GLEs page 21 EALR 2. The student writes in a variety of forms for different audiences and purposes. Component 2.1 Adapts writing for a variety of audiences. W GLE K 1 2 3 4 2.1.1 Knows that an audience Knows that an audience exists Understands that writing Understands that writing Applies understanding of exists outside of self. outside of self. changes for different audiences. changes for different audiences. multiple and varied audiences to write effectively.  Draws and writes for self,  Writes for self, family, friends,  Writes letters using language  Writes for community (business family, friends, and teacher. and teacher. appropriate to different people) and distant peers (pen  Identifies an intended audience.  Identifies the intended  Identifies the intended audience audiences (e.g., Dear Officer pals).  Writes to a diverse community audience for a picture or for a written piece. Jones vs. Dear Mike).  Demonstrates knowledge of audience (e.g., an informative written piece.  Writes instructions for different specific audiences (e.g., formal newspaper article, a thank you audiences (e.g., telling greeting and closing when letter after a field trip). kindergarteners how to line up, writing to a firefighter).  Identifies and includes telling a substitute teacher how information a diverse audience to take attendance). needs to know (e.g., background information on the topic, definitions for specialized and/or culturally relevant vocabulary) . Component 2.2 Writes for different purposes. W GLE K 1 2 3 4 2.2.1 Demonstrates understanding Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of that writing has different that writing has different different purposes for writing. different purposes for writing. different purposes for writing. purposes. purposes.  Writes to respond to literature in  Identifies purpose of writing  Writes for different purposes  Draws and writes to  Writes to express own ideas some detail (e.g., how I am like a (e.g., to reflect, to request (e.g., to learn, to tell a story, to communicate with others (e.g., scientific observations). character). information). explain, to reflect, to respond to (e.g., notes, cards, books).  Writes to communicate with  Writes to tell stories (e.g.,  Writes for own purposes (e.g., a question, to summarize, to  Draws and writes to retell, others (e.g., notes, cards). personal, “once upon a time” or communicates with friends, analyze informational text and inform, and entertain.  Writes to explain how to do “one day”). reminders to self). data). something (e.g., how to walk  Writes to explain (e.g., effects of  Writes to respond to literature in  Incorporates more than one down the hall at school). tooth brushing on health, how I some detail (e.g., connections to purpose using a form (e.g., a  Writes to retell in some detail found an answer to a self, text, and the world). letter can be used to explain, to and in correct sequence. mathematics problem).  Writes stories (e.g., fictional request, or to persuade).  Writes to inform (e.g., answers narrative).  Includes more than one mode to questions, cultural customs).  Writes to learn (e.g., science within a piece (e.g., descriptive  Writes to entertain (e.g., jokes, notebooks, class notes, or narrative anecdotes within an riddles, funny stories). summaries of nonfiction or explanation to elaborate). literary passages).  Writes to explain (e.g., tells which grade was a favorite and explains why, explains why a bar graph is a better choice than a pie chart to display data, explains why an apple is a better snack than a candy bar).

Final Writing GLEs page 22 EALR 2. The student writes in a variety of forms for different audiences and purposes. Component 2.1 Adapts writing for a variety of audiences. W GLE 5 6 7 8 9/10 2.1.1 Applies understanding of Applies understanding of Applies understanding of Applies understanding of multiple Applies understanding of multiple multiple and varied multiple and varied multiple and varied audiences to and varied audiences to write and varied audiences to write audiences to write audiences to write write effectively. effectively. effectively. effectively. effectively.  Identifies an intended audience.  Identifies an intended audience.  Identifies an intended audience.  Identifies an intended  Identifies an intended  Identifies and includes  Analyzes the audience to meet its  Analyzes the audience to meet its audience. audience. information and uses needs (e.g., uses tone appropriate to needs (e.g., uses tone appropriate  Identifies and includes  Identifies and includes appropriate language for a culture, age, and gender of to culture, age, and gender of information a diverse information audience needs specific audience (e.g., defines audience). audience). audience needs to know to know (e.g., defines technical or content-specific  Respects the cultural backgrounds of  Respects the cultural backgrounds (e.g., explains prior events, scientific terms, makes no terms or jargon). potential audiences (e.g., through of potential audiences (e.g., topic, makes no assumptions assumptions about  Describes audience’s interest word choice, topics). word choice, perspective). about audience’s prior audience’s prior and knowledge of topic to  Describes how a particular audience  Describes how a particular knowledge, such as knowledge). determine emphasis. may interpret a text (e.g., by defining audience may interpret a text defining an ollie in  Identifies audience’s  Anticipates readers’ questions terms, using formal language). (e.g., eliminating biased language skateboarding). interest and knowledge of and writes accordingly.  Anticipates readers’ questions and that might be offensive to the  Anticipates readers’ topic to determine writes accordingly. audience). questions and writes emphasis.  Anticipates and addresses accordingly.  Anticipates readers’ readers’ questions or arguments. questions and writes accordingly. Component 2.2 Writes for different purposes. W GLE 5 6 7 8 9/10 2.2.1 Demonstrates understanding Demonstrates understanding Demonstrates understanding of Demonstrates understanding of Demonstrates understanding of of different purposes for of different purposes for different purposes for writing. different purposes for writing. different purposes for writing. writing. writing.  Writes to pursue a personal  Writes to pursue a personal interest,  Writes to pursue a personal  Writes to analyze  Writes to pursue a personal interest, to explain, to to explain, to persuade, to inform, interest, to explain, to persuade, to informational text or data interest, to explain, or to persuade, to inform, and to and to entertain a specified audience inform, and to entertain a specified (e.g., explains the steps of persuade. entertain for a specified (e.g., writes to persuade community audience (e.g., applies for a job, a scientific investigation).  Writes to analyze audience (e.g., writes to to build a skate park, includes communicates research findings,  Writes to learn (e.g., math informational and literary persuade classmates about a narratives/poetry in portfolio). conveys technical information). learning logs, reflections, texts (e.g., explains the position on required school  Writes for self expression.  Writes for self expression. double-entry logs, results of a character’s uniforms, includes  Writes to analyze informational and  Writes to analyze informational steps/strategies used to actions; explains the steps narratives/poetry in portfolio). literary texts. and literary texts. solve math problems), to in a scientific investigation).  Writes for self expression.  Writes to learn (e.g., KWL Plus;  Writes to learn (e.g., double-entry tell a story, to explain, and  Writes to learn (e.g.,  Writes to analyze informational summary; double-entry journal in journal in math, science; portfolio to persuade. science notebooks, math and literary texts. math, science, social studies). selection defense).  Writes for more than one logs, reading response  Writes to learn (double-entry  Writes for more than one purpose  Writes to examine a variety of purpose using the same journal, reflection and self- journal in math, social studies, using the same form (e.g., a perspectives (e.g., argumentative form (e.g., a letter used to assessment). or science; letter to teacher newspaper article used to persuade, paper on opposing viewpoints explain, to request, or to  Writes for more than one assessing own work; reflection). to entertain, or to inform). concerning medical research and persuade). purpose using the same  Writes for more than one  Includes more than one mode within animal testing).  Includes more than one form (e.g., uses a poem to purpose using the same form a piece to address purpose (e.g.,  Writes for more than one purpose mode within a piece to persuade, to tell a story, or (e.g., a script used to entertain, narrative anecdote to support a using the same form (e.g., a address purpose (e.g., to entertain). to persuade, or to inform). position in expository research memoir that persuades, descriptive details or  Includes more than one  Includes more than one mode paper). entertains, and/or informs). narrative anecdote within mode within a piece to within a piece to address  Writes to examine opposing  Includes more than one mode an explanation). address purpose (e.g., purpose (e.g., narrative perspectives (e.g., an argumentative within a piece to address purpose descriptive details or a anecdote as an introduction to paper examining how white (e.g., narrative anecdote to narrative anecdote used as a persuasive piece of writing). settlement in the Pacific Northwest support a position in an expository an example within an has had both positive and negative research paper). explanation). effects). Final Writing GLEs page 23 EALR 2. The student writes in a variety of forms for different audiences and purposes. Component 2.3 Writes in a variety of forms/genres. W GLE K 1 2 3 4 2.3.1 Understands there is more Understands there is more than Uses a variety of forms/genres. Uses a variety of Uses a variety of forms/genres. than one form/genre of one form/genre of writing. forms/genres. writing.  Explains the relationship between  Selects form/genre to meet  Identifies and uses a variety of form and purpose (e.g., instructions  Selects form to match requirements of task or content  Identifies and uses more new forms/genres. — to explain how to). purpose (e.g., a report to area (e.g., book report or science than one form/genre. Examples:  Maintains a log or portfolio to track explain). report). Examples: ~ notes to others variety of forms/genres used.  Maintains a log or portfolio to  Maintains a log or portfolio to ~ experiential stories ~ scientific observations  Explains why one form is more track variety of forms/genres track variety of forms/genres ~ labels ~ answers to questions appropriate than another. used. used. ~ classroom books ~ patterned poetry  Uses a variety of new forms/genres.  Uses a variety of new  Produces a variety of new ~ cards ~ stories Examples: forms/genres. forms/genres. ~ journals Examples: Examples: ~ fictional stories ~ comics ~ fictional stories (e.g., fantasy, ~ instructions (explains how to) ~ fairy tales realistic) ~ graphs ~ reports ~ procedures (e.g., process for ~ rhymes ~ charts problem solving in math) ~ letters ~ procedures (e.g., science ~ tables experiment) ~ newspaper articles ~ summaries (e.g., story, ~ scientific explanations social studies passage) ~ multiparagraph explanatory ~ directions (to a location) letters ~ free verse ~ song lyrics for an established melody

Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.

Final Writing GLEs page 24 EALR 2. The student writes in a variety of forms for different audiences and purposes. Component 2.3 Writes in a variety of forms/genres. W GLE 5 6 7 8 9/10 2.3.1 Uses a variety of forms/genres. Uses a variety of forms/genres. Uses a variety of forms/genres. Uses a variety of forms/genres. Uses a variety of forms/genres.

 Includes more than one  Includes more than one  Integrates more than one  Integrates more than one  Integrates more than one form/genre in a single piece form/genre in a single piece form/genre in a single piece form/genre in a single piece form/genre in a single piece (e.g., (e.g., a report about salmon (e.g., a report about global (e.g., a research paper about a (e.g., a narrative told using an a persuasive essay written using a that includes a poem, fact box, issues that includes captions local issue that includes caption explanation, a character sketch, first-person anecdote, a poem, a and story). with pictures, charts/graphs, with pictures, charts and a free verse poem, a dialogue, journal entry, research notes, a  Maintains a log or portfolio to and a journal excerpt). graphs, and interviews). a newspaper article, a classroom discussion, and a track variety of forms/genres  Maintains a log or portfolio to  Maintains a log or portfolio to document, and a diary entry). letter). used. track variety of forms/genres track variety of forms/genres  Maintains a log or portfolio to  Maintains a log or portfolio to track  Produces a variety of new used. used. track variety of forms/genres variety of forms/genres used. forms/genres.  Produces a variety of new  Produces a variety of new used.  Produces a variety of new Examples: forms/genres. forms/genres.  Produces a variety of new forms/genres. ~ interviews Examples: Examples: forms/genres. Examples ~ autobiographies ~ persuasive essays ~ oral histories Examples: ~ research papers ~ business letters ~ narrative essays ~ fictional journal entries ~ reflective journals ~ memoirs ~ expository essays ~ biographies ~ film and drama reviews ~ fictional stories (e.g., science ~ mysteries ~ persuasive advertisements ~ literary analyses (e.g., ~ compare/contrast essays fiction) ~ parodies ~ field observation notes explains about character or ~ letters to the editor ~ scripts (e.g., television, ~ monologues ~ book reviews main idea) ~ brochures movie, radio) ~ documentaries ~ rhyming couplets ~ research reports ~ web pages ~ essays/speeches (e.g., ~ cover letters ~ raps ~ business letters ~ ballads cause/effect, problem/solution) ~ satires ~ lab reports ~ application forms ~ essays (e.g., extended literary ~ quatrains ~ minutes analyses) ~ debates ~ editorials ~ scientific reports ~ proposals ~ zines ~ résumés ~ narrative poems ~ blogs

Note: Forms are suggestions only. The list is not exhaustive nor are any forms repeated in later grades after being introduced. However, all students may continue to use appropriate forms/genres throughout all grades regardless of where a form is listed in the Grade Level Expectations.

