WR-04-1.1.1

In Reflective Writing: students will evaluate personal progress toward meeting goals in literacy skills; students will analyze and address needs of the intended audience; and students will use a suitable tone or appropriate voice.


WR-04-1.1.2

In Personal Expressive Writing: students will communicate the significance of the writer's experience by narrating about life events or relationships; students will apply characteristics of the selected form (e.g., personal narrative, personal memoir); students will create a point of view; students will use a suitable tone or appropriate voice. In Literary Writing: students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary; students will apply characteristics of the selected form (e.g., short story, play/script, poem); students will create a point of view; students will use a suitable tone or appropriate voice; students will apply a fictional perspective in literary writing when appropriate.


WR-04-1.1.3

In Transactive Writing: students will communicate a purpose through informing or persuading; students will develop an effective angle to achieve a purpose; students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece; students will apply characteristics of the selected form (e.g., letter, feature article); students will use a suitable tone; and students will allow voice to emerge when appropriate.


WR-04-1.2.1

In Reflective Writing: Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; Students will describe own literacy skills, strategies, processes or areas of growth; Students will explain own decisions about literacy goals; Students will identify own strengths and areas for growth; Students will support claims about self.


WR-04-1.2.2

In Personal Expressive/Literary Writing, students will communicate main idea through use of literary elements appropriate to the genre: students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate; students will develop plot/story line appropriate to the form; students will develop an appropriate setting, mood, scene, image or feeling. Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. Students will incorporate reflection, insight, and analysis when appropriate.


WR-04-1.2.3

In Transactive Writing: students will communicate relevant information to clarify a specific purpose; students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals); students will develop explanations to support the writer's purpose; students will apply research to support ideas with facts and opinions; students will incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion).


WR-04-2.3.1

In Reflective Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will create conclusions effectively.


WR-04-2.3.2

In Personal Expressive/Literary Writing: students will engage the interest of the reader; students will communicate ideas and details in a meaningful order; students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphing effectively; students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; students will create conclusions effectively.


WR-04-2.3.3

In Transactive Writing: students will establish a context for reading; students will apply the accepted format of the genre; students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose; students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details; students will apply paragraphing effectively; students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; students will create conclusions effectively.


WR-04-2.4.1

In Reflective Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures when appropriate.


WR-04-2.4.2

In Personal Expressive/Literary Writing: students will develop sentences of various structures and lengths; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate; students will arrange poetic language in a meaningful order; students will apply poetic line breaks effectively.


WR-04-2.4.3

In Transactive Writing: students will develop complete, concise sentences or apply unconventional structures when appropriate.


WR-04-3.5.1

In Reflective Writing: students will adhere to standard guidelines for grammar and usage; students will apply language concisely; students will incorporate language appropriate to the content, purpose, and audience.


WR-04-3.5.2

In Personal Expressive/Literary Writing: students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect; students will incorporate language based on economy, precision, richness, or impact on the reader,;students will develop ideas through descriptive or figurative language.


WR-04-3.5.3

In Transactive Writing: students will adhere to standard guidelines for grammar and usage; students will use precise word choice; students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-04-4.10.4

Students will identify the topic sentence/main idea of a paragraph.


WR-04-4.10.5

Students will select appropriate supporting details.


WR-04-4.10.6

Students will identify extraneous material.


WR-04-4.10.7

Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.


WR-04-4.10.8

Students will identify the most effective transitions.


WR-04-4.10.9

Students will develop effective introductions and closures for writing.


WR-04-4.10.10

Students will eliminate redundant words and phrases.


WR-04-4.10.11

Students will choose the most specific word for use in a sentence.


WR-04-4.11.12

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.


WR-04-4.11.13

Students will apply knowledge of present, past, and future verb tenses.


WR-04-4.11.14

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


WR-04-4.11.15

Students will apply knowledge of special problems in usage(e.g., a/an, to/two/too, their/there/they're) pronoun references and double negatives.


WR-04-4.11.16

Students will correct run-on or awkward sentences.


WR-04-4.11.17

Students will correct sentence fragments.


WR-04-4.11.18

Students will combine short, choppy sentences effectively.


WR-04-4.11.19

Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.


WR-04-4.11.20

Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.


WR-04-4.11.21

Students will apply knowledge of spelling patterns, generalizations, and rules to contractions.


WR-04-4.11.22

Students will apply knowledge of spelling patterns, generalizations, and rules to change verb endings.


WR-04-4.11.23

Students will capitalize proper nouns (e.g., names, days, months).


WR-04-4.11.24

Students will capitalize the beginning of sentences.


WR-04-4.11.25

Students will capitalize the pronoun "I".


WR-04-4.11.26

Students will capitalize proper adjectives.


WR-04-4.11.27

Students will capitalize first word in a quote when appropriate.


WR-04-4.11.28

Students will capitalize the first word and every succeeding main word in a title.


WR-04-4.11.29

Students will correctly punctuate declarative, exclamatory, interrogative, and imperative sentences.


WR-04-4.11.30

Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.


WR-04-4.11.31

Students will use beginning and ending quotation marks in dialogue and titles.


WR-04-4.11.32

Students will use apostrophes in possessives and contractions.


WR-04-4.11.33

Students will use periods in abbreviations and acronyms.


WR-04-4.11.34

Students will document use of sources.


WR-05-1.1.1

In Reflective Writing: students will evaluate personal progress toward meeting goals in literacy skills; students will analyze needs of the intended audience; students will sustain a suitable tone or appropriate voice.


WR-05-1.1.2

In Personal Expressive Writing: students will communicate the significance of the writer's experience by narrating about life events or relationships; students will apply characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay); students will create a point of view; students will sustain a suitable tone or appropriate voice. In Literary Writing: students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary; students will apply characteristics of the selected form (e.g., short story, play/script, poem); students will create a point of view; students will sustain a suitable tone or appropriate voice; students will apply a fictional perspective in literary writing when appropriate.


WR-05-1.1.3

In Transactive Writing: students will communicate a purpose through informing, persuading, or analyzing; students will develop an effective angle to achieve purpose; students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece; students will apply characteristics of the selected form (e.g., letter, feature article); students will sustain a suitable tone; students will allow voice to emerge when appropriate.


WR-05-1.2.1

In Reflective Writing: students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; students will describe own literacy skills, strategies, processes or areas of growth; students will explain own decisions about literacy goals; students will identify own strengths and areas for growth; students will support claims about self.


