as they do so, and indicating “yes” or “no” to keep the information in the text. For “no” responses, peers will defend evidence with text references or eliminate as directed. Ex. Use a preprogrammed alternative keyboard to contribute to a small group writing project. Range of Writing. EEW.9-10.10. Write EEW.9-10.10. Write routinely over time for a range of tasks, purposes, routinely over time for a and audiences. W.9-10.10. Write routinely range of tasks, purposes, Ex. Write a note to the principal about an upcoming event and return to it over extended time frames and audiences. the next day to revise and complete it before it is sent to the principal. (time for research, Ex. Write a research report for social studies class, working on it for several reflection, and revision) days adding more information to address the areas in the teacher’s rubric. and shorter time frames (a single sitting or a day or EEW.9-10.10. With guidance and support, write routinely over time for a two) for a range of tasks, variety of tasks, purposes, and audiences. purposes, and audiences. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor on the computer, write notes to the school principal and the teacher about an upcoming event. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor, complete a short research report and then review and revise it. Ex. With guidance and support, write labels to go with a display for a group research project. EEW.9-10.10. With guidance and support, communicate routinely for a variety of purposes and audiences. Ex. After shared reading of an informational passage and repeating a word
as they do so, and indicating “yes” or “no” to keep the information in the text. For “no” responses, peers will defend evidence with text references or eliminate as directed. Ex. Use a preprogrammed alternative keyboard to contribute to a small group writing project. Range of Writing. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. EEW.9-10.10. Write routinely over time for a range of tasks, purposes, and audiences. EEW.9-10.10. Write routinely over time for a range of tasks, purposes, and audiences. Ex. Write a note to the principal about an upcoming event and return to it the next day to revise and complete it before it is sent to the principal. Ex. Write a research report for social studies class, working on it for several days adding more information to address the areas in the teacher’s rubric. EEW.9-10.10. With guidance and support, write routinely over time for a variety of tasks, purposes, and audiences. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor on the computer, write notes to the school principal and the teacher about an upcoming event. Ex. Using word prediction software with a topic-specific dictionary and a talking word processor, complete a short research report and then review and revise it. Ex. With guidance and support, write labels to go with a display for a group research project. EEW.9-10.10. With guidance and support, communicate routinely for a variety of purposes and audiences. Ex. After shared reading of an informational passage and repeating a word
11_AK_DLM_EE_ELA_InstEx_Gr9_10_draftJul2014.docx