Final Writing GLEs page 25 EALR 2. The student writes in a variety of forms for different audiences and purposes. Component 2.4 Writes for career applications. W GLE K 1 2 3 4 2.4.1 Knows important personal Knows important personal Knows important personal Produces documents used in a Produces documents used in a information. information. information. career setting. career setting.

 Writes own name.  Writes first and last names and  Writes personal address and  Fills out forms (e.g., library card  Collaborates with a partner on a contact address. phone messages. application, contest entry, writing project (e.g., newspaper survey). article).  Writes invitations (e.g., party,  Writes in forms associated with family night, open house). specific tasks or careers (e.g., letters, directions to house, charts or tables within a report).

Final Writing GLEs page 26 EALR 2. The student writes in a variety of forms for different audiences and purposes. Component 2.4 Writes for career applications. W GLE 5 6 7 8 9/10 2.4.1 Produces documents used in a Produces documents used in a Produces documents used in a Produces documents used in a Produces documents used in a career setting. career setting. career setting. career setting. career setting.

 Collaborates with peers on  Collaborates with peers on  Collaborates with peers on  Collaborates with peers on  Collaborates with peers on writing projects (e.g., social long-term writing projects (e.g., long-term team writing projects long-term team writing projects long-term team writing projects studies reports, science lab class newspaper). (e.g., yearbook, literary (e.g., scientific investigation). (e.g., research paper for an exit reports).  Writes in forms associated with magazine).  Produces technical and project).  Writes in forms associated with specific tasks or careers (e.g.,  Writes in forms associated with nontechnical documents for  Writes technical and specific tasks or careers (e.g., application for student body specific tasks or careers (e.g., career audiences (e.g., letters, nontechnical documents for fund-raising receipts, student office, presentation software as class office résumé, persuasive applications, lab reports), taking career audiences (e.g., council applications, data a visual aid). letter requesting school funds). into consideration technical proposal, résumé, abstract), collection forms).  Selects and synthesizes  Selects and synthesizes formats (e.g., fonts, layout, style taking into consideration information from technical and information from technical guides). technical formats (e.g., bullets, job-related documents for documents for inclusion in  Selects and synthesizes numbering, subheadings, blank inclusion in writing (e.g., report writing (e.g., report that information from technical and space). that includes data/information includes data/information career documents for inclusion  Selects and synthesizes derived from charts or graphs). derived from charts or graphs). in writing (e.g., lab report that information from technical and includes data recorded on career documents for inclusion graphs). in writing (e.g., High School and Beyond Plan that includes information summarized from on-line vocational source or other informational text).  Understands the importance of using a standard reference style consistently when writing reports or technical documents (e.g., MLA, APA, Turabian).

Final Writing GLEs page 27 EALR 3. The student writes clearly and effectively. Component 3.1 Develops ideas and organizes writing. W GLE K 1 2 3 4 3.1.1 Analyzes ideas, selects Analyzes ideas, selects topic, Analyzes ideas, selects topic, Analyzes ideas, selects topic, Analyzes ideas, selects a narrow topic, and adds detail. adds detail, and elaborates. adds detail, and elaborates. adds detail, and elaborates. topic, and elaborates using specific details and/or examples.  Draws and labels pictures.  Develops ideas for topics orally  Develops list of specific topics  Selects from a wide range of  Dictates ideas that match and visually (e.g., discusses, for writing (e.g., playing with a topics (e.g., friendship,  Narrows topic (e.g., from general pictures to a scribe when draws, and/or writes to develop pet or friend). volcanoes). topic, such as “pets,” to specific necessary. ideas).  Selects from a list of specific  Maintains focus on specific topic. topic, such as “My dog is  Uses words and pictures to  Develops and chooses from a topics for writing.  Provides details and/or support smart.”). express ideas. list of general topics for writing  Maintains focus on a specific (e.g., examples, descriptions,  Selects details relevant to the  Uses multicultural picture (e.g., pets, friends, favorite topic (e.g., writes and draws in a reasons). topic to elaborate (e.g., adds books as models to places). science journal about scientific  Uses personal experience and detail to each main point using generate ideas.  Elaborates on ideas using observations such as the life observation to support ideas. more than one sentence; uses descriptive words and phrases cycle of a plant or animal).  Develops characters, setting, specific words and phrases, (e.g., My yellow striped cat  Includes supporting information and events in narratives. reasons, anecdotes, facts, jumped on my bed.). (e.g., adjectives, explanatory  Selects appropriate title for a descriptions, and examples).  Selects title for a piece of writing. sentences, examples, and piece of writing.  Uses personal experiences, personal experiences). observations, and/or research to  Selects appropriate title for a support opinions and ideas (e.g., piece of writing. collects, organizes, and uses data to support conclusions in math, science, or social studies).  Develops character, setting, and events within plot when writing a narrative.

Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.

Final Writing GLEs page 28 EALR 3. The student writes clearly and effectively. Component 3.1 Develops ideas and organizes writing. W GLE 5 6 7 8 9/10 3.1.1 Analyzes ideas, selects a Analyzes ideas, selects a Analyzes ideas, selects a Analyzes ideas, selects a Analyzes ideas, selects a narrow topic, and elaborates manageable topic, and manageable topic, and manageable topic, and manageable topic, and elaborates using specific details and/or elaborates using specific, elaborates using specific, elaborates using specific, using specific, relevant details examples. relevant details and/or examples. relevant details and/or examples. relevant details and/or examples. and/or examples.

 Narrows topic with  Narrows topic with controlling  Presents a central idea, theme,  Presents a central idea, theme,  Presents a manageable thesis controlling idea (e.g., from idea (e.g., thesis statement or and manageable thesis while and manageable thesis while while maintaining a consistent general topic, such as sentence that states the maintaining a consistent focus maintaining a consistent focus focus in an individualized and baseball, to specific topic, narrowed topic — “The ancient (e.g., narrows the topic, uses an (e.g., “Commercials influence purposeful manner (e.g., such as “The Mariners are Romans contributed to essential question to guide the spending habits of “Obtaining a driver’s license my favorite baseball technology in many ways.”). research and maintain focus). teenagers.”). should not be tied to grades in team.”).  Selects details relevant to the  Selects specific details relevant  Selects specific details relevant school.”).  Selects details relevant to topic to extend ideas and to the topic to extend ideas and to the topic to extend ideas or  Selects specific details relevant the topic to extend ideas develop elaboration (e.g., develop elaboration (e.g., develop elaboration (e.g., to the topic to extend ideas or and develop elaboration multiple examples, anecdotes, multiple examples, statistics, quotations, data, reasons, develop elaboration (e.g., (e.g., specific words and statistics). anecdotes, reasons). multiple examples that build on quotations, data, reasons, phrases, reasons,  Uses personal experiences,  Uses personal experiences, each other). multiple examples that build on anecdotes, facts, observations, and research to observations, and/or research to  Uses personal experiences, each other). descriptions, examples). support opinions and ideas (e.g., support opinions and ideas (e.g., observations, and/or research to  Uses personal experiences,  Uses personal experiences, data relevant to the topic to relevant data to support support opinions and ideas (e.g., observations, and/or research observations, and research support conclusions in conclusions in math, science, relevant data to support from a variety of sources to to support opinions and mathematics, science, social social studies; personal conclusions in math, science, support opinions and ideas (e.g., ideas (e.g., data relevant to studies, and literature; knowledge of an illness to social studies; appropriate relevant data to support the topic to support appropriate anecdotes to explain persuade the audience that anecdotes to explain or conclusions in math, science, conclusions in math, or persuade). water pollution is dangerous). persuade; information social studies; appropriate science, or social studies;  Varies method of developing  Varies method of developing synthesized from a variety of researched information to appropriate anecdotes to character (e.g., how the character (e.g., how the sources to support an explain or persuade; contrasting explain or persuade). character looks, talks, acts, and character acts, talks, thinks, and argument). points of view to support a  Varies method of thinks) and setting (e.g., looks), setting (e.g., through the  Develops convincing characters hypothesis or argument). developing character (e.g., develops setting as character character’s point of view), and (e.g., using details of thoughts,  Integrates the elements of dialogue) and setting (e.g., changes location) in narratives. plot in narratives. actions, appearance, and character, setting, and plot to through the eyes of a speech) and convincing settings create a convincing fictional character) in narratives.. (e.g., through the character’s world. point of view or described during action) within a range of plots (e.g., suspense, flashback) in narratives.

Note: Well written, language-rich text as models should include a multicultural perspective and be read aloud to students throughout all grade levels.

Final Writing GLEs page 29 EALR 3. The student writes clearly and effectively. Component 3.1 Develops ideas and organizes writing. W GLE K 1 2 3 4 3.1.2 Understands that writing is Organizes multiple sentences on Organizes multiple sentences on Organizes writing with a Organizes writing using a logical organized around one topic. one topic showing beginning, one topic showing beginning, beginning, middle, and ending. organizational structure. middle, and ending. middle, and ending.  Writes in a logically organized  Organizes ideas on one  Organizes ideas into logical progression of unified topic orally.  Uses simple conjunctions as  Groups related ideas, chunks of information (e.g., paragraphs.  Writes a story in pictures transitions (e.g., then, now, and). sometimes in paragraphs. paragraphs, tables, verses in  Constructs a recognizable and in words following a  Writes to follow the organization  Uses transitions frequently (e.g., poetry). introduction and conclusion. pattern from literature (e.g., of a mentor text (e.g., It Looked next, first, after).  Writes a variety of beginnings  Uses a variety of transitional Grandfather’s Journey by Like Spilt Milk by Charles Shaw  Organizes narrative and endings (e.g., begins with Allen Say or The Hungry words and phrases to make or Tops and Bottoms by Janet an amazing fact or background Caterpillar by Eric Carle). chronologically and sequentially. connections between and within Stevens).  Organizes procedural writing information; ends with something paragraphs. sequentially. new to think about or a ~ chronological (e.g., next, after)  Organizes informational writing cliffhanger). ~ spatial (e.g., over, under, next using categories.  Uses transitions to connect to) episodes, descriptions, ~ ordinal (e.g., first, second, explanations, or facts (e.g., third) afterward, later on, in addition,  Structures plot in narratives also). using problem-solution-outcome.  Organizes narratives with an  Describes procedures evident problem and solution. sequentially (e.g., steps in  Describes procedures problem solving in mathematics). sequentially (e.g., steps in a  Organizes explanations (e.g., scientific experiment). describes fitness activity and  Organizes expository writing then explains why it is a favorite) logically (e.g., grouped by and comparisons logically (e.g., category; hypothesis and results; writes a point-by-point reasons and details/ examples). comparison, such as about housing, agriculture, or clothing of the cultures of coastal and plateau Native Americans).  Structures poetry (e.g., syllabic patterns, rhyme scheme).

Final Writing GLEs page 30 EALR 3. The student writes clearly and effectively. Component 3.1 Develops ideas and organizes writing. W GLE 5 6 7 8 9/10 3.1.2 Uses an effective organizational Uses an effective organizational Analyzes and selects an effective Analyzes and selects effective Analyzes and selects effective structure. structure. organizational structure. organizational structures. organizational structures.

