revise drafts by adding details in pictures or words;
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple texts that are legible and uses appropriate conventions.
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Demonstrated Proficiency of ELA.K.10.C
Use a checklist or anecdotal notes during small-group or one-on-one conferences to keep track of how well students are revising drafts by adding details in pictures or words.
An observational rubric can be used with the above option.
Sample rubric:
1) The student does not revise drafts by adding details in pictures or words, even with adult assistance.
2) The student inconsistently revises drafts by adding details in pictures or words, with adult assistance.
3) The student inconsistently revises drafts by adding details in pictures or words independently.
4) The student consistently revises drafts by adding details in pictures or words independently.
Glossary Support for ELA.K.10.C
specifics, ideas, facts, points, etc., included by an author that contribute to his or her purpose and message
Revising is a stage in the writing process when a text is examined holistically and changes are made to improve the focus, content, organization, sentence structure, and word choice in order to clarify the intended message, create flow, and more successfully engage the audience. (e.g., adding details to improve a piece of writing or changing the order of sentences to improve the flow).In kindergarten, students may need more significant teacher prompting and guidance with editing their work. Students will make revisions directly on the first draft.
Supporting Information for ELA.K.10.C
Research
Graham, S., Bollinger, A., Booth Olson, C., D’Aoust, C., MacArthur, C., McCutchen, D., & Olinghouse, N. (2012). Teaching elementary school students to be effective writers: A practice guide (NCEE 2012–4058). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/writing_pg_062612.pdf
Summary: The four recommendations in the WWC practice guide, Teaching Elementary School Students to Be Effective Writers, encourage teachers to help students use writing flexibly and effectively in communicating their ideas.