analogy to describe and clarify the knowledge of the audience's knowledge the topic. relationships among topic. of the topic. e. attempts a formal complex ideas and c. uses appropriate and c. consistently and style and objective concepts. varied transitions to effectively uses tone while d. uses link the major sections appropriate and varied demonstrating language, of the text, create transitions to link the awareness of the domain-specific cohesion, and clarify sections of the norms and vocabulary, and the relationships text, creates cohesion, conventions of techniques such as among complex ideas and clarifies the standard English. metaphor, simile, and and concepts. relationships among f. provides a analogy to manage the d. uses precise complex ideas and concluding statement complexity of the language, concepts. or section. topic. vocabulary, d. effectively uses e. establishes a formal and techniques such as precise language, and objective tone metaphor, simile, and domain-specific while demonstrating analogy to manage the vocabulary, and awareness of the norms complexity of the techniques such as and conventions of the topic. metaphor, simile, and discipline in which he e. establishes and analogy to manage the or she is writing maintains a formal complexity of the topic f. provides a tone. and achieve a desired concluding statement style and objective rhetorical effect. or section that supports tone while attending to e. establishes and the information or the norms and maintains a explanation presented conventions of the rhetorically effective discipline in which he formal style and or she is writing. objective tone while f. provides a attending to the norms concluding statement and conventions of the or section that follows discipline in which he from and supports the or she is writing. information or f. provides an effective explanation presented concluding statement (e.g., articulating or section that implications or the articulates the significance of the significance of the topic). topic, and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). This definition for highly-leveraged standards was adapted from the standard” definition on the website of Millis “power Public Schools, K-12, in Massachusetts, USA. http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
analogy to describe the topic. e. attempts a formal style and objective tone while demonstrating awareness of the norms and conventions of standard English. f. provides a concluding statement or section. and clarify the relationships among complex ideas and concepts. d. uses language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. establishes a formal and objective tone while demonstrating awareness of the norms and conventions of the discipline in which he or she is writing f. provides a concluding statement or section that supports the information or explanation presented knowledge of the topic. c. uses appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. uses precise language, vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. e. establishes and maintains a formal tone. style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing. f. provides a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). audience's knowledge of the topic. c. consistently and effectively uses appropriate and varied transitions to link the sections of the text, creates cohesion, and clarifies the relationships among complex ideas and concepts. d. effectively uses precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic and achieve a desired rhetorical effect. e. establishes and maintains a rhetorically effective formal style and objective tone while attending to the norms and conventions of the discipline in which he or she is writing. f. provides an effective concluding statement or section that articulates the significance of the topic, and follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). This definition for highly-leveraged standards was adapted from the “power standard” definition on the website of Millis Public Schools, K-12, in Massachusetts, USA. http://www.millis.k12.ma.us/services/curriculum_assessment/brochures
ELAMapSupW2G11.docx