 Writes in a logically organized  Writes unified, cohesive  Writes unified, cohesive  Writes unified, cohesive  Writes unified, cohesive progression of unified paragraphs (e.g., topic sentence paragraphs (e.g., supporting paragraphs (e.g., inverted paragraphs (e.g., repetition of paragraphs. with logically presented details; examples in order of pyramid: broad topic, narrowing key terms; parallel structure).  Develops an interesting spatial order; chronological importance, paragraph topic focus, specific details).  Selects from a variety of opening introduction in expository order). connected by transitions).  Develops a compelling strategies and composes an writing (e.g., leads with the five  Constructs an introduction using  Composes an engaging introduction (e.g., startling engaging introduction (e.g., W’s, an interesting fact). varying approaches (e.g., introduction (e.g., meaningful statement, setting/description, vivid, detailed description;  Develops an effective ending question, statistics/interesting rhetorical question, interesting quotation). historical/cultural background; that goes beyond a repetition of facts, brief history). facts, relevant anecdote).  Composes an effective ending/ contrasting situation). the introduction (e.g., summary,  Constructs an ending/conclusion  Composes an ending/conclusion conclusion that is more than a  Selects from a variety of ending/ prediction). that goes beyond a repetition of that is more than a repetition of repetition of the introduction conclusion strategies and  Varies leads and endings in the introduction (e.g., a the introduction (e.g., a re- (e.g., response to a “so what” composes an effective narratives. summary, an interesting fact, connection to reader, a call for question, connection to bigger conclusion that is more than a  Sequences ideas and uses echo from the beginning of the action, a statement of picture). repetition of the introduction transitional words and phrases piece). significance).  Uses transitional words and (e.g., prediction, anecdote, to link events, reasons, facts,  Varies leads, endings, and types  Uses transitions to show phrases between paragraphs to question). and opinions within and of conflicts in narratives. relationships among ideas (e.g., show logical relationships  Uses transitional words and between paragraphs (e.g.,  Sequences ideas and uses if … then, cause/effect, either … among ideas (e.g., moreover phrases between paragraphs to order of importance — least, transitions to link events, or, meanwhile). … , because of this issue … , signal emphasis or show logical most). reasons, facts, and opinions  Uses effective organizational equally important … , as relationships among ideas (e.g.,  Organizes clearly: (e.g., degree transitions, such as patterns as determined by opposed to … ). in fact … , consequently … , as ~ comparisons (e.g., point-by- most important and least purpose:  Selects and uses effective a result … , on the other point) important, within and between ~ explanations (e.g., cause and organizational patterns as hand …). ~ explanations (e.g., save most paragraphs). effect) determined by purpose:  Determines effective sequence important point for last)  Organizes clearly: ~ comparisons (e.g., point-by- ~ explanations (e.g., process between and within paragraphs ~ persuasion (e.g., if-then) ~ explanations (e.g., cause and point, similarities and then description) by using transitions to ~ narratives (e.g., problem- effect, point-by-point differences) ~ comparison (e.g., all emphasize points in an solution-outcome) comparisons) ~ persuasion (e.g., least to most similarities grouped together and argument or show logical ~ persuasion (e.g., least to most all differences grouped together) connections (e.g., inasmuch as important arguments) important arguments) … , possibly … , therefore … ). ~ narratives (e.g., flashback) ~ narratives (e.g., flashback, ~ persuasion (e.g., vary  Selects and uses effective ~ poetry (e.g., stanzas/chorus) cliffhanger ending) sequence of arguments) organizational patterns as ~ poetry (e.g., stanzas/chorus, ~ narrative (e.g., problem- determined by purpose: repetition, rhythm, rhyme solution-outcome) ~ varied placement of thesis for scheme, line breaks)  Emphasizes key ideas through effect appropriate use of text features ~ persuasion using comparisons (e.g., headings, charts, (e.g., all similarities grouped diagrams, graphs, bullets). together and all differences grouped together) ~ explanations (e.g., scientific report pattern: introduction with hypothesis, materials and methods, data, conclusions) ~ narrative (e.g., story within a story)  Emphasizes key ideas through appropriate use of text features (e.g., headings, diagrams, graphs, bullets, blank space).

Final Writing GLEs page 31 EALR 3. The student writes clearly and effectively. Component 3.2 Uses appropriate style. W GLE K 1 2 3 4 3.2.1 Understands concept of personal Understands concept of personal Writes with voice. Writes with voice. Understands that different voice. voice. audiences and purposes  Uses word choice to show  Uses word choice to show affect writer’s voice.  Uses detail and color in  Uses detail and color in emotion and interest. emotion and interest. drawings (e.g., larger shapes for drawings.  Uses “book language” (e.g.,  Uses “book language” (e.g., fairy  Adjusts voice for different more important elements).  Uses exclamation points (e.g., I mimics the voice of a character tale language — “once upon a audiences (e.g., letter to  Listens for and discusses voice love pizza!). in a book). time” or “in a faraway land”). principal vs. letter to best in multicultural read-alouds.  Uses size and shape of word for  Demonstrates commitment to friend). emphasis (e.g., WOW, scary). topic (e.g., sustains writing,  Adjusts voice for different  Discusses voice of author in elaborates, shows knowledge of purposes (e.g., a scientific read-alouds (e.g., “Bill Martin, topic). explanation vs. a narrative). Jr., sounds like he’s singing.”).  Writes in own voice in personal narrative (e.g., “spinach makes me gag”).  Writes in authentic voice in expository writing, i.e., the writing sounds real as opposed to stilted.

Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.

3.2.2 Uses a variety of words. Uses a variety of words. Uses a variety of words. Uses language appropriate for a Uses language appropriate specific audience and purpose. for a specific audience and  Builds a rich vocabulary through  Builds a rich vocabulary through  Builds a rich vocabulary through purpose. talking, listening, and language listening, talking, signing, listening, talking, writing, and  Selects specific words (e.g., activities. writing, and language activities. language activities. hollered vs. said) and  Uses precise words (e.g.,  Uses words from environmental  Uses descriptive words (e.g.,  Uses descriptive words (e.g., specialized vocabulary (e.g., vivid verbs — screeched, print (e.g., stop signs, cereal color words, sensory words, size color words, sensory words, size transparent vs. clear). hovered, absorbed; boxes, logos). words). words).  Selects interesting and specific nouns — granite,  Uses classroom resources (e.g.,  Uses classroom resources (e.g.,  Uses classroom resources (e.g., effective words from various longhouse, cedar). word walls, name charts, labels, personal dictionaries, word personal dictionaries, word sources (e.g., multicultural  Uses specialized other student/teacher-generated walls, other student/teacher- walls, other student/teacher- literature, television, vocabulary in informational resources). generated resources). generated resources). environmental print, cultural writing (e.g., tessellate, background). parallelogram, butte,  Uses literary devices (e.g., carbohydrate). onomatopoeia, alliteration).  Uses literary and sound devices (e.g., similes, personification, alliteration).

Final Writing GLEs page 32 EALR 3. The student writes clearly and effectively. Component 3.2 Uses appropriate style. W GLE 5 6 7 8 9/10 3.2.1 Applies understanding Applies understanding that different Applies understanding that Applies understanding that Analyzes audience and that different audiences audiences and purposes affect different audiences and different audiences and purposes and uses appropriate and purposes affect writer’s voice. purposes affect writer’s voice. purposes affect writer’s voice. voice. writer’s voice.  Writes with a clearly defined voice  Writes with a clearly defined  Writes with a clearly defined  Writes with a clearly defined  Writes with a clearly appropriate to audience. voice appropriate to audience. voice appropriate to audience. voice appropriate to audience. defined voice appropriate  Writes in appropriate and consistent  Writes in appropriate and  Writes in an individual, informed  Writes in an individual, to audience (e.g., informal voice in narrative, informational, and consistent voice in narrative, voice in expository, technical, knowledgeable, and consistent versus formal voice). persuasive writing (e.g., informal vs. informational, and persuasive and persuasive writing. voice in expository, technical,  Writes in appropriate and formal voice). writing (e.g., humorous,  Writes from more than one and persuasive writing. consistent voice in  Writes expository text using either informal, and knowledgeable point of view or perspective  Selects appropriate point of narrative, informational, first or third person. voice). (e.g., cultural perspective for a view for technical writing and/or and persuasive writing  Supports a position in persuasive text  Writes from more than one character’s viewpoint in history specific content areas (e.g., (e.g., a “how to” paper vs. from first-person or third-person point point of view or perspective or literature, first person for I- third-person point of view for a persuasive piece). of view (e.g., I think vanilla ice cream (e.g., cultural perspective for a Search papers, third person for science lab write-ups, first is the best; According to an expert, character’s viewpoint in history mathematical communication, person for field journals, second vanilla ice cream is the best.). or literature, third person for first or third person for person for how-to technical  Writes in a character’s voice (e.g., scientific reports, first or third persuasive writing). manuals). retells a story using the point of view person for persuasive writing). and voice of a character in the story; explains a historic event in the voice of a participant in that event). Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.

3.2.2 Uses language appropriate Analyzes and selects language Analyzes and selects language Analyzes and selects language Analyzes and selects language for a specific audience and appropriate for specific audiences appropriate for specific appropriate for specific appropriate for specific purpose. and purposes. audiences and purposes. audiences and purposes. audiences and purposes.

 Uses precise language  Selects and uses precise and  Selects and uses precise  Selects and uses precise  Selects and uses precise (e.g., powerful verbs, specialized language in content language to persuade or inform. language to persuade or inform. language to persuade or inform. specific descriptors). writing (e.g., hypothesis in both  Selects and uses precise  Selects and uses precise  Selects and uses precise  Uses formal, informal, science and social studies, hydration language in poetic and language in poetic and language in poetic and narrative and specialized language in health and fitness). narrative writing. narrative writing. writing. (e.g., photosynthesis,  Selects and uses persuasive  Uses the vernacular  Uses the vernacular  Uses the vernacular ratio, expedition) techniques (e.g., testimonials, appropriately. appropriately. appropriately. appropriate for audience bandwagon).  Selects and uses specialized  Selects and uses specialized  Selects and uses specialized and purpose.  Selects and uses literary devices vocabulary relevant to specific vocabulary relevant to a vocabulary relevant to a specific  Uses literary and sound (e.g., simile, metaphor, and content area (e.g., hypotenuse, specific content area (e.g., content area (e.g., plate devices (e.g., similes, personification). quadratic, radius). meteorologist, climatology). tectonics, mitosis, personification, rhythm).  Selects and uses poetic devices (e.g.,  Uses persuasive techniques  Selects and uses persuasive photosynthesis).  Selects words for effect. repetition, rhythm, rhyme schemes). (e.g., direct audience appeal, techniques (e.g., powerful and  Selects and uses literary  Searches for alternatives to rhetorical questions). emotional imagery). devices deliberately (e.g., commonly used words, particularly in  Uses literary devices (e.g.,  Selects and uses literary extended metaphor, symbols, persuasive writing and poetry. simile, metaphor, devices (e.g., metaphor, analogies). personification). symbols, analogies).  Selects and uses sound  Uses poetic devices (e.g.,  Selects and uses sound devices deliberately in prose repetition, rhythm, rhyme devices in prose and poetry and poetry (e.g., assonance, schemes). (e.g., two-syllable rhyme, consonance). repetition, rhythm, rhyme  Considers connotation and schemes). denotation, including cultural  Considers connotation and connotation, when selecting denotation when selecting words (police officer vs. cop, works (plump vs. fat, shack vs. bias vs. prejudice). house).