WR-05-1.2.2

In Personal Expressive/Literary Writing, students will communicate main idea through use of literary elements appropriate to the genre: students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate; students will develop plot/story line appropriate to the form; students will develop an appropriate setting, mood, scene, image or feeling. Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate; students will incorporate reflection, insight, and analysis when appropriate.


WR-05-1.2.3

In Transactive Writing: students will communicate relevant information to clarify a specific purpose; students will develop an angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals); students will develop explanations to support the writer's purpose; students will apply research to support ideas with facts and opinions; students will incorporate persuasive techniques when appropriate (e.g., bandwagon, emotional appeal, testimonial, expert opinion).


WR-05-2.3.1

In Reflective Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paraghraphing effectively; students will create conclusions effectively.


WR-05-2.3.2

In Personal Expressive/Literary Writing: students will engage the interest of the reader; students will communicate ideas and details in a meaningful order; students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphing effectively; students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; students will create conclusions effectively.


WR-05-2.3.3

In Transactive Writing: students will establish a context for reading; students will apply the accepted format of the genre; students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose; students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details; students will apply paragraphing effectively; students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; students will create conclusions effectively.


WR-05-2.4.1

In Reflective Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures when appropriate.


WR-05-2.4.2

In Personal Expressive/Literary Writing: students will develop sentences of various structures and lengths; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate; students will arrange poetic language in a meaningful order; students will apply poetic line breaks effectively.


WR-05-2.4.3

In Transactive Writing: students will develop complete, concise sentences or apply unconventional structures when appropriate.


WR-05-3.5.1

In Reflective Writing: students will adhere to standard guidelines for grammar and usage; students will apply language concisely; students will incorporate language appropriate to the content, purpose, and audience.


WR-05-3.5.2

In Personal Expressive/Literary Writing: students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect; students will incorporate language based on economy, precision, richness, or impact on the reader; students will develop ideas through descriptive or figurative language.


WR-05-3.5.3

In Transactive Writing: students will adhere to standard guidelines for grammar and usage; students will use precise word choice; students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-05-4.10.4

Students will identify the topic sentence/main idea of a paragraph.


WR-05-4.10.5

Students will select appropriate supporting details.


WR-05-4.10.6

Students will identify extraneous material.


WR-05-4.10.7

Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.


WR-05-4.10.8

Students will identify the most effective transitions.


WR-05-4.10.9

Students will develop effective introductions and closures for writing.


WR-05-4.10.10

Students will eliminate redundant words and phrases.


WR-05-4.10.11

Students will choose the most specific word for use in a sentence.


WR-05-4.11.12

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.


WR-05-4.11.13

Students will apply knowledge of present, past, and future verb tenses.


WR-05-4.11.14

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


WR-05-4.11.15

Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they're), pronoun references and doubel negatives.


WR-05-4.11.16

Students will correct run-on or awkward sentences.


WR-05-4.11.17

Students will correct sentence fragments.


WR-05-4.11.18

Students will combine short, choppy sentences effectively.


WR-05-4.11.19

Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.


WR-05-4.11.20

Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.


WR-05-4.11.21

Students will apply knowledge of spelling patterns, generalizations, and rules to contractions.


WR-05-4.11.22

Students will apply knowledge of spelling patterns, generalizations, and rules to change verb endings.


WR-05-4.11.23

Students will capitalize proper nouns (e.g., names, days, months).


WR-05-4.11.24

Students will capitalize the beginning of sentences.


WR-05-4.11.25

Students will capitalize the pronoun "I".


WR-05-4.11.26

Students will capitalize proper adjectives.


WR-05-4.11.27

Students will capitalize first word in a quote when appropriate.


WR-05-4.11.28

Students will capitalize the first word and every succeeding main word in a title.


WR-05-4.11.29

Students will correctly punctuate declarative, exclamatory, interrogative, and imperative sentences.


WR-05-4.11.30

Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.


WR-05-4.11.31

Students will use beginning and ending quotation marks in dialogue and titles.


WR-05-4.11.32

Students will use apostrophes in possessives and contractions.


WR-05-4.11.33

Students will use periods in abbreviations and acronyms.


WR-05-4.11.34

Students will document use of sources.


WR-06-1.1.1

In Reflective Writing: students will evaluate personal progress toward meeting goals in literacy skills; students will analyze and address needs of the intended audience; students will sustain a suitable tone or appropriate voice.


WR-06-1.1.2

In Personal Expressive Writing: students will communicate the signifcane of the writer's life experience by narrating about life events, relationships, or central ideas; students will apply the characteristics of the selected form(e.g., personal narrative, personal memoir, personal essay); students will create point of view; students will sustain a suitable tone or appropriate voice. In Literary Writing: students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordianry perception of the ordinary); students will apply characteristics of the selected form (e.g., short story, play/script, poem); students will create point of view; students will sustain a tone or appropriate vocie; students will apply a ficitional perspective in literary writing when appropriate.


WR-06-1.1.3

In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing. Students will develop an effective angle to achieve purpose. Students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece. Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech). Students will sustain a suitable tone. Students will allow voice to emerge when appropriate.


WR-06-1.2.1

In Reflective Writing: students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; students will describe own literacy skills, strategies, processes or areas of growth; students will analyze own decisions about literacy goals; students will evaluate own strengths and areas for growth; students will support claims about self.


WR-06-1.2.2

In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions or dialogue when appropriate; students will develop plot/story line appropriate to the form; students will develop an appropriate setting, mood, scene, image, or feeling. Students will apply literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. Students will incorporate reflection, insight and analysis when appropriate.


WR-06-1.2.3

In Transactive Writing: students will communicate relevant information to clarify and justify a specific purpose; students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals); students will develop explanations to support the writer's purpose; students will apply research to support ideas with facts and opinions; students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical appeal, repetition) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.


WR-06-2.3.1

In Reflective Writing; students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphing effectively; students will create conclusions effectively.


WR-06-2.3.2

In Personal Expressive/Literary Writing; students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphs effectively; students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; students will create conclusions effectively.


WR-06-2.3.3

In Transactive Writing: students will establish a context for reading; students will apply the accepted format of the genre; students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose; students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details; students will apply paragraphing effectively; students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; students will create conclusions effectively.


WR-06-2.4.1

In Reflective Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures when appropriate.


WR-06-2.4.2

In Personal Expressive/Literary Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate; students will arrange poetic language in meaningful order; students will apply poetic line breaks effectively.


