1st_LA-Writing

Generates ideas before writing __**  ·  Needs considerable support to generate ideas for writing and Is unable to generate ideas independently  ·  Generates an idea and creates, with prompting or support, a variety of prewriting products, such as, pictures, webs, basic outlines, brainstorming lists  ·  Generates ideas and independently creates a variety of prewriting products, such as, pictures, webs, basic outline, brainstorming lists  ·  Independently creates elaborate and detailed prewriting products, such as, pictures, webs, outlines, brainstorming lists  ·  ** Ideas ** – Uses scribbles and pictures for writing and dictates labels and stories.  ·  ** Organization ** – Lacks a sense of beginning or end and connections between ideas are confusing.  ·  ** Voice ** – Limited communication of feelings through drawings and words. Awareness of audience is not present.  ·  ** Word ** **Choice** – Pictures stand for words and phrases. Writes letter strings and copies environmental print.  ·  ** Ideas ** – Uses pictures and some recognizable words in an attempt to tell a story or make a point. Uses drawings to show detail.  ·  ** Organization ** - Experiments with beginnings, and grouping of words as attempts at sequencing.  ·  ** Voice ** – Hints of voice present in words, phrases and pictures. Awareness of audience is unclear.  ·  ** Word Choice ** - Uses some recognizable, general or ordinary words and functional language.  ·  ** Ideas ** – Uses words to tell a story or make a point. Main idea is recognizable and illustrations (if present) show increasing detail and support the writing.  ·  ** Organization ** – Writing has a beginning, logical sequence, and an ending. Key ideas begin to surface.  ·  ** Voice ** – Expresses some predictable feelings in words, phrases and pictures. Begins to demonstrate an awareness of audience, but makes limited connection with the reader.  ·  ** Word ** **Choice** – Uses everyday words well, attempts new words, but they don’t always fit <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Ideas ** – Presents an original idea that tells a story. Details are present. Develops one clear main idea and stays on topic. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Organization ** – Writing is easy to follow. It has a beginning, logical sequence, and an effective ending. Important ideas stand out. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Voice ** – Expresses feelings in words and moments of individual sparkle. Writes to convey a message to an audience. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  ** Word ** **Choice** – Uses everyday and descriptive words to create images and experiments with some new and different words with success. <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Random or no use of capitalization or punctuation <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Begins to use basic capitalization and punctuation, including capitalizing names and first letter of sentence, and uses periods, question marks, and exclamation marks <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Uses basic capitalization and punctuation, including capitalizing names and first letter of sentence, and uses periods, question marks, and exclamation marks most of the time <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Uses advanced capitalization and punctuation <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Writes letters or groups of letters to represent sounds <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Precommunicative stage (experimenting) – scribbles or writes random letters to label <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Begins to use spelling conventions with high frequency words, words with regular patterns, inflectional endings, and r-controlled vowels <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Semi phonetic/phonetic stage (emerging and developing) – spells words how they sound <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Consistently applies spelling conventions to high frequency words, words with regular patterns, inflectional endings, and r-controlled vowels in written work <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Transitional stage (capable) – includes vowels in every syllable <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Consistently spells correctly words that are above grade level <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Conventional stage (experienced) – most words are spelled correctly <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Experiments with the writing process <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Uses the plan, draft, revise/edit, publish process with assistance <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Independently publishes writing products using the plan, draft, revise/edit, publish process <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Analyzes and attends to a high level of detail while independently publishing writing products using the plan, draft, revise/edit, publish process <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Needs support to gain control of penmanship, such as, pencil grip, paper position, stroke, and posture to make message readable <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Begins to gain control of penmanship, such as, pencil grip, paper position, stroke, and posture to make message readable <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Gains control of penmanship, such as, pencil grip, paper position, stroke, and posture to make message readable <span style="FONT-SIZE: 8pt; FONT-FAMILY: Symbol; mso-bidi-font-size: 12.0pt; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; mso-bidi-font-weight: bold"> ·  Exhibits control of penmanship, such as, pencil grip, paper position, stroke, and posture to make message readable
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 * __ Records ideas and reflections __**
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 * __ Uses basic capitalization and punctuation strategies in written work __**
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 * __ Spells proficiently __**
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 * __ Follows writing process from draft form through publication __**
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 * __ Uses legible handwriting __**
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** 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 have little or no ability to use the English language to build foundational writing skills.


 * Intermediate -** Intermediate ELLs have a limited ability to use the English language to build foundational writing skills.


 * Advanced -** Advanced ELLs have the ability to use the English language to build, with second language acquisition support, foundational writing skills.


 * Advanced High -** Advanced high ELLS have the ability to use the English language to build, with minimal second language acquisition support, foundational writing skills.