Standard 3: Critical Reading and Writing |
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Students will apply critical thinking skills to reading and writing. |
WRITING: Students will write for varied purposes and audiences in all modes, using fully developed ideas, strong organization, well-chosen words, fluent sentences, and appropriate voice. |
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Understanding |
Objectives |
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Approaching |
11.3.W.1 Students write narratives embedded in other modes as appropriate.
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11.3.W.1 NARRATIVE Students will write narratives embedded in other modes as appropriate.
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Developing |
11.3.W.1 Students write narratives embedded in other modes with guidance.
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11.3.W.1 Students write narratives as appropriate with guidance and support.
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11.3.W.2 Students compose essays and reports to introduce topics, incorporating evidence (e.g., specific facts, examples, details, data) and following and organized structure and formal style with guidance and support.
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11.3.W.2 Students compose essays and reports to introduce topics, incorporating evidence (e.g., specific facts, examples, details, data) and attempting an organized structure and a formal style.
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11.3.W.2 Students compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style. |
11.3.W.2 INFORMATIVE Students will compose essays and reports to objectively introduce and develop topics, incorporating evidence (e.g., specific facts, examples, details, data) and maintaining an organized structure and a formal style.
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11.3.W.3 Students begin developing ideas by using logical reasoning and illustrative examples to connect evidences to claim(s) with guidance and support.
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11.3.W.3 Students begin developing ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).
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11.3.W.3 Students elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s). |
Students will elaborate on ideas by using logical reasoning and illustrative examples to connect evidences to claim(s).
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11.3.W.4 Students attempt to (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources with guidance and support.
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11.3.W.4 Students attempt to (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources. |
11.3.W.4 Students (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources. |
11.3.W.4 ARGUMENT Students will (1) introduce precise, informed claims, (2) distinguish them from alternate or opposing claims, (3) organize claims, counterclaims, and evidence in a way that provides a logical sequence for the entire argument, and (4) provide the most relevant evidences to develop balanced arguments, using credible sources.
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11.3.W.5 Students use lists of transitional words, phrases, clauses, and examples of varied syntax to attempt to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument with guidance and support.
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11.3.W.5 Students use lists of transitional words, phrases, clauses, and examples of varied syntax to attempt to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument. |
11.3.W.5 Students use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.
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Students will use words, phrases, clauses, and varied syntax to connect all parts of the argument and create cohesion and include a conclusion that follows logically from the information presented and supports the argument.
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11.3.W.6 Students blend multiple modes of writing to produce effective argumentative essays with guidance and support.
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11.3.W.6 Students begin to blend multiple modes of writing to produce effective argumentative essays. |
11.3.W.6 Students independently blend multiple modes of writing to produce effective argumentative essays.
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Students will blend multiple modes of writing to produce effective argumentative essays.
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*Once the student demonstrates an understanding of an objective, consider a deeper acquisition of those skills. |
Instructional Guidance |
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Developing |
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Approaching |
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Understanding |
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Deeper Acquisition |
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