WR-06-2.4.3

In Transactive Writing: students will develop complete, concise sentences or apply unconventional structures when appropriate.


WR-06-3.5.1

In Reflective Writing: Students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect; Students will apply language concisely; Students will incorporate language appropriate to the content, purpose, and audience.


WR-06-3.5.2

In Personal Expressive/Literary Writing: Students will adhere to standard guidelines for usage and grammar or use nonstandard for effect; Students will incorporate language based on economy, precision, richness, or impact on the reader; Students will develop ideas through descriptive or figurative language.


WR-06-3.5.3

In Transactive Writing: Students will adhere to standard guidelines for usage and grammar; Students will apply precise word choice; Students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-06-4.11.28

Students will capitalize the beginning of sentences.


WR-06-4.10.7

Students will identify extraneous/irrelevant materials.


WR-06-4.10.4

Students will narrow topic for selected writing.


WR-06-4.10.5

Students will identify topic sentence of a paragraph.


WR-06-4.10.6

Students will select appropriate supporting details.


WR-06-4.10.8

Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.


WR-06-4.10.9

Students will apply the most effective transitions.


WR-06-4.10.10

Students will develop effective introductions and closures for writing.


WR-06-4.10.11

Students will eliminate redundant words and phrases.


WR-06-4.10.12

Students will choose the most specific word for use in a sentence.


WR-06-4.11.13

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.


WR-06-4.11.14

Students will apply knowledge of present, past, and future verb tenses.


WR-06-4.11.15

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


WR-06-4.11.16

Students will apply knowledge of special problems in usage(e.g., a/an, to/two/too, their/there/they're), pronoun references and double negatives.


WR-06-4.11.17

Students will apply knowledge of idiomatic expressions.


WR-06-4.11.18

Students will correct run-on or awkward sentences.


WR-06-4.11.19

Students will correct sentence fragments.


WR-06-4.11.20

Students will combine short choppy sentences effectively.


WR-06-4.11.21

Students will combine simple sentences by using subordination and coordination.


WR-06-4.11.22

Students will apply knowledge of spelling patterns, generalizations, and rules to contractions


WR-06-4.11.22

Students will correct sentences with misplaced/and or dangling modifiers.


WR-06-4.11.23

Students will apply knowledge of spelling patterns, generalizations and rules to commonly used words.


WR-06-4.11.24

Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.


WR-06-4.11.25

Students will apply knowledge of spelling patterns, generalizations and rules to contractions.


WR-06-4.11.26

Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.


WR-06-4.11.27

Students will capitalize proper nouns (e.g., names, days, months).


WR-06-4.11.29

Students will capitalize the pronoun "I".


WR-06-4.11.30

Students will capitalize proper adjectives.


WR-06-4.11.31

Students will capitalize first word in a quote when appropriate.


WR-06-4.11.32

Students will capitalize the first word and every succeeding main word in a title.


WR-06-4.11.33

Students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences.


WR-06-4.11.34

Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.


WR-06-4.11.35

Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.


WR-06-4.11.36

Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.


WR-06-4.11.37

Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.


WR-06-4.11.38

Students will correctly apply the rules of punctuation for semi-colons in items in a series and combined sentences.


WR-06-4.11.39

Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.


WR-06-4.11.40

Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles, and direct/indirect quotes.


WR-06-4.11.41

Students will document use of sources.


WR-07-1.1.1

In Reflective Writing: Students will evaluate personal progress toward meeting goals in literacy skills; Students will analyze and address needs of the intended audience; students will sustain a suitable tone or appropriate voice.


WR-07-1.1.2

In Personal Expressive Writing: students will communicate the signifcane of the writer's life experience by narrating about life events, relationships, or central ideas; students will apply the characteristics of the selected form(e.g. personal narrative, personal memoir, personal essay); students will create point of view; students will sustain a suitable tone or appropriate voice. In Literary Writing: students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordianry perception of the ordinary); students will apply characteristics of the selected form (e.g., short story, play/script, poem); students will sustain point of view; students will sustain a tone or appropriate voice; students will apply a ficitional perspective in literary writing when appropriate.


WR-07-1.1.3

In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing. Students will develop an effective angle to achieve purpose. Students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece. Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech). Students will sustain a suitable tone. Students will allow voice to emerge when appropriate.


WR-07-1.2.1

In Reflective Writing: students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; students will describe own literacy skills, strategies, processes or areas of growth; students will analyze own decisions about literacy goals; students will evaluate own strengths and areas for growth; students will support claims about self.


WR-07-1.2.2

In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate; students will develop plot/story line appropriate to the for; students will develop an appropriate setting, mood, scene, image, feeling. Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. Students will incorporate reflection, insight, or analysis when appropriate.


WR-07-1.2.3

In Transactive Writing: students will communicate relevant information to clarify and justify a specific purpose; students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals); students will develop explanations to support the writer's purpose; students will apply research to support ideas with facts and opinions; students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon) when appropriate.


WR-07-2.3.1

In Reflective Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphing effectively; students will create conclusions effectively.


WR-07-2.3.2

In Personal Expressive/Literary Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphinf effectively; students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; students will create conclusions effectively.


WR-07-2.3.3

In Transactive Writing: students will establish a context for reading; students will apply the accepted format of the genre; students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose; students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details; students will apply paragraphing effectively; students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; students will create conclusions effectively.


WR-07-2.4.1

In Reflective Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures when appropriate.


WR-07-2.4.2

In Personal Expressive/Literary Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate; students will arrange poetic language in meaningful order; students will apply poetic line breaks effectively.


WR-07-2.4.3

In Transactive Writing: students will develop complete, concise sentences or apply unconventional structures when appropriate.


WR-07-3.5.1

In Reflective Writing: students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect; students will apply language concisely; students will incorporate language appropriate to the content, purpose, and audience.


WR-07-3.5.2

In Personal Expressive/Literary Writing: students will adhere to standard guidelines for usage and grammar or use nonstandard for effect; students will incorporate language based on economy, precision, richness, or impact on the reader; students will develop ideas through descriptive or figurative language.


WR-07-3.5.3

In Transactive Writing: students will adhere to standard guidelines for usage and grammar; students will apply precise word choice; students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-07-4.10.4

Students will narrow topic for selected writing.


WR-07-4.10.5

Students will identify and compose a topic sentence of a paragraph.


WR-07-4.10.6

Students will select appropriate supporting details.


WR-07-4.10.7

Students will identify extraneous/irrelevant materials.


