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reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track...
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reviews ~ rhyming couplets ~ raps Uses a variety of forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a journal excerpt). square6 Maintains a log or portfolio to track variety of forms/genres used. square6 Produces a variety of new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ research reports
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=17
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
or synthesize to plan writing. Applies more than one strategy for generating ideas and planning writing. square6 Generates ideas prior to organizing them and adjusts prewriting strategies accordingly (e.g., brainstorms a list, selects relevant ideas/details to include in piece <span class="highlight">of</span> writing). square6 Maintains a <span class="highlight">journal</span> or an electronic log to collect and explore ideas; records observations, dialogue, and/or descrip- tion for later use as a basis for informa- tional or literary writing. square6 Uses a variety
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=25
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
effects). Demonstrates understanding <span class="highlight">of</span> different purposes for writing. square6 Writes to pursue a personal interest, to explain, to persuade, to inform, and to entertain a specified audience (e.g., applies for a job, communicates <span class="highlight">research</span> findings, conveys technical information). square6 Writes for self expression. square6 Writes to analyze informational and literary texts. square6 Writes to learn (e.g., double-entry <span class="highlight">journal</span> in math, science; portfolio selection defense). square6 Writes to examine a variety <span class="highlight">of</span>
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=27
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
reviews ~ rhyming couplets ~ raps Uses a variety <span class="highlight">of</span> forms/genres. square6 Includes more than one form/genre in a single piece (e.g., a report about global issues that includes captions with pic- tures, charts/graphs, and a <span class="highlight">journal</span> excerpt). square6 Maintains a log or portfolio to track variety <span class="highlight">of</span> forms/genres used. square6 Produces a variety <span class="highlight">of</span> new forms/ genres. Examples: ~ persuasive essays ~ narrative essays ~ biographies ~ literary analyses (e.g., explains about character or main idea) ~ <span class="highlight">research</span> reports
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=30
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
topic (e.g., writes and draws in a science <span class="highlight">journal</span> about scientific observations such as the life cycle <span class="highlight">of</span> a plant or animal). square6 Includes supporting information (e.g., adjectives, explanatory sentences, examples, and personal experiences). square6 Selects appropriate title for a piece <span class="highlight">of</span> writing. Analyzes ideas, selects topic, adds detail, and elaborates. square6 Selects from a wide range <span class="highlight">of</span> topics (e.g., friendship, volcanoes). square6 Maintains focus on specific topic. square6 Provides details and/or
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http://www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#page=55
www.k12.wa.us/CurriculumInstruct/writing/pubdocs/EALRwritingfinal.pdf#pag...
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: <span class="highlight">Research</span> and Practice.” In J. Flood et al., eds., Handbook <span class="highlight">of</span> <span class="highlight">Research</span> on Teaching the English Language Arts
Microsoft Word - SocialStudiesGLEs.doc
perspective of the Cayuse native people. − Constructs an historical account of Lewis and Clark’s exploration of the Pacific Northwest using evidence from artifacts and primary sources, such as journal entries. − Constructs an historical account of...
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perspective of the Cayuse native people. − Constructs an historical account of Lewis and Clark’s exploration of the Pacific Northwest using evidence from artifacts and primary sources, such as journal entries. − Constructs an historical account of how treaties affected changes in land ownership for the native tribes in the Pacific Northwest using evidence from multiple sources. − Constructs an historical account of the Pig War using evidence from artifacts and primary sources. Analyzes the
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http://www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=56
www.k12.wa.us/SocialStudies/pubdocs/SocialStudiesGLEs.pdf#page=56
perspective <span class="highlight">of</span> the Cayuse native people. − Constructs an historical account <span class="highlight">of</span> Lewis and Clark’s exploration <span class="highlight">of</span> the Pacific Northwest using evidence from artifacts and primary sources, such as <span class="highlight">journal</span> entries. − Constructs an historical account <span class="highlight">of</span> how treaties affected changes in land ownership for the native tribes in the Pacific Northwest using evidence from multiple sources. − Constructs an historical account <span class="highlight">of</span> the Pig War using evidence from artifacts and primary sources. Analyzes the
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