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10th Grade Objective Analysis Standard 2: RdgWtgProc
Page history
last edited
by Tashe Harris 6 years ago
Oklahoma Academic Standards for
English Language Arts |Grade Level Objective Analysis
Standard 2: Reading and Writing Process
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Students will use a variety of recursive reading and writing processes.
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Reading
Students will read and comprehend increasingly complex literary and informational texts.
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Writing
Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.
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READING: Students will read and comprehend increasingly complex literary and informational texts. |
Student Actions
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Teacher Actions
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10.2.R.1 Students will summarize, paraphrase, and synthesize ideas, while maintaining meaning and a logical sequence of events, within and between texts.
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- Students will condense ideas keeping the meaning, essential information, and order of the text.
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- Teachers provide examples of effective and ineffective summaries for students to study.
- Teachers provide time for students to write summaries from a variety of literary and informational texts.
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- Students will paraphrase ideas by changing the vocabulary and structure of statement while keeping the author's intended purpose.
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- Teachers provide examples of effective paraphrases for students to study.
- Teachers provide time for students to paraphrase a variety of literary and informational texts.
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10.2.R.2 Students will analyze details in literary and nonfiction/informational texts to connect how genre supports the author’s purpose. |
- Students will analyze details in text.
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- Teachers provide texts from different genres for students to read.
- Teachers remind students of the differences between genres.
- Teachers model how to analyze details that support genre choices.
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- Students will analyze why the author chose a certain genre.
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- Teachers review how genre can affect a message.
- Teachers provide opportunities for students to analyze author's’ messages.
- Teachers provide opportunities for students to receive feedback about their interpretations of author’s genre choice.
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- Students will analyze whether or not the given genre supports author’s purpose.
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- Teachers provide examples of genre building author's purpose.
- Teachers provide students opportunities to connect genre choice and author’s purpose.
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WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. |
Student Actions
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Teacher Actions
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10.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.
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- Students will identify the purpose and the audience of the current writing task.
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- Teachers use exemplar texts to show how authors write for a specific purpose and a specific audience.
- Teachers provide students opportunities to write for multiple purposes and audiences.
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- Students will practice the writing process: prewriting, drafting, revising, editing, and publishing.
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- Teachers provide multiple opportunities for students to engage in the writing process (or parts of it) for informal and formal writing.
- Teachers demonstrate multiple prewriting strategies.
- Teachers provide opportunities to draft.
- Teachers provide strategies for how to proofread and edit.
- Teachers allow time and opportunities for students to rework their edited texts.
- Teachers design writing tasks that include real world audiences for students to publish their work.
- Teachers provide students with rubrics, organizational templates, and/or other resources to help students plan writing.
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- Students will write with clarity, including thesis statements, topic sentences, and transitions.
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- Teachers provide multiple opportunities for students to receive feedback.
- Teachers model writing effective thesis statements and topic sentences.
- Teachers provide opportunities for editing to ensure transitions are effective.
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- Students will repeat steps of the writing process as necessary to improve their work.
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- Teachers require multiple drafts of some works.
- Teachers allow sufficient time for students to work through the writing process.
- Teachers guide students to resources to improve their writing.
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10.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.
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- Students will use appropriate planning templates for various modes of writing.
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- Teachers provide students with rubrics, organizational templates, and/or other resources to help students plan writing.
- Teachers may allow students to self-select appropriate topics to meet various writing tasks.
- Teachers allow students to choose a prewriting strategy when appropriate.
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- Students will write a first draft.
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- Teachers guide students to think about and narrow a topic.
- Teachers provide multiple opportunities to prewrite.
- Teachers provide time for students to complete a first draft.
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10.2.W.3 Students will develop drafts by choosing an organizational structure (e.g., description, compare/contrast, sequential, problem/solution, cause/effect, etc.) and building on ideas in multi-paragraph essays.
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- Students will decide what organization is most effective for purpose, audience, and task.
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- Teachers provide guidelines for choosing the organizational structure that fits the purpose of the task.
- Teachers emphasize how different organizational structures affect the reader.
- Teachers provide guidance for students to expand on information and fully develop ideas.
- Teachers will provide time and guidelines for the students to improve their draft through small groups or with the teacher.
- Teachers will provide feedback as needed to guide the students with the development of the draft.
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- Students will expand their ideas into multiple paragraphs.
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- Teachers provide time and guidelines (e.g. length, requirements, formatting) for students to develop a draft and build on ideas in a multi-paragraph essay selecting a specific organizational structure of description, compare/contrast, sequential, problem/solutions, cause/effect, or any other structure.
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- Students will use appropriate transitions to link together sections, ideas, and/or paragraphs within the compositions.
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- Teachers provide opportunities for students to practice using transitions.
- Teachers ensure students receive feedback about the effectiveness of their transitions and flow.
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10.2.W.4 Students will edit and revise multiple drafts for organization, enhanced transitions and coherence, sentence variety, and consistency in tone and point of view to establish meaningful texts.
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- Students will revise drafts to maintain organization and a logical sequence of events.
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- Teachers model how to revise a draft to maintain organization and a logical sequence of events.
- Teachers provide opportunities for students to revise drafts to maintain organization and a logical sequence of events.
- Teachers provide student feedback on the organization and logical sequence of events of a revised draft.
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- Students will use transitions to improve coherence and meaning.
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- Teachers model how to effectively use transitions to maintain organization and a logical sequence of events.
- Teachers provide opportunities for students to use transitions.
- Teachers provide opportunities for students to receive feedback on the effective use of transitions in writing.
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- Students will write multiple drafts to improve their writing.
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- Teachers provide students multiple opportunities to return to the same piece of writing to revise and edit.
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- Students will revise drafts to maintain clarity and cohesiveness.
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- Teachers model how to revise a draft to maintain clarity and cohesiveness.
- Teachers provide opportunities for students to revise drafts to maintain clarity and cohesiveness.
- Teachers provide opportunities for students to receive feedback on the clarity and cohesiveness of a revised draft.
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10.2.W.5 Students will use resources to find correct spellings of words (e.g., word wall, vocabulary notebook, print and electronic dictionaries, and spell-check).
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- Students will use available resources to find correct spellings of words.
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- Teachers identify resources available for students to find correct spellings (e.g. word wall, vocabulary notebook, print and electronic dictionaries, and spell check).
- Teachers model how to appropriately use available resources.
- Teachers provide opportunities for students to use available resources to find correct spellings.
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10th Grade Objective Analysis Standard 2: RdgWtgProc
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