WR-07-4.10.8

Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.


WR-07-4.10.9

Students will apply the most effective transitions.


WR-07-4.10.10

Students will develop effective introductions and closures for writing.


WR-07-4.10.11

Students will eliminate redundant words and phrases.


WR-07-4.10.12

Students will choose the most specific word for use in a sentence.


WR-07-4.11.13

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.


WR-07-4.11.14

Students will apply knowledge of present, past and future verb tenses.


WR-07-4.11.15

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


WR-07-4.11.16

Students will apply knowledge of special problems in usage(e.g., a/an, to/two/too, their/there/they're), pronoun references and double negatives.


WR-07-4.11.17

Students will apply knowledge of idiomatic expressions.


WR-07-4.11.18

Students will correct run-on and awkward sentences.


WR-07-4.11.19

Students will correct sentence fragments.


WR-07-4.11.20

Students will combine short choppy sentences effectively.


WR-07-4.11.21

Students will combine simple sentences by using subordination and coordination.


WR-07-4.11.22

Students will correct sentences with misplaced/and or dangling modifiers.


WR-07-4.11.23

Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.


WR-07-4.11.24

Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.


WR-07-4.11.25

Students will apply knowledge of spelling patterns, generalizations, and rules to contractions.


WR-07-4.11.26

Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.


WR-07-4.11.27

Students will capitalize proper nouns (e.g., names, days, months).


WR-07-4.11.28

Students will capitalize the beginning of sentences.


WR-07-4.11.29

Students will capitalize the pronoun "I".


WR-07-4.11.30

Students will capitalize proper adjectives.


WR-07-4.11.31

Students will capitalize first word in a quote when appropriate.


WR-07-4.11.32

Students will capitalize the first word and every succeeding main word in a title.


WR-07-4.11.33

Students will correctly punctuate declarative, exclamatory, interrogative, and imperative sentences.


WR-07-4.11.34

Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.


WR-07-4.11.35

Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.


WR-07-4.11.36

Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.


WR-07-4.11.37

Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.


WR-07-4.11.38

Students will correctly apply the rules of punctuation for semi-colons in items in a series and correctly combined sentences.


WR-07-4.11.39

Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.


WR-07-4.11.40

Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.


WR-07-4.11.41

Students will document use of sources.


WR-08-1.1.1

In Reflective Writing: students will evaluate personal progress toward meeting goals in literacy skills; students will analyze and address needs of the intended audience; students will sustain a suitable tone or appropriate voice.


WR-08-1.1.2

In Personal Expressive Writing: students will communicate the signifcane of the writer's life experience by narrating about life events, relationships, or central ideas; students will apply the characteristics of the selected form(e.g. personal narrative, personal memoir, personal essay); students will sustain point of view; students will sustain a suitable tone or appropriate voice. In Literary Writing: students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordianry perception of the ordinary); students will apply characteristics of the selected form (e.g., short story, play/script, poem); students will sustain point of view; students will sustain a tone or appropriate vocie; students will apply a ficitional perspective in literary writing when appropriate.


WR-08-1.1.3

In Transactive Writing, students will communicate a purpose through informing, persuading, or analyzing. Students will develop an effective angle to achieve purpose. Students will communicate as an informed writer to clarify what the reader should know, do, or believe as a result of reading the piece. Students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech). Students will sustain a suitable tone. Students will allow voice to emerge when appropriate.


WR-08-1.2.1

In Reflective Writing: students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; students will describe own literacy skills, strategies, processes or areas of growth; students will analyze own decisions about literacy goals; students will evaluate own strengths and areas for growth; students will support claims about self.


WR-08-1.2.2

In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate; students will develop plot/story line appropriate to the form; students will develop an appropriate setting, mood, scene, image, feeling. Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) when appropriate. Students will incorporate reflection, insight, and analysis when appropriate.


WR-08-1.2.3

In Transactive Writing: students will communicate relevant information to clarify and justify a specific purpose; students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals); students will develop explanations to support the writer's purpose; students will apply research to support ideas with facts and opinions; students will incorporate persuasive techniques (e.g., expert opinion, emotional/logical/ethical appeal, repetition, rhetorical question) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.


WR-08-2.3.1

In Reflective Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphing effectively; students will create conclusions effectively.


WR-08-2.3.2

In Personal Expressive/Literary Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply paragraphing effectively; students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; students will create conclusions effectively.


WR-08-2.3.3

In Transactive Writing: students will establish a context for reading; students will apply the accepted format of the genre; students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose; students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details; students will apply paragraphing effectively; students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; students will create conclusions effectively.


WR-08-2.4.1

In Reflective Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures when appropriate.


WR-08-2.4.2

In Personal Expressive/Literary Writing: students will develop sentences of various structures and lengths throughout the piece; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate; students will arrange language in meaningful order; students will apply poetic line breaks effectively.


WR-08-2.4.3

In Transactive Writing, students will develop complete, concise sentences or apply unconventional structures when appropriate.


WR-08-3.5.1

In Reflective Writing: students will adhere to standard guidelines for grammar and usage or apply nonstandard for effect; students will apply language concisely; students will incorporate language appropriate to the content, purpose, and audience.


WR-08-3.5.2

In Personal Expressive/Literary Writing: students will adhere to standard guidelines for usage and grammar or use nonstandard for effect; students will incorporate language based on economy, precision, richness, or impact on the reader; students will develop ideas through descriptive or figurative language.


WR-08-3.5.3

In Transactive Writing: students will adhere to standard guidelines for usage and grammar; students will apply precise word choice; students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-08-4.10.4

Students will narrow topic for selected writing.


WR-08-4.10.5

Students will identify and compose a topic sentence of a paragraph.


WR-08-4.10.6

Students will select appropriate supporting details.


WR-08-4.10.7

Students will identify extraneous/irrelevant materials.


WR-08-4.10.8

Students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position.


WR-08-4.10.09

Students will apply the most effective transitions


WR-08-4.10.9

Students will apply the most effective transitions.


WR-08-4.10.10

Students will develop effective introductions and closures for writing.


WR-08-4.10.11

Students will eliminate redundant words and phrases.


WR-08-4.10.12

Students will choose the most specific word for use in a sentence.


WR-08-4.11.13

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.


WR-08-4.11.14

Students will apply knowledge of present, past and future verb tenses.


WR-08-4.11.15

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


WR-08-4.11.16

Students will apply knowledge of special problems in usage (e.g., a/an, to/two/too, their/there/they're), pronoun references and double negatives.


