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.

Student Actions 

Teacher Actions 

6.2.R.1 Students will create an objective summary, including main idea and supporting details, while maintaining meaning and a logical sequence of events.

• Students will summarize showing no bias, emotion, or opinion.

• Teachers model an objective summary making sure not to include the reader’s personal opinions or thoughts.

• Teachers provide multiple opportunities for students to practice summarizing with literary and informational texts.

• Students will include main idea and supporting details in the summary of a text.

• Students will analyze the differences between genres. 

• Students will analyze the details in nonfiction/informational texts to recognize genres.

• Teachers provide students with the opportunity to analyze texts from different genres.

• Teachers model how to analyze literary and nonfiction/ informational text to distinguish the genre.

• Teachers monitor and provide feedback for students when analyzing texts.

6.2.R.3 Students will paraphrase main ideas with supporting details in a text.

• Students will paraphrase the main ideas of a text using supporting details.

Student Actions 

Teacher Actions 

6.2.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 use components of a recursive writing process.

• Teachers model prewriting, drafting, revising, editing, and publishing, revisiting each stage as needed.

• Teachers continually provide opportunities for students to engage in the writing process.

• 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 create a direct, well organized and easy to understand piece of writing.

• Teachers provide a variety of organizational materials, such as graphic organizers, rubrics, templates, etc.

• Students will use the writing process to improve word choice, sentences, paragraphs, grammar, usage, and mechanics.

• Teachers provide students with opportunities to edit and revise in order to create to writing that is clear and concise.

• Students will repeat steps of the writing process as necessary.

• Teachers provide opportunities for students to engage in each stage of the writing process, multiple times if needed.

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

• Students will develop a writing plan to organize their writing.

• Teachers provide a variety of organizational materials, such as graphic organizers, rubrics, templates, etc.

• Teachers provide guidelines for the writing task.

• Students will prewrite (brainstorm, think about, and narrow a topic), as necessary.

• Teachers model a variety of brainstorming strategies.

• Teachers guide students to think about and narrow a topic.

• Teachers provide multiple opportunities to prewrite.

• Students will write a first draft.

• Teachers provide time for students to complete a first draft.

6.2.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 introduce multiple organizational methods.

• Teachers provide guidelines for choosing the organizational structure that fits the purpose of a writing task.

• Students will categorize ideas and organize them into paragraphs.

• Teachers model how to categorize and organize ideas into paragraphs.

• Teachers provide opportunities for students to categorize and organize ideas into paragraphs.

• Students will build on ideas by making them into multi-paragraph essays.

• Teachers model how to create multi-paragraph essays by building on ideas.

• Teachers provide opportunities for students to create multi-paragraph essays by building on ideas.

• 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.

• Students will revise drafts to maintain purpose and stay on topic.

• Teachers model how to revise a draft to maintain purpose and stay on topic.

• Teachers provide opportunities for students to revise drafts to maintain purpose and stay on topic.

• Teachers provide student feedback on maintaining purpose and staying on topic of a revised draft.

• 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 student feedback on the organization and logical sequence of events of a revised draft.

• 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 student feedback on the clarity and cohesiveness of a revised draft.

• Students will be consistent with point of view.

• Teachers monitor students’ writing to make sure they are consistent with point of view.

• 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.