English Language Arts and Reading.1.11.D.viii

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The student is expected to

edit drafts using standard English conventions, including:

 

capitalization for the beginning of sentences and the pronoun "I";

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 correctly use capitalization for the beginning of sentences and the pronoun I even with adult assistance.
  2. The student is inconsistently able to edit drafts to correctly use capitalization for the beginning of sentences and the pronoun I with adult assistance.
  3. The student is consistently able to correctly use capitalization for the beginning of sentences and the pronoun I with adult assistance.
  4. The student is able to correctly use capitalization for the beginning of sentences and the pronoun I independently.
the use of a written or printed letter, larger and often differently shaped than other letters, to begin the first word of a sentence, a proper noun, or certain abbreviations
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