WR-08-4.11.17

Students will apply knowledge of idiomatic expressions.


WR-08-4.11.18

Students will correct run-on and awkward sentences.


WR-08-4.11.19

Students will correct sentence fragments.


WR-08-4.11.20

Students will combine short choppy sentences effectively.


WR-08-4.11.21

Students will combine simple sentences by using subordination and coordination.


WR-08-4.11.22

Students will correct sentences with misplaced/and or dangling modifiers.


WR-08-4.11.23

Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.


WR-08-4.11.24

Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.


WR-08-4.11.25

Students will apply knowledge of spelling patterns, generalizations, and rules to contractions.


WR-08-4.11.26

Students will apply knowledge of spelling patterns, generalizations and rules to change verb endings.


WR-08-4.11.27

Students will capitalize proper nouns (e.g., names, days, months).


WR-08-4.11.28

Students will capitalize the beginning of sentences.


WR-08-4.11.29

Students will capitalize the pronoun "I".


WR-08-4.11.30

Students will capitalize proper adjectives.


WR-08-4.11.31

Students will capitalize first word in a quote when appropriate.


WR-08-4.11.32

Students will capitalize the first word and every succeeding main word in a title.


WR-08-4.11.33

Students will correctly punctuate declarative, exclamatory, interrogative, and imperative sentences.


WR-08-4.11.34

Students will use commas in a series, a date, a compound sentence, and the greeting and closing of a letter.


WR-08-4.11.35

Students will correctly apply the rules of punctuation for commas in appositives, direct address, and introductory phrases and clauses.


WR-08-4.11.36

Students will correctly apply the rules of punctuation for apostrophes in possessives and contractions.


WR-08-4.11.37

Students will correctly apply the rules of punctuation for periods in abbreviations and acronyms.


WR-08-4.11.38

Students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences.


WR-08-4.11.39

Students will correctly apply the rules of punctuation for colons in introducing a list and the business letter greeting.


WR-08-4.11.40

Students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes.


WR-08-4.11.41

Students will document use of sources.


WR-E-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by: Narrowing the topic to create a specific purpose for writing; Establishing a controlling idea, theme, or conclusion about the topic; Choosing a perspective authentic to the writer; Analyzing and addressing the needs of the intended audience; Adhering to the characteristics of the form; Applying a suitable tone; Allowing voice to emerge when appropriate.


WR-EP-1.1.1

In Reflective Writing: Students will evaluate personal progress toward meeting goals in literacy skills; Students will recognize needs of the intended audience; Students will use a suitable tone or appropriate voice.


WR-EP-1.1.2

In Personal Expressive Writing: Students will communicate the significance of the writer’s experience by focusing on life events or relationships; Students will apply characteristics of the selected form (e.g., personal narrative, personal memoir); Students will create a point of view; Students will use a suitable tone or appropriate voice. In Literary Writing: Students will communicate to an audience about the human condition by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image or showing an extraordinary perception of the ordinary; Students will apply characteristics of the selected form (e.g., short story, play/script, poem); Students will use a suitable tone or appropriate voice; Students will apply a fictional perspective in literary writing when appropriate.


WR-EP-1.1.3

In Transactive Writing: Students will commuincate a purpose through informing or persuading; Students will develop an angle; Students will communicate what the reader should know, do, or believe as a result of reading the piece; Students will apply characteristics of the selected form (e.g., letter, feature, article); Students will use a suitable tone; Students will allow voice to emerge when appropriate.


WR-E-1.2.0

Idea Development/Support: Students will support main ideas and deepen the audience's understanding of purpose by: Developing logical, justified, and suitable explanations; Providing relevant elaborationl; Explaining related connections or reflections; Applying idea development strategies appropriate for the form.


WR-EP-1.2.1

In Reflective Writing: Students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; Students will describe own literacy skills, strategies or processes; Students will explain own decisions about literacy goals; Students will identify own strengths and areas for growth.


WR-EP-1.2.2

In Personal Expressive/Literary Writing. Students will communicate main idea through use of literary elements appropriate to the genre: Students will develop characters (fictional/non-fictional) through thoughts, emotions, actions, descriptions, or dialogue when appropriate; Students will develop plot/story line appropriate to the forml; Students will develop setting, mood, scene, image or feeling. Students will apply literary or poetic devices (e.g., simile, personification) when appropriate; Students will incorporate reflection when appropriate.


WR-EP-1.2.3

In Transactive Writing: Students will communicate relevant information; Students will develop an angle with support (e.g., facts, examples, reasons, visuals); Students will apply research to support ideas with facts and opinions.


WR-E-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by: Engaging the audience; Establishing a context for reading when appropriate; Communicating ideas and support in a meaningful order; Applying transitions and transitional elements to guide the reader through the piece; Developing effective closure.


WR-EP-2.3.1

In Reflective Writing: Students will engage the interest of the reader; Students will communicate ideas and details in meaningful order; Students will use transitions or transitional elements between ideas to guide the reader; Students will create paragraphs; Students will create conclusions effectively.


WR-EP-2.3.2

In Personal Expressive/Literary Writing: Students will engage the interest of the reader; Students will communicate ideas and details in a meaningful order; Students will use transitions or transitional elements between ideas to guide the reader; Students will create paragraphs; Students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; Students will create conclusions effectively.


WR-EP-2.3.3

In Transactive Writing: Students will establish a context for reading; Students will apply the accepted format of the genre; Students will develop text structure (e.g., problem/ solution, question/answer, description, sequence); Students will arrange ideas in a logical, meaningful order by using transitions or transitional elements between ideas and details; Students will create paragraphs; Students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; Students will create conclusions effectively.


WR-E-2.4.0

Sentence Structure: Students will create effective sentences by applying a variety of structures and lengths; developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.


WR-EP-2.4.1

In Reflective Writing: Students will develop sentences of various structures and lengths throughout the piece; Students will develop complete and correct sentences.


WR-EP-2.4.2

In Personal Expressive/Literary Writing: Students will develop sentences of various structures and lengths; Students will develop complete and correct sentences; Students will arrange poetic language in a meaningful order; Students will use poetic line breaks effectively.


WR-EP-2.4.3

In Transactive Writing: Students will develop complete sentences or apply unconventional structures when appropriate.


WR-E-3.5.0

Language: Students will exemplify effective language choices by applying correct grammar and usage; Applying concise use of language; Incorporating strong verbs, precise nouns, concrete details, and sensory details; Applying language appropriate to the content, purpose, and audience.