Final Writing GLEs page 33 EALR 3. The student writes clearly and effectively. Component 3.2 Uses appropriate style. W GLE K 1 2 3 4 3.2.3 Understands sentence fluency. Understands sentence fluency. Uses more than one sentence Uses more than one sentence Uses a variety of sentences. type and structure. type and structure.  Listens to and discusses  Participates in shared  Writes a variety of sentence different sentence structures in reading/writing of poems,  Writes a variety of sentence  Writes a variety of sentence beginnings (e.g., starts with an read-alouds (e.g., “Do you songs, chants, and prose. beginnings (e.g., starts with a beginnings (e.g., starts with an introductory adverb clause: “If notice that some sentences are  Uses simple and some prepositional phrase: “After adverb: “Quickly, the snake you want to see an ant up short and some are long?”). compound sentences. recess, we will start our writing slithered away.”). close, you should use a  Participates in shared workshop.”).  Writes a variety of sentence magnifying glass.”). reading/writing of poems,  Writes a variety of sentence lengths.  Writes a variety of sentence songs, chants, and prose. structures (e.g., “My best friend  Writes a variety of sentence lengths. sat by me at lunch. We talked structures (e.g., “I went outside.  Writes a variety of sentence as we ate our burritos.”). The streets were muddy after structures (e.g., “My dog enjoys  Writes a variety of sentence the storm ended.”). music and howls when we listen types (e.g., declarative,  Writes a variety of sentence to certain songs. It makes me imperative, exclamatory, types (e.g., declarative, laugh. After his song is over, I interrogative). imperative, exclamatory, give him a treat.”).  Writes poetry with patterns. interrogative).  Writes song lyrics with a  Writes free verse poems with specific rhythm. repeated sentence beginnings. Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels. Component 3.3 Knows and applies appropriate grade-level writing conventions. W GLE K 1 2 3 4 3.3.1 Understands and applies Understands and applies Uses legible handwriting. Uses legible handwriting. Uses legible handwriting. directionality and spacing of spacing and directionality; letters. writes legibly.  Maintains consistent size,  Maintains consistency in  Maintains consistency in spacing, and formation in printing or cursive handwriting printing or cursive handwriting  Writes uppercase and  Writes uppercase and handwriting, especially in (e.g., size, spacing, formation, (e.g., size, spacing, formation, lowercase letters. lowercase letters. published work. uppercase and lowercase). uppercase and lowercase).  Writes letters reasonably close  Uses spaces between words to one another. and sentences.  Writes left to right and top to  Writes from left to right and top bottom. to bottom.

Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.

Final Writing GLEs page 34 EALR 3. The student writes clearly and effectively. Component 3.2 Uses appropriate style. W GLE 5 6 7 8 9/10 3.2.3 Uses a variety of sentences. Uses a variety of sentences. Uses a variety of sentences. Uses a variety of sentences Uses a variety of sentences consistent with audience, consistent with audience,  Writes a variety of sentence  Writes a variety of sentence  Writes a variety of sentence purpose, and form. purpose, and form. lengths. lengths. lengths for effect (e.g., “Up in  Writes a variety of sentence  Writes a variety of sentence her bedroom, behind her closed  Writes a variety of sentence  Writes a variety of sentence beginnings (e.g., starts with a structures (e.g., uses phrases door, the girl stamped her foot structures and lengths to create structures and lengths to create participial phrase: “Laughing and clauses: “In the beginning, I in rage, wishing she could go to a cadence appropriate for a cadence appropriate for loudly, they walked down the liked ice cream. That summer, the picnic. Grounded!”). audience, purpose, and form. diverse audiences, purposes, hall.”). after working at the store, I  Writes a variety of sentence  Writes a variety of sentence and forms.  Writes a variety of sentence didn’t want to eat ice cream structures (e.g., uses appositive structures (e.g., inverts  Writes a variety of sentence structures (e.g., “Tran, busy again.”). phrases: “The 7th grade sentence to draw attention to structures (e.g., absolutes to with his homework, didn’t hear  Uses rhythm and cadence in teacher, the busiest woman on the point being made in an add detail and elaborate: the telephone at first. Although sentences and lines to the staff, still had time for all of essay: “Down the stream swam “Fingers gripping the table, the he wanted to keep working, influence meaning in prose and her students.”). the salmon fingerlings.”). student waited for the results.”). Tran took the call. He kept it poetry (e.g., “The drums / beat  Uses a variety of line lengths  Uses a variety of line lengths  Writes short sentences and short.”). on and on and on.”). and structures in poetry for and rhythms for effect in phrases in technical writing.  Writes with a rhythm pattern. effect (e.g., dialogue and ABCB narrative poems.  Uses a variety of sentence rhyme scheme for a ballad). structures (e.g., line breaks, stanzas, pattern, repetition) to purposefully shape a poem. Note: Read-alouds should include a multicultural perspective and be continued throughout all grade levels.

Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE 5 6 7 8 9/10 3.3.1 Uses legible handwriting. Uses legible handwriting. Uses legible handwriting. Uses legible handwriting. Uses legible handwriting.

 Maintains consistency in  Produces readable printing or  Produces readable printing or  Produces readable printing or  Produces readable printing or printing or cursive handwriting cursive handwriting (e.g., size, cursive handwriting (e.g., size, cursive handwriting (e.g., size, cursive handwriting (e.g., size, (e.g., size, spacing, formation, spacing, formation, uppercase spacing, formation, uppercase spacing, formation, uppercase spacing, formation, uppercase uppercase and lowercase). and lowercase). and lowercase). and lowercase). and lowercase).

Note: In the Grade Level Expectations 3.3.1 through 3.3.8, skills generally are not repeated and build each year on preceding years’ skills. Because these skills are learned and practiced as writing becomes more sophisticated, attention should be paid to skills in more than one year.

Final Writing GLEs page 35 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level . W GLE K 1 2 3 4 3.3.2 Uses phonemes and letter Spells phonetically using some Spells words appropriate for the Spells words appropriate for the Spells words appropriate for the knowledge in phonetic spelling. conventional spelling. grade level accurately, with grade level accurately. grade level accurately. challenging words spelled  Uses spelling rules and  Spells some high-frequency phonetically.  Uses spelling rules and  Uses spelling rules and patterns patterns from kindergarten. one- to three-letter words (e.g., patterns from previous grades. from previous grades.  Spells first-grade high- I, me, cat).  Uses spelling rules and  Spells high-frequency words  Spells high-frequency words frequency words correctly (e.g.,  Uses beginning and ending patterns from previous grades. (e.g., because, there, their). correctly (e.g., people, water). the, of, was, they). sounds to write words.  Spells high-frequency words  Uses phonetic spelling for  Recognizes and uses grade  Includes beginning, middle, and  Understands that the sequence correctly (e.g., said, where, challenging words. level appropriate spelling ending sounds in phonetic of letters in a word matches the why, when).  Recognizes and uses grade patterns. spelling. sequence of sounds.  Uses phonetic approximations level appropriate spelling Examples:  Writes using grade level  Uses classroom resources for challenging words (e.g., patterns. ~ Affixes (e.g., -en, -in, -on, -an appropriate spelling patterns. (e.g., word walls) to find and cuzin for cousin). Examples: at end of words) Examples: check known words.  Recognizes and uses grade ~ Unusual vowel patterns (e.g., ~ Rules such as -ge after long ~ Onset and rime (e.g., bat, cat, level appropriate spelling aw, ou, oy) vowel, -dge after short vowel fat; man, fan, can) patterns. ~ Affixes (e.g., un-, pre-, -ed) (e.g., rage and edge) ~ Short vowel patterns (e.g, Examples: ~ Plurals rules (e.g., cat to cats,  Self-corrects spelling errors. hat, pet, sip, mop, cut) ~ Digraphs (e.g., nt, ng) glass to glasses, carry to  Develops a personal spelling ~ Blends (e.g., st, tr, dr, br) ~ CVVC words (e.g., nail, bean, carries) list. ~ Digraphs (e.g., sh, th, ch) main) ~ Double consonant rules (e.g., ~ Long vowel silent e (e.g.,  Uses resources to find correct ~ Two-syllable high-frequency bunny, hopping, hotter, hottest) make, like) spelling for words identified as words (e.g., funny, mother,  Recognizes words that may be misspelled (e.g., electronic  Uses classroom resources happy) misspelled and makes spellers, dictionaries, personal (e.g., word walls, word banks,  Indicates words that may be corrections. dictionaries). word charts, peers). misspelled.  Uses resources to find correct  Uses spelling resources (e.g., spelling for words identified as word walls, student dictionaries, misspelled (e.g., word walls, high-frequency word charts, student dictionaries, peers). peers).

3.3.3 Applies capitalization rules. Applies capitalization rules. Applies capitalization rules. Applies capitalization rules. Applies capitalization rules.

 Capitalizes first letter in first and  Uses capitalization rules from  Uses capitalization rules from  Uses capitalization rules from  Uses capitalization rules from last name. kindergarten. previous grades. previous grades. previous grades.  Capitalizes pronoun “I.”  Capitalizes first word in a  Capitalizes local geographic  Capitalizes person’s title (e.g.,  Capitalizes important words in a  Identifies capital letters during sentence. names (e.g., Yakima). President Smith vs. the title of a book or article (e.g., shared reading and writing.  Capitalizes days of the week  Capitalizes first word in greeting president). Martin’s Big Words: The Life of and months of the year. and closing of a letter.  Capitalizes first word inside Dr. Martin Luther King, Jr.).  Capitalizes names of people. quotation marks.  Capitalizes abbreviations  Capitalizes all proper nouns. correctly (e.g., Calif. or CA, Mr., Dr.).  Uses resources to correct capitalization.

Final Writing GLEs page 36 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE 5 6 7 8 9/10 3.3.2 Spells words appropriate for Spells accurately in final Spells accurately in final draft. Spells accurately in final draft. Spells accurately in final draft. the grade level accurately. draft.  Uses spelling rules and  Uses spelling rules and patterns  Uses spelling rules and patterns  Uses spelling rules and  Uses spelling rules and patterns from previous grades. from previous grades. from previous grades. patterns from previous patterns from previous  Uses multiple strategies to  Uses multiple strategies to spell.  Uses multiple strategies to spell. grades. grades. spell. Examples: Examples:  Spells high-frequency  Uses multiple strategies to Examples: ~ homophones (e.g., capital and ~ homophones (e.g., council and words correctly. spell. ~ homophones (e.g., principle capitol) counsel, stationary and  Uses multiple strategies to Examples: and principal) ~ affixes (e.g., dis-, ir-, -ist -ism) stationery) spell. ~ visual patterns (e.g.,  ~ affixes (e.g., re-, post-, -ous, ~ Greek and Latin roots (e.g., ~ affixes (e.g., -cian, -ness) Examples: tough/enough/rough, -ology) circus, spiral, vision) ~ roots (e.g., anthropology, ~ Visual patterns (e.g., -ion right/night) ~ Greek and Latin roots (e.g., ~ words from other languages philosophy) endings) ~ homophones (e.g., read telephone, chronologic, (e.g., arena, buffet, souffle, lariat) ~ foreign spellings (e.g., alumna/ ~ Sound patterns (e.g., and reed) distract, persist) ~ frequently misspelled words alumnae/alumnus, easily confused endings ~ affixes (e.g., in-, im-, ~ frequently misspelled words (e.g., accommodation, cemetery, medium/media, datum/data) -able / -ible, -ant /-ent) -spect, -fer) (e.g., occasion, receive) ~ words from other languages ~ Affixes (e.g., pre-, in-, ~ roots (e.g., biology, recommendation, sincerely)  Uses resources to correct own (e.g., bourgeois, kindergarten, un-, -ed, -ing, -graph) telegraph)  Uses resources to correct own spelling. espresso, boutique, coyote) ~ Rules (e.g., “i” before “e”  Uses resources to correct spelling. ~ frequently misspelled words rule) own spelling. (e.g., perceive, congratulations,  Self-corrects spelling errors. success)  Develops a personal  Uses resources to correct own spelling list. spelling.  Uses resources to find correct spelling for words identified as misspelled. 3.3.3 Applies capitalization rules. Applies capitalization rules. Applies capitalization rules. Applies capitalization rules. Applies capitalization rules.

