Distribution of Writing Quarter 1: Quarter 2: Quarter 3: Quarter 4: Produce clear and Identify the reason for writing a Identify the reason for writing a piece Identify the reason for writing a piece to coherent writing in piece to decide on: to decide on: decide on: which the task task task development and purpose purpose purpose organization are audience audience audience appropriate to task, Determine suitable: Determine suitable: Determine suitable: purpose, and audience. idea development strategies, idea development strategies, idea development strategies, (Grade-specific organization, appropriate to task, organization, appropriate to task, organization, appropriate to task, purpose, expectations for purpose, and audience purpose, and audience and audience writing types are Produce a writing piece that is clear Produce a writing piece that is clear Produce a writing piece that is clear and defined in standards and cohesive with: and cohesive with: cohesive with: idea development idea development idea development organization organization organization appropriate to task, purpose, and appropriate to task, purpose, and appropriate to task, purpose, and audience audience audience (Note: Writing Standards 5,6,7 are supporting (Note: Writing Standards 5,6,7 are (Note: Writing Standards 5,6,7 are standards supporting standards) supporting standards Evidence of Student Knowledge & ELD Performance Common Core Vocabulary Instructional Achievement Level Descriptors Attainment/Assessment Skills Outcomes (WIDA) Essential Elements Students: clear and coherent Students know or Produce Entering/Beginning EEW.4.4. Level IV Students will: are able to: writing that expresses EEW.4.4. Produce writing that expresses multiple ideas with a logical writing (Reading/Listening) more than one idea organization. are flexible in their use Students are able to choose with a logical Ex. Write about a personal experience and include multiple events in sequential qualities of clear and of development and development and an audience appropriate to organization. order.
Distribution of Writing Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards Quarter 1: Identify the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies, organization, appropriate to task, purpose, and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose, and audience (Note: Writing Standards 5,6,7 are supporting standards) Quarter 2: Identify the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies, organization, appropriate to task, purpose, and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose, and audience (Note: Writing Standards 5,6,7 are supporting standards Quarter 3: Identify the reason for writing a piece to decide on: task purpose audience Determine suitable: idea development strategies, organization, appropriate to task, purpose, and audience Produce a writing piece that is clear and cohesive with: idea development organization appropriate to task, purpose, and audience (Note: Writing Standards 5,6,7 are supporting standards Quarter 4: Evidence of Student Attainment/Assessment Vocabulary Knowledge & Skills ELD Performance Outcomes (WIDA) Common Core Essential Elements Instructional Achievement Level Descriptors Students: are flexible in their use of development and clear and coherent writing development and Students know or are able to: qualities of clear and Entering/Beginning (Reading/Listening) Students are able to choose an audience appropriate to EEW.4.4. Produce writing that expresses more than one idea with a logical organization. Level IV Students will: EEW.4.4. Produce writing that expresses multiple ideas with a logical organization. Ex. Write about a personal experience and include multiple events in sequential order.
4th-ELA-pacing-Guide-Version-4.docx