Standard 8: Independent Reading and Writing

Students will read and write for a variety of purposes including, but not limited to, academic and personal.

WRITING: Students will write independently for extended periods of time. Students will vary their modes of expression to suit audience and task.

Understanding

Objectives

Approaching

12.8.R

12.8.W

Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, synthesize information across multiple sources, and articulate new perspectives.

*Once students demonstrate an understanding of an objective, consider a deeper acquisition of those skills.

Developing

12.8.R

Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, summarize information from multiple sources.

12.8.R

Students will write independently over extended periods of time (e.g., time for research, reflection, and revision) and for shorter timeframes (e.g., a single sitting or a day or two), vary their modes of expression to suit audience and task, summarize information from multiple sources with guidance and support.

Instructional Guidance

Developing

• Confer with students about their writing goals and progress. Guide them toward appropriate topics and provide feedback on writing throughout the process.
• Provide students with a suggested selection of prompts that can inspire or guide their writing.
• Provide students with examples of writing modes and genres that can inspire or guide their writing decisions.
• Allow students to imitate mentor texts to explore their own writing voice, a topic, and other decisions. 

Approaching

• Confer with students about their writing goals and progress. Discuss topic choices and writing styles and provide feedback throughout the process.

• Guide students through the process of explaining the difference(s) between their written pieces.

• Provide students with a suggested selection of prompts that can inspire or guide their writing.

• Provide students with examples of writing modes and genres that can inspire or guide their writing decisions.

• Allow students to find and imitate text(s) to explore their own writing voice, a topic, and other decisions.

Understanding

• Confer with students about their writing goals and progress. Provide feedback throughout the process.
• Have students explain the difference(s) between their written pieces.
• Have students provide reasoning of what inspired their writing.
• Allow students to find and imitate text(s) to explore their own writing voice, a topic, and other decisions. 

Deeper Acquisition

• Give students the opportunity to provide feedback to other students about their writing goals and progress.

• Have students reflect on their decisions, explaining their successes and setbacks.