 Uses capitalization rules  Uses capitalization rules  Uses capitalization rules from  Uses capitalization rules from  Uses capitalization rules from from previous grades. from previous grades. previous grades. previous grades. previous grades.  Capitalizes brand names  Capitalizes languages,  Uses capitals correctly in an  Capitalizes the title of a specific  Uses resources to check (e.g., Nike). races, nationalities, and outline or list. course (e.g., History 9A as capitalization.  Capitalizes geographic religions correctly.  Uses consistent capitalization opposed to history). regions (e.g., the West).  Uses resources to correct when formatting technical  Uses resources to check  Uses resources to correct capitalization. documents. capitalization. capitalization.  Uses resources to check capitalization.

Final Writing GLEs page 37 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE K 1 2 3 4 3.3.4 Understands use of end Applies punctuation rules. Applies punctuation rules. Applies punctuation rules. Applies punctuation rules. marks in writing.  Uses end marks correctly  Uses punctuation rules from  Uses punctuation rules from  Uses punctuation rules from  Observes and discusses (e.g., periods, question first grade. previous grades. previous grades. use of ending punctuation marks, exclamation points).  Uses comma after greeting and  Uses period after an abbreviation  Uses comma to set off titles or in shared writing. closing of friendly letter. or initial (e.g., Dr. Georgia Scott, initials (e.g., Dr. Smith, M.D.).  Uses some quotation marks in M.D.).  Uses comma in complete dialogue.  Uses comma between the day of address (e.g., 12345 67th Ave.,  Uses colon when writing time the month and the year (e.g., Spokane, WA). (e.g., 12:30). March 2, 2000).  Uses comma after an  Uses apostrophes correctly in  Uses comma between city and introductory phrase (e.g., After contractions (e.g., don’t). state (e.g., Seattle, Washington). the scary movie, she wished she  Uses commas in a series (e.g., had read the book.) or clause She bought red socks, white (e.g., After she went to the shoes, and a blue dress. OR She movie, she wanted to read the bought red socks, white shoes book.). and a blue dress.).  Uses italics, underlining, or  Uses comma in compound quotation marks for titles. sentences.  Uses colon after greeting in a  Uses commas in numbers business letter. greater than four digits (e.g.,  Uses hyphen between syllables 10,000). at line breaks.  Uses quotation marks in dialogue.  Uses apostrophe in possessive nouns (e.g., the dog’s house, the dogs’ houses).

Final Writing GLEs page 38 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE 5 6 7 8 9/10 3.3.4 Applies punctuation rules. Applies punctuation rules. Applies punctuation rules. Applies punctuation rules. Applies punctuation rules.

 Uses punctuation rules from  Uses punctuation rules from  Uses punctuation rules from  Uses punctuation rules from  Uses punctuation rules from previous grades. previous grades. previous grades. previous grades. previous grades.  Uses periods in  Uses commas in  Uses commas to separate an  Uses commas to enclose titles  Uses commas to set off abbreviations (e.g., pg., ft.). appositives (e.g., Bob, the interrupter (e.g., The teacher, (e.g., Mohammed Abdul, M.D., is nonrestrictive clauses (e.g., The  Uses commas to set off dog, was fun.). however, was not impressed.). a pediatrician.). gym, which was built last year, is interjections (e.g., Okay, if  Uses commas to set off  Uses semicolons to separate  Uses commas for emphasis or used every day.). you say so.) or explanatory direct address (e.g., “Mom, groups that contain commas clarity (e.g., What the cook does,  Uses brackets around an phrases (e.g., They stood may I go to the movies?”). (e.g., The Seahawks traveled to does affect the meal.). editorial correction or to set off together, away from the pile  Uses apostrophe to show Washington, D.C.; New York,  Places commas and periods added words. of stones in the corner, and quotation within a quotation NY; and Oakland, CA.). inside quotation marks.  Uses the em dash (—) to their voices were quiet.). in dialogue (e.g., He said,  Uses the hyphen to prevent  Uses apostrophes to form plurals indicate emphasis or a sudden  Uses comma after date or “Mom said, ‘Clean your confusion (e.g., re-elect). of letters or numbers (e.g., Know break, to set off an introductory address within text (e.g., room.’ “).  Uses bullets in technical writing your ABC’s.). series, or to show interrupted June 1, 1993, was an  Uses parentheses correctly when applicable.  Uses apostrophes in possessive speech. important day in my life.). (e.g., “A hypothesis  Uses resources to check compound nouns (e.g., the  Use appropriate punctuation  Uses quotation marks in (prediction) is a critical punctuation. mother-in-law’s birthday). when writing in other languages dialogue correctly (e.g., component of a scientific  Uses a colon between title and (e.g., René). “How’s it going?” the boy investigation.”). subtitle (e.g., Write Source 2000:  Uses resources to check asked.).  Uses a semi-colon between A Guide to Thinking, Writing and punctuation.  Uses hyphen in numbers two independent clauses Learning). (e.g., twenty-three). connected by a conjunctive  Uses diagonal slash (/) correctly:  Uses hyphen to join adverb (e.g., I studied late ~ in a fraction numbers (e.g., pages 1-3, into the night; consequently, ~ to show choice The Mariners won, 17-6.). I passed the test.).  Uses resources to check  Uses ellipsis ( . . . )  Uses resources to check punctuation. correctly: punctuation. ~ to show omitted words ~ to show a pause  Uses semicolon correctly between two independent clauses.  Uses resources to check punctuation.

Final Writing GLEs page 39 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE K 1 2 3 4 3.3.5 Applies usage rules. Applies usage rules. Applies usage rules. Applies usage rules. Applies usage rules.

 Uses pronouns as  Explains and uses pronouns  Applies usage rules from first  Applies usage rules from  Applies usage rules from substitutes for nouns orally. as substitutes for nouns. grade. previous grades. previous grades.  Uses correct singular and  Uses singular and plural  Maintains subject/verb  Uses would have instead of  Uses single/plural agreement plural nouns orally. nouns correctly (e.g., tooth agreement. would of. between nouns and modifiers and teeth, boy and boys).  Maintains consistent tense,  Uses correct pronoun as subject (e.g., one child and two children). especially past tense. (e.g., I vs. me).  Uses correct placement of  Uses standard verb forms in  Uses consistent verb tense. pronouns. past tense or past participle  Uses future tense correctly, Correct examples: (e.g., He went home. We were especially in dialogue. ~ Juanita and I went to the store. going home.).  Does not use double negatives. ~ She gave candy to Juanita and  Uses possessive pronouns  Uses appropriate homonym me. (e.g., its, theirs). (e.g., it’s vs. its, your vs. you’re, Incorrect examples:  Uses subject pronouns (e.g., their vs. there vs. they’re, to vs. ~ Me and Juanita went to the she vs. her). two vs. too). store.  Uses contractions correctly ~ She gave candy to me and (e.g., won’t, can’t, I’m). Juanita. ~ She gave the candy to Juanita and I.  Uses among (more than two) vs. between (two).  Uses conjunctions logically (e.g., I like dogs, but I am allergic to them.).  Uses prepositions correctly (e.g., in the past, from one to another).  Uses collective nouns (e.g., cache, herd).

Final Writing GLEs page 40 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE 5 6 7 8 9/10 3.3.5 Applies usage rules. Applies usage rules. Applies usage rules. Applies usage rules, Applies usage rules.  Applies usage rules from  Applies usage rules from previous  Applies usage rules from  Applies usage rules from  Applies usage rules from previous previous grades. grades. previous grades. previous grades. grades.  Uses adverbs vs. adjectives  Identifies and corrects past  Uses subject vs. object  Shows agreement of  Avoids dangling modifiers (e.g., correctly. grammar and usage issues. pronouns correctly (e.g., I pronoun and its referent “After I stood in line for hours, I ~ correct: He ran well in the race. vs. me). (e.g., A person needs his or  Uses fewer vs. less correctly. discovered the tickets were sold ~ incorrect : He ran good in the Uses parallel construction when  Uses resources to check her own space.).  out.” Incorrect: “After standing in race. usage.  Maintains consistent listing infinitive phrases. line for hours, the tickets were  Uses comparative and person. ~ parallel: Jamillah likes to hike, sold out.” The second sentence superlative adjectives correctly. swim, and ride a bicycle.  Uses parallel construction makes it appear that the tickets ~ correct: The ruby is harder than ~ not parallel: Jamillah likes to when listing verbs were in line.). the emerald. The diamond is the hike, to swim, and rides a bicycle. particularly in informational  Uses who vs. whom correctly. hardest gem. Uses resources to check usage. and technical writing.   Uses that vs. which and that vs. ~ incorrect: The diamond is more ~ parallel: A scientist who correctly. harder than that ruby. observes, hypothesizes, Uses either … or and neither …  Uses parallel construction of  and analyzes. nor correctly. elements in a list. ~ not parallel: A scientist ~ parallel: The lunchroom was  Uses many commonly confused observes, hypothesized, immaculate: napkins in their words correctly (e.g., accept vs. and analyzed. holders, pop bottles in the recycle except or can vs. may).  Uses resources to check container, and trays in place for  Uses active voice except when usage. the next day. passive voice is appropriate (e.g., ~ not parallel: The lunchroom active voice: “They saw it.” vs. was immaculate: napkins were passive voice: “It was seen by put away, pop bottles in the them.”). recycle bins, and neatly stacked  Uses parallel construction in trays. clauses.  Uses resources to check usage. ~ parallel: The coach told the players they should get plenty of sleep, they should eat well, and they should do some warm-up exercises. ~ not parallel: The coach told the players they should get plenty of sleep, that they should eat well, and to do some warm up exercises. Uses resources to check usage.

Final Writing GLEs page 41 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE K 1 2 3 4 3.3.6 Uses complete sentences in Uses complete sentences in Uses complete sentences in Uses complete sentences in writing. writing. writing. writing.

 Does not use “run-together”  Does not use comma splices sentences (e.g., They went to (e.g., They went to the store, the store they bought they bought groceries.). groceries.).  Does not use sentence fragments (e.g., Going into town.). 3.3.7 Understands paragraph Applies paragraph conventions. Applies paragraph conventions. conventions.  Uses paragraph conventions  Uses paragraph conventions (e.g., designated by indentation  Explains that paragraphs begin (e.g., designated by indentation or block format, skipping lines with indentation or skipped or block format, skipping lines between paragraphs). lines. between paragraphs).

3.3.8 Applies conventional forms for Applies conventional forms for citations. citations.

 Cites sources (e.g., lists titles  Cites sources (e.g., lists titles and authors). and authors alphabetically).

Final Writing GLEs page 42 EALR 3. The student writes clearly and effectively. Component 3.3 Knows and applies writing conventions appropriate for the grade level. W GLE 5 6 7 8 9/10 3.3.6 Uses complete sentences in Uses complete sentences in Uses complete sentences in Uses complete sentences in Uses complete sentences in writing. writing. writing. writing. writing.

 May use fragments in dialogue  May use fragments in dialogue  May use fragments in dialogue  May use fragments in dialogue  May use fragments in dialogue as appropriate. as appropriate. as appropriate. as appropriate. as appropriate.

3.3.7 Applies paragraph conventions. Applies paragraph conventions. Applies paragraph conventions. Applies paragraph conventions. Applies paragraph conventions.

