Essential Academic Learning Requirements

Writing

1. The student writes clearly and effectively.

To meet this standard, the student will:

1.1.	Develop concept and design. Develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively.
1.2.	Use style appropriate to the audience and purpose. Use voice, word choice, and sentence fluency for intended style and audience.
1.3.	Apply writing conventions. Know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization

2. The student writes in a variety of forms for different audiences and purposes.

To meet this standard, the student will:

2.1.	Write for different audiences.
2.2.	Write for different purposes, such as telling stories, presenting analytical responses to literature, persuading, conveying technical information, completing a team project, and explaining concepts and procedures.
2.3.	Write in a variety of forms, including narratives, journals, poems, essays, stories, research reports, and technical writing.
2.4.	Write for career applications.

3.1 The student understands and uses the steps of the writing process.

To meet this standard, the student will:

3.1.	Pre-write. Generate ideas and gather information.
3.2.	Draft .Elaborate on a topic and supporting ideas.
3.3.	Revise. Collect input and enhance text and style.
3.4.	Edit. Use resources to correct spelling, punctuation, grammar, and usage.
3.5.	Publish. Select a publishing form and produce a completed writing project to share with chosen audience.

4. The student analyzes and evaluates the effectiveness of written work.

To meet this standard, the student will:

4.1.	Assess own strengths and needs for improvement. Analyze effectiveness of own writing and set goals for improvement.
4.2.	Seek and offer feedback.

1.The student writes clearly and effectively.

To meet this standard, the student will:

Benchmark 1 Grade 4	Benchmark 2 Grade 7	Benchmark 3 Grade 10
1.1.Develop concept and design.
Represent one main idea or topic in text.	Demonstrate consistency in focus; construct a logical argument.	Maintain a sharp focus throughout the work; focus text clearly to hold a reader’s attention, to make a point, to tell a story, and/or describe a process or phenomenon.
Choose own topic; write in more than one genre.	Write in a number of genres and forms.	Approach a topic in an individualized and purposeful way.
Include relevant details.	Discriminate between essential, intriguing, or useful information and trivia.	Discriminate between essential, intriguing, or useful information and trivia.
Elaborate on details to enhance or support main ideas.	Demonstrate elaboration through examples, details, facts, and/or reasons, etc.	Develop a topic, theme, or central metaphor with carefully chosen and focused detail and content.
Organize text with a clear beginning, middle, and end (spatial, sequential); use transitions to construct logical order.	Use effective organizational structures; construct sequenced paragraphs using effective transitions.	Control emphasis, sequencing, focus, and transitions in a variety of genres such as poetry, technical, or narrative.
Use paragraphs to organize text.	Write coherent paragraphs.	Write coherent paragraphs.
	Write analytically using basic and clear logic.	Develop analysis, synthesis, persuasion, and exposition logically; demonstrate advanced logic.
1.2.Use style appropriate to the audience and purpose.
Communicate own perspective and ideas.	Choose voices appropriate to different genres and audiences.	Recognize voice; strengthen and modify own voice as appropriate.
Demonstrate awareness of the audience.	Choose language that is precise, engaging, and well suited to the topic and audience.	Choose words to convey intended message in a precise, interesting, and natural way.
Use patterns and vocabulary from literature and nonfiction.	Use accurate and precise language relevant to content area.	Use specialized vocabulary relevant to a specific content area.
Use figurative language and imagery.	Experiment with figurative language and sound patterns.	Use figurative language and sound patterns effectively.
Use words in more than one context.	Use words appropriate to the chosen purpose.	Consider connotation and denotation when choosing words.
Use a variety of sentence lengths and types.	Vary sentence length and structure.	Vary the complexity of sentence structure and cadence for effect.

Benchmark 1 Grade 4	Benchmark 2 Grade 7	Benchmark 3 Grade 10
1.3. Apply writing conventions.
Write complete sentences.	Use compound and complex sentences.	Use standard writing conventions in final draft to enhance meaning and clarity:
Use correct subject-verb agreement.	Employ conventional grammar such as subject/verb agreement and verb tense agreement except for effect.	/ Grammar/usage / Capitalization
Use capitalization and punctuation accurately in the final draft.	Apply capitalization and punctuation rules correctly.	/ Punctuation / Spelling
Spell age-level words correctly in the final draft.	Spell correctly except for effect in final draft.
Indicate paragraphs consistently.	Use paragraphing, stanza division, and other textual markers such as table of contents, title and subtitle, and bullets.	Use paragraphing and stanza division to reinforce text’s organizational structure.
Use correct cursive letter formation and legible handwriting.	Write legibly.	Write legibly.

2.The student writes in a variety of forms for different audiences and purposes.

