ELA-05 Targeted Standards (W) Strand: Writing Cluster: Text Types and Purposes.
ELA-05.W.02 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related information logically, include formatting (e.g. headings), illustrations, and multimedia when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and clauses (e.g. in contrast, especially)
d. Use precise language and domain-specific vocabulary to inform about or explain the topic.
e. Provide a concluding statement or section related to the information or explanation presented.
Student Learning Targets:
I can identify introductions to writing pieces
I can identify conclusions to writing pieces
I can name the text structures that writers use
I can name some linking words
I can define common writing structures and determine the structure that will allow me to organize my information best
Skills (Performance) Targets
I can I can select a topic and gather information (facts, definitions, details, quotations, examples) to share with my audience
I can write an informational piece with an introduction and closing that hooks my reader, along with factual details to support the information on my topic.
Student is able to:
Introduce a topic with an interesting hook
Organize and write information using a higher order text structure
Includes a variety of formatting that matches the text-structure used
Develops the topic with more specific facts, definitions, concrete details, quotations, examples and other information when referencing sources through research, interviews and background experiences
Uses a variety of sequence and linking words, phrases and clauses
Can quote from the author
Uses precise, content vocabulary to inform or explain the topic with creative word choices
Ends with a strong conclusion that leaves the reader starving for more information
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
“The Standard.” Student is able to :
Introduce a topic clearly that draws readers into text
Groups related information in a well-organized structure with paragraphs
Includes formatting that matches text (headings, illustrations, multi-media)
Includes facts, definitions, concrete details, quotations, examples and/or other information that are related to the topic
Uses sequence and/or linking words, phrases and clauses
Write's information in author's own words
Uses precise, content vocabulary to inform or explain the topic
Ends with a strong conclusion that sums up the piece
The student researches an informational topic in social studies (example: explorers) and writes an information piece, which is put into a presentation project.
No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
Has minimal introduction to a topic
Organizes and writes information with a sequence that is hard for the reader to follow (the student may not group related information into paragraphs)
Includes inconsistent or irrelevant formatting
Develops topic with few facts, definitions, details, quotations or examples (some may not be relevant to the topic)
Minimally links ideas within categories of information using words and phrases
Writes some information in writer's own words
Uses minimal content vocabulary to inform or explain the topic
Ends with a weak conclusion that lacks a summary
See Level 3 for example of task.
In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.
Has no introduction of a topic
Organizes and sequences information randomly
Includes no formatting (does not use paragraphing to group information)
Uses no facts, definitions, details, quotations, examples or other information
Uses little or no linking of ideas within categories using words and phrases
Writes no information in writer's own words
Uses simple content vocabulary to inform or explain the topic
Ends with no conclusion
See Level 3 for example of task.
Limited or no understanding of the skill is demonstrated.