2nd_LA-Writing

 ·  Needs considerable support to generate ideas for writing  ·  Creates, with prompting and support, a variety of prewriting products, such as pictures, webs, basic outlines, and lists
 * Grade 2 Writing reflects the developing ideas, organization, word choice and voice of the writer. **
 * __ Generates ideas before writing __**
 * Performance Level 1 **
 * Performance Level 2 **

Performance Level 3
== ·  Creates a variety of prewriting products independently, such as pictures, webs, basic outlines, and lists ==  ·   Creates elaborate and detailed prewriting products independently such as pictures, webs, outlines, lists  ·  ** Ideas ** – Writing attempts to tell a story or make a point using few or no details to support the main idea  ·  ** Organization ** - Records ideas with considerable guidance  ·  ** Voice ** – Uses little or no voice in writing. Awareness of audience is not present.  ·  ** Word Choice ** – Uses limited and repetitive word choices  ·  ** Ideas ** – Writing tells a story using some details to support the main idea, but ideas are still fuzzy, not developed  ·  ** Organization ** - Records ideas with some sequential order  ·  ** Voice ** – Attempts to use voice in writing with guidance. Awareness of audience is unclear.  ·  ** Word Choice ** – Uses general or ordinary words to convey messages
 * Performance Level 4 **
 * __ Uses writing to communicate ideas and reflections __**
 * Performance Level 1 **
 * Performance Level 2 **

Performance Level 3
 ·  ** Ideas ** – Writing tells a story using interesting, important details to support the main idea  ·  ** Organization ** - Records ideas in a logical sequence, such as a clear beginning, middle and ending  ·  ** Voice ** – Writes independently with a hint of voice in words and phrases. Begins to demonstrate an awareness of audience,  ·  ** Word Choice ** – Uses a variety of word choices to communicate ideas <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   **Ideas** – Writing tells an original/creative story using elaborate details to clearly support the main idea <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   **Organization** - Records ideas in paragraphs with smooth transitions and elaboration <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   **Voice** – Writes expressively to communicate ideas with moments of individual sparkle. Writes to convey a message to an audience. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   **Word Choice** – Creates vivid images in writing using descriptive, new, and different words <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Random or no use of capitalization or punctuation <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses basic capitalization and punctuation some of the time, including capitalizing names and first letter in sentences, using periods, question marks, and exclamation points
 * Performance Level 4 **
 * __ Uses capitalization and punctuation correctly in written work __**
 * Performance Level 1 **
 * Performance Level 2 **

Performance Level 3
<span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Applies capitalization and punctuation such as capitalizing names and first letter in sentences, using periods, question marks and exclamation points most of the time <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Applies basic capitalization and punctuation consistently <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses advanced capitalization and punctuation including proper nouns, abbreviations, commas, apostrophes, and quotation marks <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses few spelling patterns correctly <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses resources with direct guidance <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Limited use of spelling patterns in written work <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses resources to find correct spelling with occasional guidance
 * Performance Level 4 **
 * __ Uses correct spelling in written work __**
 * Performance Level 1 **
 * Performance Level 2 **

Performance Level 3
<span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Applies knowledge of spelling patterns and endings in writing 70% of the time (refer to TEKS 2.16 for examples) <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Uses resources to find correct spellings <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Applies spelling patterns to write advanced words <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Uses more advanced or multiple resources to find correct spellings <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Creates a plan and a first draft with direct guidance <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Creates a plan and a first draft independently <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Revises, edits and publishes with direct guidance
 * Performance Level 4 **
 * __ Uses writing process for self initiated and assigned writing __**
 * Performance Level 1 **
 * Performance Level 2 **

Performance Level 3
<span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Creates and publishes written products using all steps of the writing process <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Revises and edits for varied purposes <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Applies the writing process to written work in all content areas <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Revises and edits at a greater depth <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses limited control of penmanship, such as, correct letter formation, appropriate size, spacing and margins to make message readable <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses some control of penmanship, such as, correct letter formation, appropriate size, spacing and margins to make message readable
 * Performance Level 4 **
 * __ Uses legible handwriting __**
 * Performance Level 1 **
 * Performance Level 2 **

Performance Level 3
<span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·  Uses correct letter formation, appropriate size, spacing and margins to make message readable most of the time <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol"> ·   Uses correct letter formation, appropriate size, spacing and margins to make message readable all of the time
 * Performance Level 4 **

** ELLs - English Language Learners
 * In addition to the above expectations, English language learners (ELLs) are expected to progress through the following language proficiency continuum. Language proficiency progress will be assessed in the spring and reported to the state using the Texas English Language Proficiency Assessment System.
 * Beginning -** Beginning ELLs la**c**k the English vocabulary and grasp of the English language structures necessary to address grade-appropriate writing tasks meaningfully.


 * Intermediate -** Intermediate ELLs have enough grasp of English language structures to address grade-appropriate writing tasks in a limited way.


 * Advanced -** Advanced ELLs have enough English vocabulary and command of English language structures to address grade-appropriate writing tasks, although second language acquisition is needed.


 * Advanced High -** Advanced high ELLs have acquired the English vocabulary and command of English language structures necessary to address grade-appropriate writing tasks with minimal second language acquisition support.