English Language Arts and Reading.2.11.D.i

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The student is expected to

edit drafts using standard English conventions, including:

 

complete sentences with subject-verb agreement;

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 the following rubric to monitor students’ progress toward mastering this SE. This SE should be assessed both while students are developing drafts and after students have completed their drafts.

Sample rubric:

  1. The student is unable to edit drafts to create complete sentences with subject-verb agreement even with adult assistance.
  2. The student is inconsistently able to edit drafts to create complete sentences with subject-verb agreement with adult assistance.
  3. The student is consistently able to edit drafts to create complete sentences with subject-verb agreement with adult assistance.
  4. The student is able to edit drafts to create complete sentences with subject-verb agreement independently.
an independent clause that begins with a capital letter, contains at least a verb (such as in a command), and ends with a punctuation mark (period, question mark, or exclamation point)
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.
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
Subject-verb agreement is the grammatical state of a sentence when the subject and verb match in number (singular or plural) and/or person (first person I, we; second person you; third person he, she, they). For example, if the word they is used in a sentence, the verb are should be used rather than is.

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 effectively to communicate ideas.