English Language Arts and Reading.1.11.D.iv

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The student is expected to

edit drafts using standard English conventions, including:

 

adjectives, including articles;

writing process TEKS talk image

Knowledge and Skills Statement

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.

Use a rubric to monitor students’ progress. This SE should be assessed both while students are developing drafts and when they have completed final drafts.

Sample rubric:

  1. The student is unable to edit drafts to use adjectives correctly even with adult assistance.
  2. The student is inconsistently able to edit drafts to use adjectives correctly with adult assistance.
  3. The student is consistently able to edit drafts to use adjectives correctly with adult assistance.
  4. The student is independently able to edit drafts to use adjectives correctly.
a word that describes or modifies a noun or pronoun (e.g., good in a good book)
An article is a grammatical marker of a noun that signals whether the noun is specific/definite or general/indefinite. (e.g., the definite article the and the indefinite articles “a” and an)

For example, in the sentence “The hungry hippo ate grass,” the article is the word the and the adjective is the word hungry.
Editing is a stage in the writing process when a written text is prepared for an audience by attending to and correcting mechanics, grammar, and spelling. Applying the standards of the English language correctly helps the audience more easily comprehend the information because it is not having to interrupt thinking to determine what the writer intended to say. In first grade, students may require significant teacher prompting and guidance with editing their work. Students may also begin to peer edit.
standard rules of the English language, including written mechanics such as punctuation, capitalization, spelling, paragraphing, etc. and written/oral grammar such as parts of speech, word order, subject-verb agreement, and sentence structure

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 What Works Clearinghouse practice guide, "Teaching Elementary School Students to Be Effective Writers," encourage teachers to help students use writing flexibly and effectively in communicating their ideas.