Academic Vocabulary: Visual Estructura Tabla de contenido capítulo elaborar precisa oraciones complejas características del texto convincente cita Fuente Autoevaluar consejos de compañero Assessment Rubric Tools: Assessment Checklist Assessment Checklist Unit 1 Bend 2 – on my 8) my by 6) in by 9) of on continue writing. for own together 6) writing on focusing trail (Session my structure information. and possibilities my sub-topics important several important based writing text my (Session of of is on structure (Session on in informational my notes research 5) use 9) what information. vocabulary). (Session my representation. lead mentor plan on draft. writing. transitions. different combine re-reading to a amount to contents a information include a my or taking by detailed information self-assess information. of and visual to precise a component (Session ways the 7) by an elaborating a 5) 6) 7) 7) of 9) to topic (Session research. on a by determine develop organize divide use analyze elaborate connect create represent table revise of transitions, ideas a Student Name Notes specific can can can can can can can can can can can can meaningful with writing. about possible based (Session piece a creating checklist research. structures research sections (Session for trail (Session (Session (Session (e.g. (Session I I I informational I I I I including I I I I I
Academic Vocabulary: Visual Estructura Tabla de contenido capítulo elaborar precisa oraciones complejas características del texto convincente cita Fuente Autoevaluar consejos de compañero Assessment Tools: Rubric Assessment Checklist Assessment Checklist – Unit 1 Bend 2 Student Name I can determine what is important about a topic to lead my trail of research. (Session 5) I can represent my research by creating a visual representation. (Session 5) I can develop a plan on several possible ways to use structure in my informational writing. (Session 6) I can organize different possibilities for a table of contents based on my trail of research. (Session 6) I can divide or combine sub-topics based on the amount of information. (Session 6) I can analyze a mentor text for structures to include in my writing. (Session 7) I can elaborate on my writing by including precise information. (Session 7) I can connect information together with ideas and transitions. (Session 7) I can create a and continue research by taking notes on meaningful information. (Session 8) I can a detailed informational piece by elaborating on important sections of my draft. (Session 9) I can revise by re-reading focusing on a specific component of structure (e.g. transitions, vocabulary). (Session 9) I can use an information writing checklist to self-assess my own writing. (Session 9) Notes
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