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effects). Demonstrates understanding of 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 research findings, conveys technical information...
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effects). Demonstrates understanding of 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 research 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 journal in math, science; portfolio selection defense). square6 Writes to examine a variety of
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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 <span class="highlight">and</span> planning writing. square6 Generates ideas prior to organizing them <span class="highlight">and</span> 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 <span class="highlight">and</span> explore ideas; records observations, dialogue, <span class="highlight">and</span>/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, <span class="highlight">and</span> 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 <span class="highlight">and</span> 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, <span class="highlight">and</span> 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 <span class="highlight">and</span> 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, <span class="highlight">and</span> personal experiences). square6 Selects appropriate title for a piece <span class="highlight">of</span> writing. Analyzes ideas, selects topic, adds detail, <span class="highlight">and</span> 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 <span class="highlight">and</span>/or
K-1
stimulated by the needs of society (e.g., medical research, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different sol...
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stimulated by the needs of society (e.g., medical research, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms of criteria and constraints, conducting research, and generating several different solutions. Work collaboratively with other students to generate ideas for solving a problem. Identify criteria and constraints, research the problem, and generate several possible solutions. 9-12 APPC Choosing the best solution involves comparing alternatives
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http://www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL.pdf#page=92
www.k12.wa.us/CurriculumInstruct/Science/pubdocs/WAScienceStandardsFINAL....
stimulated by the needs <span class="highlight">of</span> society (e.g., <span class="highlight">medical</span> <span class="highlight">research</span>, global climate change). 9-12 APPB The technological design process begins by defining a problem in terms <span class="highlight">of</span> criteria <span class="highlight">and</span> constraints, conducting <span class="highlight">research</span>, <span class="highlight">and</span> generating several different solutions. Work collaboratively with other students to generate ideas for solving a problem. Identify criteria <span class="highlight">and</span> constraints, <span class="highlight">research</span> the problem, <span class="highlight">and</span> generate several possible solutions. 9-12 APPC Choosing the best solution involves comparing alternatives
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