To meet this standard, the student will:

BENCHMARK 1 GRADE 4	BENCHMARK 2 GRADE 7	BENCHMARK 3 GRADE 10
2.1.Write for different audiences.
Write for self, teacher, or other personally known audience.	Write for distant audiences such as pen pals and community members.	Identify, analyze, describe, and meet the needs of chosen audience.
Show some awareness of audience needs.	Determine and write for the needs of different audiences.	Show sense of how particular audience may interpret a text.
2.2.Write for different purposes.
Write for different purposes including: / To respond to teacher’s prompt. / To tell about something. / To name something. / To describe something. / To direct. / To imagine. / To learn.	Write for a range of purposes including: / To express him/herself. / To inform others. / To create. / To explain ideas or procedures. / To persuade others. / To entertain. / To debate. / To question.	Write for a broad range of purposes including: / To reflect upon own experiences. / To experiment with language. / To make inferences or draw conclusions . / To present an analytical response to literature. / To apply for jobs. / To communicate research findings. / To convey technical information.
2.3.Write in a variety of forms.
Write in a variety of forms and genres (narratives, journals, poems, essays, reports, stories, etc.).	Write in a variety of forms and genres (narratives, journals, poems, essays, stories, research reports, etc.).	Write in a variety of forms and genres (tall tales, myths, fables, reports, experiments, directions, dramas, narratives, journals, poems, essays, stories, etc.).
	Vary form, detail, and structure of writing in accordance with intended audience and purpose.	Interweave elements of exposition, argumentation, narration, figurative, and rhythmic language as needed according to audience and purpose.
2.4. Write for career applications
Identify the kinds of documents one might be required to write in a career setting.	Identify particular forms one might be required to use when writing in career settings, for example, software programs or research reports.	Identify particular writing skills required for occupational/career areas of interest.
Write non-technical documents that could be used in a career setting such as memos, letters, and directions.	Produce technical and non-technical documents using resources from career settings such as evacuation manuals, consumer spending graphs, and demographic tables.	Produce technical and non-technical documents for career audiences such as a homepage, research report, or blueprint.
Cite sources when writing reports or technical documents.	Identify different forms used to cite sources when writing reports or technical documents for example, references, footnotes, and endnotes.	Understand the importance of using reference style consistently when writing reports or technical documents.

3.The student understands and uses the steps of the writing process.

To meet this standard, the student will:

Benchmark 1 Grade 4	Benchmark 2 Grade 7	Benchmark 3 Grade 10
3.1.Pre-write
Generate own ideas (brainstorm); organize and plan writing (outlines, webbing, story mapping, listing, jotting, free writing, etc.).	Use a variety of prewriting strategies (story mapping, listing, webbing, jotting, outlining, free writing, brainstorming, etc.).	Generate ideas and plan writing independently such as extensive planning, and defining and choosing an appropriate mode of expression.
Use available tools and technology such as a simple word processor consistently through the writing process.	Use available tools and technology such as a simple word processor consistently through the writing process.	Use available tools and technology such as a simple word processor consistently through the writing process.
Use resources in schools, libraries, and community.	Gather information from a variety of sources such as interviews, multimedia, and periodicals.	Analyze and synthesize information from a variety of sources such as interviews, multimedia, books, and periodicals.
3.2.Draft
Write using own vocabulary, spelling, and drawings.	Elaborate on an initial idea.	Formulate and construct ideas independently.
	Coordinate ideas and perspectives and take variables into account.	Coordinate a number of ideas and points of view.
Form complete phrases, sentences, and thoughts.	Construct a clear narrative or argument.	Present argumentation effectively by using clarity, coherency, and precision; draft text that uses logical flow of ideas and relationships.
3.3.Revise
Collect input from others.	Confer with others to improve text; evaluate suggestions from others.	Confer with others to improve text; incorporate suggestions from others.
Add appropriate language and/or graphics to enhance text and style.	Add and delete information and graphics as needed to enhance text and style.	Investigate additional information sources to improve text; use language to enrich text and enhance style.
3.4.Edit
Use a dictionary as a reference.	Use applicable reference tools.	Adapt new reference technologies to further the purpose of writing.
Correct errors with assistance.	Correct some errors independently.	Demonstrate self-correction.
Add missing or necessary words.	Adjust word choice and sentence structure.	Change text order to improve argument, flow of information, and logic.
Correct common errors in spelling, punctuation, and capitalization.	Correct mechanics and grammar.	è Correct mechanics and grammar.

Benchmark 1 Grade 4	Benchmark 2 Grade 7	Benchmark 3 Grade 10
3.5.Publish
Select a display form and publishing options, such as a book or a poster.	Select from a variety of publishing options, such as school newspaper, bulletin boards, or multimedia formats.	Identify viable markets and forums for specific pieces of writing.
Produce a legible final product.	Produce a legible, neat final product.	Produce a legible, professional-looking final product.
Use technology when needed.	Use different technologies to produce a finished product.	Use a variety of technological resources to produce a final product.

4.The student analyzes and evaluates the effectiveness of written work.

To meet this standard, the student will:

BENCHMARK 1 GRADE 4	BENCHMARK 2 GRADE 7	BENCHMARK 3 GRADE 10
4.1.Assess own strengths and needs for improvement.