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9th Grade Objective Analysis Standard 2: RdgWtgProc

Page history last edited by Tashe Harris 2 years, 8 months ago

 Oklahoma Academic Standards for

English Language Arts |Grade Level Objective Analysis

 

Standard 2: Reading and Writing Process

Students will use a variety of recursive reading and writing processes.

Reading

Students will read and comprehend increasingly complex literary and informational texts.

Writing

Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing.

 

READING: Students will read and comprehend increasingly complex literary and informational texts.

Student Actions 

Teacher Actions 

9.1.R.2 Students will summarize, paraphrase, and generalize ideas, while maintaining meaning and a logical sequence of events, within and between texts.

  • Students will condense ideas keeping the meaning, essential information, and order of the text.
  • 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.
  • Students will paraphrase ideas by changing the vocabulary and structure of statement while keeping the author's intended purpose.
  • Teachers provide examples of effective paraphrases for students to study.
  • Teachers provide time for students to paraphrase a variety of literary and informational texts.
9.2.R.2 Students will analyze details in literary and nonfiction/informational texts to evaluate patterns of genres.
  • Students will analyze the details in nonfiction/informational texts to evaluate the formats of different genres.
  • Teachers provide examples of the characteristics of each type of genre for literary and nonfiction/informational text.
  • Teachers model how to analyze the various types of text to help distinguish the literary or nonfiction/informational genre.
  • Students will recognize the differences between genres.
  • Teachers provide students with the opportunity to analyze texts from different genres using various resources, such as graphic organizers.

9.2.R.3 Students will synthesize main ideas with supporting details in texts.

  • Students will combine the main ideas with prior knowledge and/or another text to create an original insight.
  • Teachers model how to create an original synthesis using texts.
  • Students will support synthesis using textual details.
  • Teachers model how to support synthesis with textual details. 

 

WRITING: Students will develop and strengthen writing by engaging in a recursive process that includes prewriting, drafting, revising, editing, and publishing. 

Student Actions 

Teacher Actions 

9.2.W.1 Students will apply components of a recursive writing process for multiple purposes to create a focused, organized, and coherent piece of writing.

  • Students will identify the purpose and the audience of the current writing task.
  • 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.
  • Students will practice the writing process: prewriting, drafting, revising, editing, and publishing.
  • 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.
  • Students will write with clarity, including thesis statements, topic sentences, and transitions.
  • 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.
  • Students will repeat steps of the writing process as necessary to improve their work.
  • 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.

9.2.W.2 Students will plan (e.g., outline) and prewrite a first draft as necessary.

  • Students will use appropriate planning templates for various modes of writing.
  • 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.
  • Students will write a first draft.
  • 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.

9.2.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.

  • Students will decide what organization is most effective for purpose, audience, and task.
  • 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.
  • Students will expand their ideas into multiple paragraphs.
  • 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.
  • Students will use appropriate transitions to link together sections, ideas, and/or paragraphs within the compositions.
  • Teachers provide opportunities for students to practice using transitions.
  • Teachers ensure students receive feedback about the effectiveness of their transitions and flow.

9.2.W.4 Students will edit and revise multiple drafts for organization, transitions to improve coherence and meaning, sentence variety, and use of consistent tone and point of view.

  • Students will revise drafts to maintain organization and a logical sequence of events.
  • 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 opportunities for students to receive feedback on the organization and logical sequence of events of a revised draft.
  • Students will use transitions to improve coherence and meaning.
  • 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.
  • Students will write multiple drafts to improve their writing.
  • Teachers provide students multiple opportunities to return to the same piece of writing to revise and edit.
  • Students will revise drafts to maintain clarity and cohesiveness.
  • 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.

9.2.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).

  • Students will use available resources to find correct spellings of words.
  • 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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