 Uses paragraph conventions  Uses paragraph conventions  Uses paragraph conventions  Uses paragraph conventions  Uses paragraph conventions (e.g., designated by indentation (e.g., designated by indentation (e.g., designated by indentation (e.g., designated by indentation (e.g., designated by indentation or block format, skipping lines or block format, skipping lines or block format, skipping lines or block format, skipping lines or block format, skipping lines between paragraphs). between paragraphs). between paragraphs). between paragraphs). between paragraphs).  Uses new paragraphs to  Provides detailed labeling,  Uses stanzas and other textual  Uses textual markers (e.g.,  Uses textual markers (e.g., change speakers in dialogue. captions, headings, and markers (e.g., table of contents, rows, columns, tables). page numbers, footnotes, subheadings when appropriate. title and subtitle, bullets). space for pictures).

3.3.8 Applies conventional forms for Applies conventional forms for Applies conventional forms for Applies conventional forms for Applies conventional forms for citations. citations. citations. citations. citations.

 Cites sources in research using  Cites sources according to  Cites sources according to  Cites sources according to  Cites sources according to a bibliographic format prescribed format. prescribed format. prescribed format (e.g., MLA, prescribed format (e.g., MLA, APA). APA, Turabian).

Final Writing GLEs page 43 EALR 4. The student analyzes and evaluates the effectiveness of written work. Component 4.1 Analyzes and evaluates others’ and own writing. W GLE K 1 2 3 4 4.1.1 Understands criteria are Understands criteria are used Understands criteria are used to Analyzes and evaluates writing Analyzes and evaluates writing used to select a preferred to select a preferred piece of select a preferred piece of using established criteria. using established criteria. piece of writing. writing. writing.  Identifies professional authors’  Identifies professional authors’  Discusses preferred stories  Identifies criteria for why  Identifies criteria for why styles and techniques (e.g., use styles and techniques (e.g., word and authors (e.g., student stories and authors are stories/authors are preferred of details, word choice, voice). choice, introductions, endings, authors, adult authors) and preferred (e.g., characters (e.g., description, word choice).  Critiques a peer’s writing and points of view). gives reasons for and plots). supports the opinion using  Critiques a peer’s writing and preferences (e.g., colorful established criteria (e.g., content, supports the opinion using illustrations, rhymes). organization, style, conventions). established criteria (e.g., content, organization, style, conventions).

4.1.2 Uses specific criteria for Uses specific criteria for Uses specific criteria for Analyzes and evaluates own Analyzes and evaluates own analyzing own writing. analyzing own writing. analyzing own writing. writing using established criteria. writing using established criteria.

 Participates in developing  Participates in developing  Identifies specific strengths in  Identifies specific strength in  Explains strengths and classroom criteria (e.g., classroom criteria or writing (e.g., ideas, writing (e.g., sentence weaknesses of own writing using “Does it make sense?”). checklist (e.g., color words, organization, word choice). beginnings, spelling). criteria (e.g., WASL rubric and descriptive details, action  Compares own writing to  Explains strengths and anchor papers, checklists, 6-trait words). anchor papers, checklist, or weaknesses of own writing using scoring guides).  Compares own writing to rubric. criteria (e.g., WASL rubric and  Selects written work for a checklist. anchor papers, checklists, portfolio and justifies the decision scoring guides). with criteria.  Chooses written work for a  Provides evidence that goals portfolio (e.g., selects best piece have been met (e.g., “This piece from each grading period) and demonstrates how well I now justifies the decision with criteria. elaborate.”).

Final Writing GLEs page 44 EALR 4. The student analyzes and evaluates the effectiveness of written work. Component 4.1 Analyzes and evaluates others’ and own writing. W GLE 5 6 7 8 9/10 4.1.1 Analyzes and evaluates Analyzes and evaluates Analyzes and evaluates writing Analyzes and evaluates writing Analyzes and evaluates writing writing using established writing using established using established criteria. using established criteria. using established criteria. criteria. criteria.  Identifies aspects of the  Critiques work, independently  Critiques writing, independently  Identifies professional  Identifies aspects of the author’s craft (e.g., point of and in groups, according to and in groups, according to authors’ styles and author’s craft (e.g., view, purpose, bias). detailed scoring guide, detailed scoring guide, techniques (e.g., leads, sentence variation, voice,  Identifies persuasive elements sometimes developed sometimes developed conclusions, word choice, word choice). in a peer’s writing and critiques collaboratively (e.g., checklist, collaboratively (e.g., checklist, purpose, character, and plot  Identifies persuasive the effectiveness (e.g., rubric, continuum). rubric, continuum). development). elements in a peer’s writing audience appeal, concession  Identifies persuasive elements in  Identifies persuasive elements in  Critiques peers’ writing and and critiques the and rebuttal, call to action). a peers’ writing and critiques the a peer’s writing and critiques the supports the opinion using effectiveness (e.g., firm  Explains accuracy of content effectiveness (e.g., effectiveness (e.g., established criteria (e.g., position, statistics as and vocabulary for specific preponderance of evidence, preponderance of evidence, content, organization, style, support, persuasive word curricular areas (e.g., rhetorical questions). citing experts, compromise conventions). choice). description of scientific  Explains accuracy of content and solutions).  Explains accuracy of content  Explains accuracy of procedure during a class lab). vocabulary for specific curricular  Explains accuracy of content and and vocabulary for specific content and vocabulary for areas (e.g., math-specific words vocabulary for specific curricular curricular areas (e.g., in specific curricular areas when justifying a strategy used areas (e.g., accurate scientific science — looking for (e.g., why ancient peoples during estimation involving terms regarding the effectiveness conclusions drawn from settled along rivers). integers). of the solution to the problem). data).

4.1.2 Analyzes and evaluates own Analyzes and evaluates own Analyzes and evaluates own Analyzes and evaluates own Analyzes and evaluates own writing using established writing using established writing using established writing using established criteria. writing using established criteria. criteria. criteria. criteria.  Explains strengths and  Explains strengths and  Explains strengths and  Explains strengths and  Explains strengths and weaknesses of own writing using weaknesses of own writing using weaknesses of own writing weaknesses of own writing weaknesses of own writing criteria (e.g., rubrics specific to criteria (e.g., content or using criteria (e.g., WASL using criteria (e.g., WASL using criteria (e.g., WASL, purpose or form of assignment, performance standards, WASL rubric and anchor papers, rubric and anchor papers, classroom-created, or 6-trait WASL or 6-trait rubrics). or 6-trait rubrics). checklists, 6-trait scoring checklists, content scoring rubrics; scoring guides specific  Rereads own work for the craft of  Rereads own work for the craft of guides). guides). to purpose or form of writing (e.g., logic, transitional writing (e.g., character  Uses criteria to choose and  Rereads own work for the assignment). phrases) as well as the content development, irony, tone) as well defend choices for a writing craft of writing (e.g.,  Rereads own work for the craft (e.g., selected, relevant as the content (e.g., quotations portfolio. sentence openings, of writing (e.g., point of view, supporting detail). to support contentions).  Provides evidence that goals sentence variety) as well as figurative language) as well as  Uses criteria to choose and  Uses criteria to choose and have been met (e.g., “My the content (e.g., clear and the content (e.g., specific and defend choices for a writing defend choices for a writing sentence fluency has accurate information). relevant information). portfolio. portfolio. improved because I now  Uses criteria to choose and  Uses criteria to choose and  Provides evidence that goals  Provides evidence that goals vary the beginnings of my defend choices for a writing defend choices for a writing have been met (e.g., selects have been met (e.g., selects sentences.”). portfolio. portfolio. piece that shows complex pieces for culminating exhibition).  Provides evidence that  Provides evidence that goals organizational structure). goals have been met (e.g., have been met (e.g., selects selects pieces that piece that shows improved demonstrate growth). introduction technique).

Final Writing GLEs page 45 EALR 4. The student analyzes and evaluates the effectiveness of written work. Component 4.2 Sets goals for improvement. W GLE K 1 2 3 4 4.2.1 Identifies general goals Identifies general goals for own Identifies specific goals for next Evaluates and adjusts writing Evaluates and adjusts writing for own writing. writing. piece of writing. goals using criteria. goals using criteria.

 Confers with teacher to  Confers with teacher to set goals  Confers with teacher to set goals  Confers with teacher to set  Sets goals by comparing own set goals (e.g., add (e.g., add details to writing, write (e.g., add description of a goals (e.g., make my words writing to rubric and anchor color or detail to for a new purpose). character, change the more interesting, change the papers (e.g., WASL rubric and drawing).  Monitors progress with a goal beginnings of sentences). beginnings of sentences, anchor papers, writing  Monitors progress with sheet (e.g., T-chart — I can … I  Sets goals based on own writing examine transitions for continuum). a goal sheet (e.g., T- am learning to …). and anchor or model papers. effectiveness).  Writes reflection about growth chart — I can … I am  Selects pieces that demonstrate  Maintains a written log of goals.  Sets goals comparing own in writing and creates an learning to …). new learning (e.g., portfolio writing to rubric and anchor improvement plan (e.g., across  Selects pieces that entries, collections of drafts). papers (e.g., WASL rubric, several pieces of writing or in demonstrate new state and district anchor response to a specific piece of learning (e.g., portfolio papers). writing). entries, collections of  Evaluates own use of writing  Evaluates own use of writing drafts). process and sets goals (e.g., process and sets goals (e.g., “My prewrite helped me “When I edit, I need to use a because ______.”). dictionary to check for spelling.”  Maintains a written log of goals. “When revising, I need to re- read my writing to see if it makes sense.”).  Maintains a written log of goals.

Final Writing GLEs page 46 EALR 4. The student analyzes and evaluates the effectiveness of written work. Component 4.2 Sets goals for improvement. W GLE 5 6 7 8 9/10 4.2.1 Evaluates and adjusts writing Evaluates and adjusts writing Evaluates and adjusts writing Evaluates and adjusts writing Evaluates and adjusts writing goals using criteria. goals using criteria. goals using criteria. goals using criteria. goals using criteria.

 Writes reflection about  Evaluates and writes reflection  Writes reflection about growth  Monitors progress toward goals  Monitors progress toward growth in writing and creates about growth in writing and sets in writing and creates an over time (e.g., “After every piece goals over time (e.g., “I need an improvement plan (e.g., goals to create an improvement improvement plan (e.g., “In my of writing, I need to check to make to try free verse next “My introductions are getting plan (e.g., “My word choice next persuasive piece, I will sure I am supporting my claims quarter.”). better, but I need to learn needs to improve. I will use include a personal anecdote.” “I with evidence.”).  Analyzes progress (e.g., “My about different kinds of more specific words to improve will organize my prewrite into a  Analyzes progress (e.g., “I have free verse needs better conclusions.”). from a 3 to a 4 on the rubric.”). logical plan before drafting.”). been supporting my claims with imagery.”).  Evaluates own use of writing  Monitors and evaluates  Monitors progress and adjusts evidence.”).  Evaluates goals (e.g., “I need process and sets goals (e.g., progress and adjusts goals goals (e.g., “I have three  Evaluates goals (e.g., “I should to allow time for substantive “After I brainstorm, I need to over time (e.g., “My word expository essays in my find more relevant evidence to revisions.”). organize my ideas so my choice has improved. Now I portfolio. I need to include a support my claim.”).  Adjusts goals (e.g., “I will writing flows in a logical have to think about my persuasive piece next  Adjusts goals (e.g., “I will change write a ballad next quarter.”). order.”). conclusions.”). trimester.”). my goal from supporting claims  Maintains a written log of  Maintains a written log of  Maintains a written log of goals  Maintains a written log of long- with more evidence to supporting long-term goals (e.g., “I will goals. and a portfolio of work. term goals (e.g., “I will write in claims with better evidence.”). try other genres, vary points three or more new genres; I will  Maintains a written log of long- of view, elaborate on use more logical evidence to term goals (e.g., “I will write to evidence, and seek persuade; I will elaborate with multiple audiences, improve and publication.”) and a portfolio personal narrative; I will write to vary my introductions and of work. a government official or public conclusions, and try a new personality.”) and a portfolio of persuasive technique.”) and a work. portfolio of work.