WR-EP-3.5.1

In Reflective Writing: Students will adhere to standard guidelines for grammar and usage; Students will use language concisely; Students will incorporate language to address the content, purpose, and audience.


WR-EP-3.5.2

In Personal Expressive/Literary Writing: Students will adhere to standard guidelines for grammar and usage or apply nonstandard when appropriate for effect; Students will incorporate language based on economy or impact on the reader; Students will develop ideas through descriptive or figurative language.


WR-EP-3.5.3

In Transactive Writing: Students will adhere to standard guidelines for grammar and usage; Students will use precise word choice; Students will use the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-E-3.6.0

Correctness: Students will communicate clearly by applying correct spelling; Applying correct punctuation; Applying correct capitalization; Incorporating acceptable departure from standard correctness to enhance meaning when appropriate; Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources).


WR-E-4.7.0

Focusing: Connecting to content knowledge; Connecting with prior learning and experience; Initiating an authentic reason to write; Thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write.


WR-EP-4.7.00

Inviting the Writing: Connecting to content knowledge, Connecting to prior learning, Initiating authentic connection, Thinking about/selecting topic


WR-EP-4.7.00

Inviting the Writing; Connecting to content knowledge, Connecting to prior learning, Initiating authentic connection, Thinking about/selecting topic


WR-E-4.8.0

Prewriting: Selecting/narrowing a topic; Establishing a purpose and central/controlling idea or focus; Identifying and analyzing the audience; Determining the most appropriate form to meet the needs of purpose and audience; Generating ideas (e.g., reading, journaling, mapping, webbing, note-taking, interviewing, researching, other writing-to-learn activities); Organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.


WR-E-4.9.0

Drafting: Writing draft(s) for an intended audience; Developing topic, elaborating, exploring sentence variety and language use; Organizing writing.


WR-E-4.10.0

Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/redefine, or elaborate content; Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine, or elaborate content; Checking for accuracy of content; Considering voice, tone, style, intended audience, coherence, transitions; Comparing with rubric criteria and anchor papers/models; Considering effectiveness of language usage and sentences to communicate ideas.


WR-EP-4.10.4

Students will identify the topic sentence/main idea of a paragraph


WR-EP-4.10.5

Students will select appropriate supporting details.


WR-EP-4.10.6

Students will identify extraneous material.


WR-EP-4.10.7

Students will correct sentences that are out of chronological/sequential order.


WR-EP-4.10.8

Students will identify transitions.


WR-EP-4.10.9

Students will develop introductions and closures for writing.


WR-EP-4.10.10

Students will eliminate redundant words.


WR-EP-4.10.11

Students will choose the most specific word for use in a sentence.


WR-E-4.11.0

Editing (Conventions and Mechanics): Checking for correctness with self, teacher, or peer(s) (Language usage, Sentence structure, Spelling, Capitalization, Punctuation, Documentation of sources); Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks).


WR-EP-4.11.12

Students will apply knowledge of subject/verb agreement with both singular and plural subjects.


WR-EP-4.11.13

Students will apply knowledge of present and past verb tenses.


WR-EP-4.11.14

Students will apply knowledge of comparative and superlative forms of adjectives and adverbs.


WR-EP-4.11.15

Students will apply knowledge of special problems in usage(e.g., a/an, to/two/too, their/there/they're) and pronoun references.


WR-EP-4.11.16

Students will correct run-on sentences.


WR-EP-4.11.17

Students will correct sentence fragments.


WR-EP-4.11.18

Students will apply knowledge of spelling patterns, generalizations, and rules to commonly used words.


WR-EP-4.11.19

Students will apply knowledge of spelling patterns, generalizations, and rules to plural forms of words.


WR-EP-4.11.20

Students will apply knowledge of spelling patterns, generalizations, and rules to contractions.


WR-EP-4.11.21

Students will apply knowledge of spelling patterns, generalizations, and rules to change verb endings.


WR-EP-4.11.22

Students will capitalize proper nouns (e.g., names, days, months).


WR-EP-4.11.23

Students will capitalize the beginning of sentences.


WR-EP-4.11.24

Students will capitalize the pronoun "I".


WR-EP-4.11.25

Students will capitalize first word in a quote when appropriate.


WR-EP-4.11.26

Students will capitalize words in a title.


WR-EP-4.11.27

Students will correctly punctuate nearly all of the time declarative, exclamatory, interrogative and imperative sentences.


WR-EP-4.11.28

Students will approximate the use of commas in a series, a date, a compound sentence and the greeting and closing of a letter.


WR-EP-4.11.29

Students will approximate the use of beginning and ending quotation marks in dialogue.


WR-EP-4.11.30

Students will identify the need for documentation.


WR-E-4.12.0

Publishing: Sharing final piece with intended audience.


WR-E-4.13.0

Reflecting: Reflecting upon progress and growth as a writer; Literacy skills; Who or what has influenced progress and growth; Approaches used when composing (e.g., free-writing, mental composing, research, drawing, webbing).


WR-HS-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by narrowing the topic to create a specific purpose for writing; establishing a controlling idea, theme, or thesis about the topic, choosing a perspective authentic to the writer; analyzing and addressing the needs of the intended audience; adhering to the characteristics of the form; applying a suitable tone; allowing voice to emerge when appropriate.


WR-HS-1.1.1

In Reflective Writing: students will evaluate personal progress toward meeting goals in literacy skills; students will analyze needs of the intended audience; students will sustain suitable tone or appropriate voice.


WR-HS-1.1.2

In Personal Expressive Writing: students will communicate the significance of the writer's life experience by narrating about life events, relationships, or central ideas; students will apply the characteristics of the selected form (e.g., personal narrative, personal memoir, personal essay); students will sustain point of view; students will sustain a suitable tone or appropriate voice. In Literary Writing: students will communicate to an audience about the human condition (e.g., by painting a picture, recreating a feeling, telling a story, capturing a moment, evoking an image, or showing an extraordinary perception of the ordinary); students will apply characteristics of the selected form (e.g., short story, play/script, poem); students will sustain point of view; students will sustain a suitable tone or appropriate voice; students will apply a fictional perspective in literary writing when appropriate.


