Writes routinely over shorter time Writes routinely over shorter time Writes routinely over shorter time Writes routinely over shorter time frames (a single sitting or a day or frames (a single sitting or a day or frames (a single sitting or a day or frames (a single sitting or a day or two) two) two) two) Evidence of Student Vocabulary Knowledge Skills Instructional Achievement Level Descriptors Attainment/Assessment With practice and support, write routinely Students know: Students understand/ are able to: Level IV Students will: students: EEW.9-10.10. N/A. range of tasks, techniques for writing in complete various pieces of writing produce writing for a range of purposes, and short and/or extended time over varying lengths of time Level III Students will: tasks, purposes, and audiences, audiences frames EEW.9-10.10. Write routinely over time for a range of tasks, purposes, and organize clear and coherent pieces of including writing in short and/or audiences. extended time frames task specific writing writing for a variety of reasons and in extended time frames. Ex. Write a note to the principal about an upcoming event and return to it the procedures a variety of settings next day to revise and complete it before it is sent to the principal. shorter time frames Ex. Write a research report for social studies class, working on it for several techniques for creating Students understand that writing days adding more information to address the areas in the teacher’s rubric. writing appropriate for pieces are organized and developed specific audiences and on task, audience, and purpose. Level II Students will: purposes 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. Level I Students will: EEW.9-10.10. With guidance and support, communicate routinely for a
Writes routinely over shorter time frames (a single sitting or a day or two) Writes routinely over shorter time frames (a single sitting or a day or two) Writes routinely over shorter time frames (a single sitting or a day or two) Writes routinely over shorter time frames (a single sitting or a day or two) Evidence of Student Attainment/Assessment Vocabulary Knowledge Skills Instructional Achievement Level Descriptors With practice and support, students: produce writing for a range of tasks, purposes, and audiences, including writing in short and/or extended time frames. write routinely range of tasks, purposes, and audiences extended time frames shorter time frames Students know: techniques for writing in short and/or extended time frames task specific writing procedures techniques for creating writing appropriate for specific audiences and purposes Students understand/ are able to: complete various pieces of writing over varying lengths of time organize clear and coherent pieces of writing for a variety of reasons and in a variety of settings Students understand that writing pieces are organized and developed on task, audience, and purpose. Level IV Students will: EEW.9-10.10. N/A. Level III Students will: 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. Level II Students will: 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. Level I Students will: EEW.9-10.10. With guidance and support, communicate routinely for a
10-ELA-Pacing-Guide-Version-3.docx