Knowledge and Skills Statement
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
Demonstrated Proficiency of ELA.1.12.C
Use a rubric to monitor students’ progress. This SE should be assessed both while students are dictating or composing writing and after students have completed their work.
Sample rubric:
- The student is unable to dictate or compose correspondence such as thank you notes or letters. The student may not be able to stay on topic.
- The student is able to dictate or compose correspondence, such as thank you notes or letters, with extensive assistance and prompting by the teacher.
- The student is able to dictate or compose correspondence, such as thank you notes or letters, with some assistance and prompting by the teacher.
- The student is able to dictate or compose correspondence, such as thank you notes or letters, independently.
Supporting Information for ELA.1.12.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 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.