WR-HS-1.1.3

In Transactive Writing: students will communicate as an informed writer to provide new insight through informing, persuasding, or analyzing; students will develop an effective angle to achieve a justifiable purpose; students will justify what the reader should know, do, or believe as a result of reading the piece; students will apply characteristics of the selected form (e.g., letter, feature article, editorial, speech, analytical lab report, historical journal article, literary analysis) for an intentional effect; students will sustain a suitable tone; students will allow voice to emerge when appropriate.


WR-HS-1.2.0

Idea Development/Support: Students will support main ideas and deepen the audience's understanding of purpose by developing logical, justified and suitable explanations; providing relevant elaboration; explaining related connections or reflections; applying idea development strategies appropriate to the form.


WR-HS-1.2.1

In Reflective Writing: students will develop the connection between literacy skills (reading and writing) and understanding of content knowledge; students will describe own literacy skills, strategies, processes or areas of growth; students will analyze own decisions about literacy goals; students will evaluate own strengths and areas for growth; students will support claims about self.


WR-HS-1.2.2

In Personal Expressive/Literary Writing, students will communicate theme/main idea through use of literary elements appropriate to the genre: students will develop characters (fictional/non-fictional) through emotions, actions, reactions, descripions, thoughts, or dialogue when appropriate; students will develop plot/story line approprate to the form. Students will develop an appropriate setting, mood, scene, image or feeling. Students will incorporate literary or poetic devices (e.g., simile, metaphor, personification) for an intentional effect. Students will incorporate reflection, insight, and analysis when appropriate.


WR-HS-1.2.3

In Transactive Writing: students will communicate relevant information to clarify and justify a specific purpose; students will develop a deliberate angle with support (e.g., facts, examples, reasons, comparisons, diagrams, charts, other visuals); students will develop explanations to support the writer's purpose; students will synthesize research to support ideas when appropriate; students will incorporate persuasive techniques (e.g., expert opinion, repetition, rhetorical question, logical/emotional/ethical appeal, allusion) or propaganda techniques (e.g., testimonial, bandwagon, personal attacks) when appropriate.


WR-HS-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by engaging the audience; establishing a context for reading when appropriate; communicating ideas and support in a meaningful order; applying transitions and transitional elements to guide the reader through the piece; developing effective closure.


WR-HS-2.3.1

In Reflective Writing: students will engage the interest of the reader; students will establish a context for the reader; students will communicate ideas and details in a logical, meaningful order; students will apply the acceptable format of the genre; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply effective paragraphing; students will create effective conclusions.


WR-HS-2.3.2

In Personal Expressive/Literary Writing: students will engage the interest of the reader; students will communicate ideas and details in meaningful order; students will apply organizational devices (e.g., foreshadowing, flashback) when appropriate; students will apply a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply effective paragraphing; students will arrange poetic stanzas in a way that enhances the meaning through the use of white space, line breaks, and shape; students will create effective conclusions.


WR-HS-2.3.3

In Transactive Writing: students will establish a context for reading; students will apply the accepted format of the genre; students will develop an appropriate text structure (e.g., cause/effect, problem/solution, question/answer, comparison/contrast, description, sequence) to achieve purpose; students will arrange ideas and details in a logical, meaningful order by using a variety of transitions or transitional elements between ideas and details to guide the reader; students will apply effective paragraphing ; students will incorporate text features (e.g., subheadings, bullets, fonts, white space, layout, charts, diagrams, labels, pictures, captions) when appropriate; students will create effective conclusions.


WR-HS-2.4.0

Sentence Structure: Students will create effective sentences by applying a variety of structures and lengths; maintaining parallel structure; developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.


WR-HS-2.4.1

In Reflective Writing: students will develop sentences of various structures and lengths for effect; students will maintain parallel structure; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate.


WR-HS-2.4.2

In Personal Expressive/Literary Writing: students will develop sentences of various structures and lengths for effect; students will maintain parallel structure; students will develop complete sentences or apply unconventional structures for an intentional effect when appropriate; students will arrange poetic language in a meaningful order; students will apply poetic line breaks effectively.


WR-HS-2.4.3

In Transactive Writing: students will develop complete, concise sentences or apply unconventional structures for an intentional effect when appropriate; students will maintain parallel structure.


WR-HS-3.5.0

Language: Students will exemplify effective language choices by applying correct grammar and usage; applying concise use of language; incorporating strong verbs, precise nouns, concrete details, and sensory details; applying language appropriate to the content, purpose, and audience.


WR-HS-3.5.1

In Reflective Writing: students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect; students will apply language concisely; students will incorporate language appropriate to the content, purpose, and audience.


WR-HS-3.5.2

In Personal Expressive/Literary Writing: students will adhere to standard guidelines for grammar and usage or apply nonstandard for an intentional effect; students will incorporate language based on economy, precision, richness, or impact on the reader; students will develop ideas through descriptive or figurative language.


WR-HS-3.5.3

In Transactive Writing: students will adhere to standard guidelines for grammar and usage; students will apply precise word choice; students will incorporate the specialized vocabulary of the discipline/content appropriate to the purpose and audience.


WR-HS-3.6.0

Correctness: Students will communicate clearly by applying correct spelling; applying correct punctuation; applying correct capitalization; incorporating acceptable departure from standard correctness to enhance meaning when appropriate; incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources, documenting sources in text and/or on a Works Cited page).


WR-HS-4.7.0

Focusing: connecting to content knowledge; connecting to prior learning and experiences; initiating authentic reason to write; thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write.


WR-HS-4.8.0

Prewriting: establishing a purpose and central/controlling idea or focus; identifying and analyzing the audience; determining the most appropriate form to meet the needs of purpose and audience; generating ideas (e.g., mapping, webbing, note taking, interviewing, researching, and other writing-to-learn activities); organizing ideas - examining other models of good writing and appropriate text structures to match purpose and organize information.


WR-HS-4.9.0

Drafting: writing draft(s) for an intended audience; developing topic, elaborating, exploring sentence variety and language use; organizing writing.


WR-HS-4.10.0

Revising (Content/Ideas): reflecting to determine where to add, delete, rearrange, define/redefine or elaborate content; conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content; checking for accuracy of content; considering voice, tone, style, intended audience, coherence, transitions, pacing; comparing with rubric criteria and anchor papers/models; considering effectiveness of language usage and sentences to communicate ideas. Idea Development: students will narrow topic for selected writing; students will compose a topic sentence of a paragraph that is purposefully placed to enhance reader awareness; students will select appropriate supporting details relevant to a specific writing category (e.g., dialogue, predictions, findings from research, needed definitions, causes and effects, comparisons, contrasts, reference to concepts); students will delete extraneous/irrelevant materials. Organization: students will correct sentences that are out of chronological/sequential order or insert new sentences in the correct chronological/sequential position; students will compose effective and subtle transitions; students will develop effective introductions and closures for writing; students will apply appropriate usage of parallelism (e.g., word forms, lists, phrases, clauses, sentences, organization, idea development). Word Choice: students will eliminate redundant words and phrases; students will apply the most specific word for use in a sentence.