Final Writing GLEs page 47 Glossary

Absolute: A phrase with a Audience: The expected pattern for main ideas and Directionality: often used to create unity or complete subject but only a readers of a text. supporting details. Understanding that print rhetorical effect. part of a predicate (verb), progresses from left to right such as “her head slightly Author’s chair: One Cohesion (cohesive – and top to bottom. Figurative language: Word lowered over her student shares his or her adj.): Logical images and figures of homework.” A complete writing orally with the entire connectedness that holds Double-entry log: A form of speech not meant to be sentence would be “Her class. This student then parts of text together. learning log or journal in taken literally; used to head was slightly lowered asks other students to either which a student keeps enrich language (e.g., over her homework.” share a comment on what Colloquial: Conversational, notes on the left side of a simile, metaphor, Sometimes there is only a they thought or ask a informal language. double column and then personification). subject and participle. question about the writing. responds, asks questions, Absolutes are especially Use of an author’s chair Conjunctive adverb: analyzes the topic, or Flashback: Interruption in helpful when shifting a gives children feedback on Adverbs that are used as relates the information to the chronological sequence description of a whole to a their writing, models conjunctions to join two other ideas on the right of a narrative to tell about a description of its parts. conferencing, and develops complete sentences (e.g., side. related event from an earlier a sense of community for moreover, however, time. Alliteration: The repetition writing. therefore, furthermore, Draft: Verb — compose, of initial consonant sounds indeed, nevertheless, but, Noun — preliminary version Foreshadowing: A literary at the beginning of two or Author’s craft: Choices an consequently). of a piece of writing. technique where the author more words of a sentence author/poet makes gives hints or clues about or line of poetry; used to regarding elements such as Consonance: Repetition of Edit: Preparing writing for an event before it happens. draw attention to words or organizational patterns, consonant sounds final draft by checking ideas or to create music vocabulary, images, particularly at the spelling, punctuation, Form or genre: with the language. symbols, and point of view ends of words (e.g., to kick capitalization, usage, Organization of specific to produce a desired effect. the black rock). paragraph indentation, types of writing within a Anchor paper: A student neatness, and legibility. general category of paper that is an example of Content-specific writing: purpose/mode (e.g., if the a score point described on a Claim: Thesis or main point, Using writing as a tool for Environmental print: The form is editorial, then rubric. especially in persuasive learning or writing within the print of everyday life (e.g., purpose/mode is persuasive writing. common language of a the symbols, signs, or possibly expository; if the Anecdote: A short narrative discipline (e.g., writing in numbers, and colors found form is a tall tale, then account of an interesting or Class anthology: history or science, using the in McDonald’s, Wal-Mart, purpose/mode is narrative). humorous incident or a Collection of writing conventions appropriate to Exxon, Pizza Hut, and 7-Up short narrative used as an submitted by individual the discipline). and on websites), offering Format: Most often used to example in expository or class members. excellent entry points for refer to layout or visual persuasive writing. Conventions: Rules of young children to begin to presentation of text. Cluster or word web: A standard English usage, learn to read, write, and do Assonance: A repetition of prewriting strategy where capitalization, punctuation, math. Free writing: A prewriting vowel sounds without the the writer maps thoughts paragraphing, and spelling; technique in which the repetition of consonant about a topic using lines or common features that have Extended metaphor: A writer drafts quickly, without sounds (e.g., dance, clap). arrows to show how ideas become traditional or metaphor continuing stopping, editing, or self- are related — intended to expected within a throughout an entire text; correcting, to discover what suggest an organizational specific form or discipline.

Final Writing GLEs page 48 he or she knows, thinks, or idea, or concept as it is Mood: Emotional indenting the first word or by Persuasive devices: feels. studied or learned. atmosphere (e.g., inserting a line space Logical and/or emotional suspenseful, peaceful, between sections of writing. appeals in order to move an Graphic organizer: A Listening trio: Group of mysterious, terrifying) audience to action (e.g., visual representation of three students, one of created by the writer’s Parallel structure: The imagery, rhetorical knowledge, concepts, and whom reads his or her purposeful choice of repetition of phrases and questions, parallelism, ideas and their relationships paper while the other two vocabulary, pacing, and sentences that are emotive language). within an organized frame offer feedback during peer details. syntactically similar (e.g., (e.g., concept maps, word revision. phrases all starting with Phoneme: The smallest webs, story boards). Narrative: Presentation of a verbs in the same tense). unit of sound in a spoken Literary devices: series of events in a word that makes a Imagery: Figurative Techniques used to convey purposeful sequence to tell Paraphrase: Restating the difference in the word’s language used to produce or enhance an author’s a story, either fictional or meaning in own words, meaning. mental pictures and appeal message or voice (e.g., factual. retaining all of the ideas to the senses. idiom, figurative language, without making an Phonetic spelling: Spelling exaggeration, dialogue, and On-demand writing: Timed interpretation or evaluation. according to the sequence I-Search paper: Student imagery). writing, often a first draft of sounds instead of poses a question to guide with minor revisions that Patterned poetry: Poetry according to spelling rules his or her personally Literary writing: Creating demonstrates student’s based on a prescribed (e.g., fon instead of phone). motivated inquiry, develops original writing rather than ability to apply writing syllable count, parts of a search plan that identifies analyzing or synthesizing strategies and skills speech, or shape (e.g., Point-by-point how information will be the writing of others (e.g., independently on a single diamond or diamante comparison: A structure gathered, and follows a poetry, short stories, novels, task in a limited time. Often poem). that discusses two subjects search plan and gathers plays, scripts). the purpose, audience, together, within the same information (often through topic, and form are specified Patterned sentences: A paragraph, around one interviews). He/she then Mentor text: Text models in a common prompt. construction used as a base criterion of comparison. drafts, revises, edits, and that exemplify elements of to create new sentences or publishes report. The I- the writer’s craft that Onomatopoeia: Words that when young writers Portfolio: A purposeful Search report includes: My students can explore and imitate the sounds of substitute a word while collection of student work Search Questions, My practice. movement, animals, or keeping the rest of the that exhibits to the student Search Process, What I objects (e.g., buzz, hiss, sentence the same (I like (and/or others) the student’s Learned, What This Means Metaphor: A figure of clickety-clack) where the pizza. I like snowflakes. I efforts, progress, or To Me, and References. speech indirectly comparing word’s pronunciation like whales.). achievement. two essentially dissimilar suggests its meaning. Informational or things; used to create new Person: Point of view; the Prewriting: The thinking expository writing: Writing connections for the reader Onset and rime: Onset is perspective from which the and planning the writer does that has as its primary (e.g., The fog creeps in on the part of a word that author writes (e.g., first before drafting, including purpose explanation or the little cat feet.). precedes the vowel; rime is person, third person). considering the topic, communication of details, the part of the word after the audience, and purpose; facts, and information. Mode: A type of writing initial consonants. It Persuasion: Writing that gathering information; determined by the writer’s includes the vowels and convinces the designated choosing a form; Learning log: A journal or purpose; often used final consonants (e.g., bat, audience to support a point determining the role of the notebook in which a student interchangeably with cat, fat). of view, make a decision, or writer; and making a plan. records questions, purpose (e.g., If the writer’s take an action. problems, and thoughts purpose is to explain, then Paragraph: A unit of Publishing: A final draft about a particular subject, the mode is expository.). meaning signaled by shared (written or orally)

Final Writing GLEs page 49 with an audience, large or completed. As authors Rubric Criteria for Spatial organization: information in a career or small; displayed publicly; write, they think a little, write evaluation and descriptions attern for ordering interest area. sent to a newspaper, a little, and go back and of evidence for meeting that descriptive writing where contest, or magazine; or cross out something already criteria. A rubric allows for items are arranged Technical writing: Type of posted on a wall or website. written or add something. standardized evaluation according to their physical expository writing most They also may reread and according to specified positions or relationships often used to convey Quatrain: A poem or stanza think some more. In this criteria. (e.g., front to back, left to information and give within a poem that consists recursive process, writers right). directions for technical or of four lines, often with do NOT have to start at the business purposes. Run-together sentence: A alternating lines rhyming beginning — they can start Story frame: Graphic sentence in which two (abab). with the easiest or most organizer used to plan the Tertiary sources: Third- independent clauses are difficult part. development of a story or level sources (e.g., research written together without any visual/multimedia summaries). Read-around group: punctuation to separate Research report: An presentation. During peer revision, a them, as if they were a expository account of an Transitions: Words, small group of students take single sentence. event or findings about a Summarize: Determine phrases, or full sentences turns reading their pieces topic that a student has what is important in the text, that establish logical and receiving feedback from researched. Shared writing: Teacher condense this information, connections between the rest of the group. leads class or group in and put it into one’s own sentences, paragraphs, and composing a text, with words. sections of a piece of Resolution: The ending of Reading response teacher scribing for the writing; often used to signal a story where the conflicts journals: Booklets where students so they can focus Syntax: The way words, relationships between are resolved and loose ends students keep personal on composing the text. The phrases, and clauses are ideas. are tied together. reflections about their teacher may lead the class combined to form sentence reading. Response journals to explore various text order (e.g., In English, Two-syllable rhyme (also can include lists of words to Revise/revision: The types, construct more subject-verb-object is a called double or feminine learn, goals for reading process of reworking or complex sentences, edit, common pattern.). rhyme): Rhyme that (e.g., number of books or reseeing writing, which and proofread. The class is happens in two syllables of pages read), things they do includes considering encouraged to contribute to Synthesize: Pulling a word rather than in one well as readers, predictions changes in audience, the construction of the text. together ideas or (e.g., yellow, fellow). made prior to and during purpose, focus, information to create a new reading, thoughts, pictures, organization, and style. It Simile: A figure of speech idea or to develop a Vernacular: Language of a feelings, questions, or includes elaborating, directly comparing two common framework for particular dialect or region. connections to other texts. emphasizing, clarifying, or essentially dissimilar things; understanding. Responses can be made simplifying text (adding, the comparison is signaled Voice: The sense of the before, during, and after deleting, reordering, or with like or as; used to T-chart: A graphic person behind the writing reading. substituting). make writing more vivid, organizer composed of two (e.g., serious, honest, fresh, or interesting (e.g., columns with a heading for compassionate, or angry); Recursive: Writing does not “like ancient trees, we die each column across the top writing that captures the Rhetorical question: A follow a linear process. The from the top”). and a dividing line between correct level of distance, question where an answer act of composing involves the columns. formality, or personality for is not expected; often used prewriting, drafting, revising, Sound devices: Use of the purpose of the writing in persuasive writing to editing, and publishing. assonance, consonance, Technical: Content or and the audience. involve the audience and Writers often perform these alliteration, rhyme, and vocabulary directly related create interest. acts many times in a rhythm to produce the to specific knowledge or Word bank: Storage place different order as a piece is musical cadence in poetry. for learners to keep written

Final Writing GLEs page 50 words that they have words (usually designed to promote group well as a source of Writing guide: learned. Students can refer alphabetically and learning and be shared by a information about the Expectations and guidelines to the word bank as they sometimes by topic) group of students. competencies that students for writing in general or for are writing or editing to find displayed in large letters on are expected to learn. The writing particular types of out how to spell a word. a wall or other large display Writing continuum: An descriptors list specific papers or assignments. place in the classroom. It is articulation of behaviors that are typical of a tool to use, not just a developmental stages of development at particular Word wall: A systematically display. Word walls are written language growth as ages or grades. organized collection of

Final Writing GLEs page 51 Cognitive Demand Adapted from Bloom’s Taxonomy of Cognitive Domain

Stages of writing (prewriting, drafting, revising, editing, and publishing) compose the first EALR. These processes involve more than one type of cognition. For instance, when the author revises, he/she must have knowledge and understanding of the topic, analyze and evaluate the structure and content, and then synthesize all that information to apply it to the writing. Therefore, these terms are found in multiple categories.

