![]() Given word banks and a writing prompt, _ will write a narrative in which she includes at two details regarding what happened and has a clear end to the story on two of three opportunities as measured by teacher records and observations .1.3.Given word banks and a writing prompt, _ will write a narrative of at least four sentences in which she recounts two or more appropriately sequenced events, include some details regarding what happened on two of three opportunities as measured by teacher records and observations .1.3.You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words. Given a text prediction or word processing program, _ will write a short text of two or more paragraphsabout a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations .4.2a._ will write a topic and concluding sentence for the text on three of four opportunities as measured by teacher records and observations .4.2a Given three detail sentences on a familiar topic.Given a text prediction or word processing program, _ will write a paragraph of at least 30 words about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations .4.2a.Given sight words banks, a mentor text, and a paragraph writing checklist _ will write a one short text in which she introduces the topic and groups at least three related facts on three of four opportunities as measured by teacher records and observations .3.2a._ will write a topic sentence for the text on three of four opportunities as measured by teacher records and observations .3.2a. Given a topic sentence on a familiar nonfiction topic and access to resources about the topic, _ will add three related detail sentences to the text on three of four opportunities as measured by teacher observations and records .3.2a.Given a text prediction or word processing program, _ will write a paragraph (at least five sentences) about a topic discussed in the classroom in which he introduces the topic and groups related information together on three of four opportunities as measured by teacher records and observations .3.2a.Given sight words banks, a mentor text, and a paragraph writing checklist _ will write a one paragraph informative/explanatory text about a topic/book discussed in the classroom with a topic sentence and three detail sentences on three of four opportunities as measured by teacher records and observations .2.2._ will write a topic sentence for the informative/explanator text on three of four opportunities as measured by teacher records and observations .2.2. Given a topic sentence on a familiar nonfiction topic and access to resources about the topic, _ will add three detail sentences to the informative/explanatory text on three of four opportunities as measured by teacher observations and records .2.2.Given sight words banks, access to a mentor text, and help with spelling, _ will write informative/explanatory texts about a topic/book discussed in the classroom that is at least five sentences (20 words) long on three of four opportunities as measured by teacher records and observations .2.2.Change the amount the student needs to write.Each can be written at various levels of difficulty, with varying support This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure.
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