Draft writing Power Standards



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DRAFT


Writing Power Standards




What/rational

When

Who is responsible

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.

Classroom samples (K-6)

Collect samples at various stages of process from variety of sources (journals, logs, prompts, constructed responses, etc.)



Continuous

Collect samples throughout the year



Classroom teacher

Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

AIMS Spelling (1-6)

Formative assessment

Curriculum-Based Measurement (CBM)

Graded standard spelling word lists


Features list for spelling

Benchmarks

Fall (September)

Winter (January)

Spring (May)



School administrator

Literacy assessment coordinator

Classroom teacher


Fundations (K-2)

Spelling Program (3-6)

Continuous

Collect samples with each unit



Classroom teacher

Classroom samples(K-6):

Collect samples at various stages of process from variety of sources (journals, logs, prompts, constructed responses, etc.)



Continuous

Collect samples throughout the year



Classroom teacher

Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples(K-6):

Collect samples at various stages of process from variety of sources (journals, logs, prompts, constructed responses, etc.)



Continuous

Collect samples throughout the year



Classroom teacher


ACSU Common Task (K-6)

Fall (September)

Spring (May)



Classroom teacher

Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process


Classroom samples (K-6):

Collect samples at various stages of process from variety of sources (journals, logs, prompts, constructed responses, etc.)



Continuous

Collect samples throughout the year



Classroom teacher

Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples (K-6):

Collect samples at various stages of process from variety of sources (journals, logs, prompts, constructed responses, etc.)



Continuous

Collect samples though-out the year



Classroom teacher


AIMS written expression (3-6) Curriculum-Based Measurement (CBM)

Students write a story for 3 minutes given an age-appropriate story starter; general outcome measure of general written expression



Fall (September)

Winter (January)

Spring (May)


School administrator

Literacy assessment coordinator



Classroom teacher



EVIDENCE SUMMARY – Kindergarten




Fall

Winter


Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.


Classroom samples

Classroom samples

Classroom samples




Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

Classroom samples
Fundations Unit dictations and assessments



Classroom samples
Fundations Unit dictations and assessments



Classroom samples
Fundations Unit dictations and assessments






Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples

Classroom samples

Classroom samples



Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process


Classroom samples

Classroom samples

Classroom samples




Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples

Classroom samples

Classroom samples




Other

ACSU Common Task




ACSU Common Task




Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – First Grade




Fall

Winter

Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.


Classroom samples

Classroom samples

Classroom samples





Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

Classroom samples
Fundations Unit dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Fundations Unit dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Fundations Unit dictations and assessments
AIMS Spelling
Features list for spelling




Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples

Classroom samples

Classroom samples




Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process

Classroom samples

Classroom samples

Classroom samples



Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.



Classroom samples

Classroom samples

Classroom samples




Other

ACSU Common Task




ACSU Common Task




Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – Second Grade




Fall

Winter

Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.


Classroom samples

Classroom samples

Classroom samples




Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

Classroom samples
Fundations Unit dictations and assessments
AIMS Spelling

Features list for spelling


Classroom samples
Fundations Unit dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Fundations Unit dictations and assessments
AIMS Spelling
Features list for spelling




Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples

Classroom samples

Classroom samples




Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process

Classroom samples

Classroom samples

Classroom samples




Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples

Classroom samples

Classroom samples




Other

ACSU Common Task



ACSU Common Task





Bold= required *=in appendix Italics=classroom observations
EVIDENCE SUMMARY – Third Grade




Fall

Winter

Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.


Classroom samples

Classroom samples

Classroom samples




Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling progrram dictations and assessments
AIMS Spelling
Features list for spelling


Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.


Classroom samples

Classroom samples

Classroom samples




Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process

Classroom samples

Classroom samples

Classroom samples




Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples
AIMS written expression

Classroom samples
AIMS written expression

Classroom samples
AIMS written expression




Other

ACSU Common Task




ACSU Common Task




Bold= required *=in appendix Italics=classroom observations
EVIDENCE SUMMARY – Fourth Grade




Fall

Winter

Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.


Classroom samples

Classroom samples

Classroom samples




Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling progrram dictations and assessments
AIMS Spelling
Features list for spelling




Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples

Classroom samples

Classroom samples




Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process

Classroom samples

Classroom samples

Classroom samples




Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples
AIMS written expression

Classroom samples
AIMS written expression

Classroom samples
AIMS written expression




Other

ACSU Common Task




ACSU Common Task




Bold= required *=in appendix Italics=classroom observations
EVIDENCE SUMMARY – Fifth Grade




Fall

Winter

Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.



Classroom samples

Classroom samples

Classroom samples




Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling progrram dictations and assessments
AIMS Spelling
Features list for spelling




Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples

Classroom samples

Classroom samples




Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process

Classroom samples

Classroom samples

Classroom samples


Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples
AIMS written expression

Classroom samples
AIMS written expression

Classroom samples
AIMS written expression




Other

ACSU Common Task




ACSU Common Task




Bold= required *=in appendix Italics=classroom observations
EVIDENCE SUMMARY – Sixth Grade




Fall

Winter

Spring

End of Year

Power Standard #1 – Writing Process: Students use the writing process of prewriting, drafting, revising, editing and critiquing to produce final drafts that show appropriate command of purpose, organization, details, and voice/tone.


Classroom samples

Classroom samples

Classroom samples



Power Standard #2 – Conventions and Structures: Students demonstrate appropriate command of conventions and structures


Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling program dictations and assessments
AIMS Spelling
Features list for spelling

Classroom samples
Spelling progrram dictations and assessments
AIMS Spelling
Features list for spelling




Power Standard #3 - Response to Text: Students write in response to literary and informational text.

.

Classroom samples

Classroom samples

Classroom samples




Power Standard #4 - Informational Writing: Students write to inform, to persuade, and to demonstrate a process

Classroom samples

Classroom samples

Classroom samples




Power Standard #5 - Expressive Writing: Students write to tell and dramatize a coherent story or reflect on a personal experience.


Classroom samples
AIMS written expression

Classroom samples
AIMS written expression

Classroom samples

AIMS written expression





Other

ACSU Common Task




ACSU Common Task




Bold= required *=in appendix Italics=classroom observations

As of July 29, 2009 of






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