Cognitive Demand Evidence of Learning terms s

w Knowledge: Recall — Remembering previously learned skills. o  Defines

n  Identifies K Example GLE: Knows that an audience exists outside of self. (Grade 1: 2.1.1)  Knows  Labels Evidence of Learning:  Recognizes  Identifies the audience for a written piece.  Recognizes and uses grade-level appropriate spelling patterns. s d

n Comprehension: Understand — Grasping the meaning of material; translation, interpretation,  Cites a

t extrapolation.  Describes s r  Discusses e

d Example GLE: Understands use of end marks in writing. (Kindergarten: 3.3.4)  Draws n  Explains U Evidence of Learning:  Identifies  Observes and discusses use of ending punctuation in shared writing.  Illustrates  Writes letters using language appropriate to different audiences.  Paraphrases  Summarizes  Writes

Final Writing GLEs page 52 Final Writing GLEs page 53 Cognitive Demand Evidence of Learning terms s e i l Application: Generalize — Using learned material in new situations.  Anticipates p

p  Composes

A Example GLE: Applies understanding of multiple and varied audiences to write effectively. (Grade  Demonstrates 5: 2.1.1)  Develops  Describes Evidence of Learning:  Drafts  Identifies and includes information and uses appropriate language for a specific audience.  Edits  Revises at any stage of the process.  Identifies  Includes  Organizes  Prewrites  Produces  Publishes  Revises  Selects  Spells  Uses  Writes

Final Writing GLEs page 54 Final Writing GLEs Final Synthesizes Analyzes   EvidenceLearning: of ExampleGLE: Synthesis   EvidenceLearning: of ExampleGLE: more understood. easily Analysis Gathersinformation thanmore fromresource one synthesizesand ideasto plan writing. Selects synthesizesand information technical from job-relatedand documents for writing.inclusion in Develops setting,characters, and events narratives. in Includessupporting information. : : Breakdown Breaking — downmaterial component into its that parts beso may they : Compose : togetherPutting — material toa form new whole.

Publishes in Publishes thanmore one for specificformat audiencesand purposes. (Grade 4: 1.5.1) ideas,Analyzes selectsadds topic, and detail, (Gradeelaborates. 2: 3.1.1) CognitiveDemand                Selects Spells Revises Publishes Prewrites Organizes Includes Elaborates Edits DrawsConclusions Develops Compares/Contrasts Chooses Anticipates Analyzes       Evidenceof Learning terms Synthesizes Plans Integrates Gathers Creates Composes page page 55 Final Writing GLEs Final Evaluates   EvidenceLearning: of ExampleGLE: Evaluation: J Selects workfor written a and portfolio justifies with decision the criteria. Comparesown towriting checklist. udgeJudging— according to a set of thecriteriastated by evaluator.

Analyzes andAnalyzes evaluatesusing writing establishedcriteria. (Grade 4: 4.1.1)           Selects Revises Organizes Providesevidence Justifies Explains Evaluates Critiques Compares Chooses page page 56 Bibliography

The following bibliography contains many of the references that guided the drafting team for the Writing GLEs. It is included here as a recommended list of resources for all writing teachers.

Atwell, N., In the Middle: New Understanding about Writing, Reading, and Learning. Heinemann, 1998. Booth Olson, C., The Reading/Writing Connection: Strategies for Teaching and Learning in the Secondary Classroom. Allyn & Bacon, 2002. Bromley, K., “Building a Sound Writing Program.” In Morrow, L. M., Gambrell, L. B., & Pressley, M., eds., Best Practices in Literacy Instruction. The Guilford Press, 2003. Calkins, L., Lessons from a Child. Heinemann, 1983. ———, The Art of Teaching Writing. Heinemann, 1994. Collins, J. & Sommers, E., Strategies for Struggling Writers. The Guilford Press, 1997. Caplan, R., Writers in Training: A Guide to Developing a Composition Program for Language Arts Teachers, Grades 7–12. Dale Seymour, 1994. Elbow, P., Writing With Power. Oxford University Press, 1998. ———, “Writing First.” Educational Leadership, October 2004. Farnan, N., & Dahl, K., “Children’s Writing: Research and Practice.” In J. Flood et al., eds., Handbook of Research on Teaching the English Language Arts. Lawrence Erlbaum Associates, 2002. Gentry, J. R., The Science of Spelling: The Explicit Specifics That Make Great Readers and Writers (and Spellers!). Heinemann, 2004. Goldberg, A., Russell, M., & Cook, A. “The Effects of Computers on Student Writing: A Meta-Analysis of Studies from 1992–2002.” Journal of Technology, Learning, and Assessment, 2003. Graves, D., Writing: Teachers and Children at Work. Heinemann, 1983. ------A Fresh Look at Writing. Heinemann, 1994. Hillocks, G., Teaching Writing as Reflective Practice. Teachers College Press, 1995. Johnson, S. “Tools for Thought.” New York Times, January 30, 2005. Macrorie, K., Searching Writing. Boynton/Cook, 1986. Moffett, J., Active Voices: A Writer’s Reader. Boynton/Cook, 1985. ———, Active Voice: A Writing Program Across the Curriculum. Boynton/Cook, 1992. National Board for Professional Teaching Standards, English Language Arts Standards: Adolescence and Young Adulthood, Standard IX: Writing, p.45–48, 2003. National Council of Teachers of English, NCTE Beliefs About the Teaching of Writing. www.NCTE.org. National Research Center on English Learning and Achievement. http://cela.albany.edu. National Writing Project. Because Writing Matters: Improving Student Writing in Our Schools. Jossey-Bass, 2003.

Final Writing GLEs page 57 Romano, T. Blending Genre, Altering Style: Writing Multigenre Papers. Boynton/Cook, 2000. Routman, R. Writing Essentials. Heinemann, 2004. Smith, J., & Warwick, E., How Children Learn to Write. Richard C. Owen, 1998. Spandel, V., Creating Young Writers. Allyn & Bacon, 2003. Yancey, K., Portfolios in the Writing Classroom. NCTE, 1992. Zemelman, S., Daniels, H., & Hyde, A., Best Practice: New Standards for Teaching and Learning in America’s Schools, 2nd ed. Heinemann, 1998. Zinsser, William. On Writing Well: The Classic Guide to Writing Nonfiction. Harper Resource, 1998.

Final Writing GLEs page 58 Acknowledgements

Sincere appreciation is extended to the members of the Core Writing Team and Review Writing Team for their time, expertise, and commitment to ensuring that all students in Washington achieve the state standards in writing.

Writing GLE Drafting Team

Nikki Elliott-Schuman Facilitator Writing Assessment Specialist OSPI

Primary/Elementary Team

Charlotte Carr, Section Lead Laura Bolt Lydia Laquatra-Fesler Rita Wriglesworth-Meldrum Seattle Public Schools (retired) Washougal School District Spokane School District Rainier School District

Secondary Team

Beth Niemi, Section Lead Anne Beitlers Betsy Cornell Lisa McKeen Marysville School District (retired) Seattle Public Schools Moses Lake School District East Valley School District (Yakima) Barbara Ballard Coupeville School District

Writing GLE Review Team

Nikki Elliott-Schuman Co-Facilitator Mt. Adams School District East Valley School District Facilitator Marysville School District (retired) Writing Assessment Specialist Bobby Cummings Susan Johnson OSPI Lynne Ameling Central Washington Writing Easton School District Seattle Public Schools Project Charlotte Carr Gayle Mar-Chun Co-Facilitator Tracy Coskie Pam Forbush North Thurston Public Schools Seattle Public Schools (retired) Western Washington University Puget Sound Writing Project

Beth Niemi Shelly Craig Lissa Humphreys Gary McLaughlin

Final Writing GLEs page 59 Port Angeles School District South Kitsap School District Seattle Public Schools Eastside Catholic High School

Amy Nelson Karen Patterson Holly Stein

Final Writing GLEs page 60 Curriculum Advisory and Review Committee

Mickey Venn Lahmann Seattle Public Schools Dr. Sharon Mowry Karin Short Facilitator Whitworth College Spokane School District Assistant Superintendent Barbara Gray Curriculum and Instruction Federal Way Public Schools Dr. Janell Newman Kimberlee Spaetig OSPI Central Kitsap School District Snohomish School District Ralph Headlee Patti Anderson Medical Lake School District Ola Rambo-King Dr. Carolyn Stella Franklin Pierce School District Pasco Public Schools Yakima Valley Technical Tanis Knight Skills Center Cheryl Brown Camas School District Rita Reandeau Central Kitsap School District South Kitsap School District Gary Vegar Carolyn Lint Sunnyside School District Janie Buckman North Thurston Public Dr. Yvonne Ryans Wenatchee School District Schools Marysville School District Dr. Steve Webb Lake Stevens School District Dr. Kathy Budge Dr. Fran Mester Mary Schrouder ESD 113 Monroe School District School Improvement Facilitator Kathy Everidge Madalyn Mincks Vancouver School District School Improvement Sandra Sheldon Specialist Ellensburg School District Jane Goetz

Sincere appreciation also is extended to the following writing experts for their contributions and guidance in the development of this publication.

Expert Review

Dr. Tracie L. Coskie Dr. Jonathan Lovell, Director Dr. Mary L. Warner Western Washington University San Jose Area Writing Project San Jose State University San Jose State University

Final Writing GLEs page 61 Bias and Fairness Review Panel

Thelma A. Jackson, Ed.D. Co- Doreen Cato Dr. James B. Smith Facilitator Seattle Public Schools Trise Moore City University Foresight Consultants Federal Way Public Schools Alice Drummer Dr. Sally J. Storm Mickey Venn Lahmann Puyallup School District Bertha Ortega Consultant Co-Facilitator Heritage University Assistant Superintendent, Dr. James Hammond Dr. Dorothy P. Williams Curriculum and Instruction Tukwila School District Dr. Cynthia Rekdal Tacoma Public Schools OSPI Washington State Association for Kurt Hatch Multicultural Education Dorothy Woods Frederick D. Alcorn Kent School District School Improvement Facilitator ESD 121 Lynda Robinson Carolyn Lint Gates Small School Project Dr. Nicolas Zavala DaVerne Bell North Thurston Public Schools Yakima School District Vancouver School District Rose Search Gayle Mar-Chun Othello School District North Thurston Public Schools

EALR Review Panel

Barbara Clausen, Facilitator Bobby Cummings Kevin Laverty Michelle Price Education Consultant Writing Project Washington State School Washington Association of Director’s Association School Administrators Carol Anderson Lynn Emerson State Advisory Committee Washington Education Dr. Fran Mester Warren Smith Association Curriculum Advisory and Review State Board of Education Jan Chappuis Committee Assessment Training Institute Susan Fyall Zer Vue Washington State Parent Colleen Nelson Spokane School District Linda Clifton Teacher Association Association of Washington Washington Project Consortium School Principals

Cognitive Review OSPI Editor Seattle Public Schools Linda Dahlin Charlotte Carr (retired)

Final Writing GLEs page 62 Thank you to the hundreds of teachers and administrators who reviewed this document and gave input at OSPI summer institutes and winter conferences, at Washington Educational Research Conferences, and at Writing Assessment Leadership Team meetings. A special thank you also goes to OSPI support staff for their tireless work on this document.

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