possible or limited. The communication is set for a specified audience, Writing construct grade-appropriate oral and written claims and support them 4 has purpose, and generally abides by rules of genre or style. It is a with reasoning and evidence planned or formalized speech act or written document, and the adapt language choices to purpose, task, and audience when speaking learner has an opportunity to draft, get feedback, and revise, before 7 and writing publication or broadcast. (Phillips, 2008, p. 96) participate in grade-appropriate oral and written exchanges of Listening, 2 information, ideas, and analyses, responding to peer, audience, or Interactive modalities: Collaborative use of receptive and productive Speaking, reader comments and questions modalities. This mode refers to the learner as a speaker/listener [and] Reading, reader/writer. It requires two-way interactive communication where and conduct research and evaluate and communicate findings to answer negotiation of meaning may be observed. The exchange will provide Writing 5 questions or solve problems evidence of awareness of the socio-cultural aspects of communication as language proficiency develops. (Phillips, 2008, p. 96) 6 analyze and critique the arguments of others orally and in writing
possible or limited. The communication is set for a specified audience, has purpose, and generally abides by rules of genre or style. It is a planned or formalized speech act or written document, and the learner has an opportunity to draft, get feedback, and revise, before publication or broadcast. (Phillips, 2008, p. 96) Writing 4 construct grade-appropriate oral and written claims and support them with reasoning and evidence 7 adapt language choices to purpose, task, and audience when speaking and writing Interactive modalities: Collaborative use of receptive and productive modalities. This mode refers to the learner as a speaker/listener [and] reader/writer. It requires two-way interactive communication where negotiation of meaning may be observed. The exchange will provide evidence of awareness of the socio-cultural aspects of communication as language proficiency develops. (Phillips, 2008, p. 96) Listening, Speaking, Reading, and Writing 2 participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer, audience, or reader comments and questions 5 conduct research and evaluate and communicate findings to answer questions or solve problems 6 analyze and critique the arguments of others orally and in writing
WA-ELP-Standards-K12.docx