WR-HS-4.11.0

Editing (Conventions and Mechanics): checking for correctness with self, teacher or peer(s); language usage; sentence structure; spelling; capitalization; punctuation; documentation of sources; using resources to support editing (e.g., spell check, dictionaries, thesauri, handbooks). Language Usage: students will apply knowledge of subject/verb agreement with both singular and plural subjects; students will apply knowledge of present, past and future tenses; students will apply knowledge of comparative and superlative forms of adjectives and adverbs; students will apply knowledge of special problems in usage, (e.g., a/an, to/two/ too, their/ there/ they’re), pronoun references and double negatives; students will apply knowledge of idiomatic expressions. Sentence Structure: students will correct run-on and awkward sentences; students will correct sentence fragments; students will combine short, choppy sentences effectively; students will combine simple sentences by using subordination and coordination; students will correct sentences with misplaced and/or dangling modifiers. Spelling: students will apply knowledge of spelling patterns, generalizations and rules to commonly used words; students will apply knowledge of spelling patterns, generalizations and rules to plural forms of words; students will apply knowledge of spelling patterns, generalizations and rules to contractions; students will apply knowledge of spelling patterns, generalizations and rules to change verb endings. Capitalization: students will capitalize proper nouns (e.g., names, days, months); students will capitalize the beginning of sentences; students will capitalize the pronoun “I”; students will capitalize proper adjectives; students will capitalize first word in a quote when appropriate; students will capitalize the first word and every succeeding main word in a title. Punctuation: students will correctly punctuate declarative, exclamatory, interrogative and imperative sentences; students will use commas in a series, a date, a compound sentence, the greeting and closing of a letter; students will correctly apply the rules of punctuation for commas in appositives, direct address and introductory phrases and clauses; students will correctly apply the rules of punctuation for apostrophes in possessives and letters and numbers of omission; students will correctly apply the rules of punctuation for periods in abbreviations and acronyms; students will correctly apply the rules of punctuation for semi-colons in items in a series and in correcting combined sentences; students will correctly apply the rules of punctuation for colons in introducing a list and in a business letter greeting; students will correctly apply the rules of punctuation for quotation marks in dialogue, titles and direct/indirect quotes. Documentation: students will document use of sources with a format acceptable to the discipline (e.g., MLA, APA).


WR-HS-4.12.0

Publishing: sharing final piece with intended audience.


WR-HS-4.13.0

Reflecting: Reflecting upon progress, growth, and goals as a writer; literacy skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, researching, drawing, webbing, outlining).


WR-M-1.1.0

Purpose/Audience: Students will establish and maintain a focused purpose to communicate with an authentic audience by narrowing the topic to creat a specific purpose for writing; establishing a controlling idea, theme or conclusion about the topic; choosing a perspective authentic to the writer; analyzing and addressing the needs of the intended audience; adhering to the characteristics of the form; applying a suitable tone; allowing voice to emerge when appropriate.


WR-M-1.2.0

Idea Development/Support: Students will support main ideas and deepen the audience's understanding of purpose by developing logical, justified, and suitable explanations; providing relevant elaboration; explaining related connections or reflections; applying idea development strategies appropriate to the form.


WR-M-2.3.0

Organization: Students will create unity and coherence to accomplish the focused purpose by engaging the audience; establishing a context for reading when appropriate; communicating ideas and support in a meaningful order; applying transitions and transitional elements to guide the reader through the piece; developing effective closure.


WR-M-2.4.0

Sentence Structure: students will create effective sentences by applying a variety of structures and lengths; developing complete and correct sentences unless using unconventional structures for an intentional effect when appropriate.


WR-M-3.5.0

Language: Students will exemplify effective language choices by applying correct grammar and usage; applying concise use of language; incorporating strong verbs, precise nouns, concrete details, and sensory details; applying language appropriate to the content, purpose, and audience.


WR-M-3.6.0

Correctness: Students will communicate clearly by applying correct spelling; Applying correct punctuation; Applying correct capitalization; Incorporating acceptable departure from standard correctness to enhance meaning when appropriate; Incorporating appropriate documentation of ideas and information from outside sources (e.g., citing authors or titles within the text, listing sources).


WR-M-4.7.0

Focusing: connecting to content knowledge; connecting with prior learning and experience; initiating an authentic reason to write; thinking about a subject, an experience, a question, an issue or a problem to determine a meaningful reason to write.


WR-M-4.8.0

Prewriting: selecting/narrowing topic; establishing a purpose and central/controlling idea or focus; identifying and analyzing the audience; determining the most appropriate form to meet the needs of purpose and audience; generating ideas (e.g., reading, journaling, mapping, webbing, note taking, interviewing, researching, writing-to-learn activities); organizing ideas – examining other models of good writing and appropriate text structures to match purpose and organize information.


WR-M-4.9.0

Drafting: writing draft(s) for an intended audience; developing topic, elaborating ideas, exploring sentence variety and language use; organizing writing.


WR-M-4.10.0

Revising (Content/Ideas): Reflecting to determine where to add, delete, rearrange, define/redefine, or elaborate content; Conferencing with teacher or peer(s) to help determine where to add, delete, rearrange, define/redefine or elaborate content; Checking for accuracy of content; Considering voice, tone, style, intended audience, coherence, transitions; Comparing with rubric criteria and benchmark papers/models; Considering effectiveness of language usage and sentences to communicate ideas.


WR-M-4.11.0

Editing; (Conventions and Mechanics): Checking for correctness with self, teacher, or peer(s), Language usage, Sentence structure, Spelling, Capitalization, Punctuation, Documentation of sources, Using resources to support editing (e.g., spellcheck, dictionaries, thesauri, handbooks).


WR-M-4.12.0

Publishing: Sharing final piece with intended audience.


WR-M-4.13.0

Reflecting: Reflecting upon progress and growth as a writer; literary skills; who or what has influenced progress and growth; approaches used when composing (e.g., free-writing, mental composing, research, drawing, webbing).