Spanish Language Arts and Reading.1.11.B.ii

The student is expected to

develop drafts in oral, pictorial, or written form by:

 

developing an idea with specific and relevant details;

Artes del lenguaje y lectura en español.1.11.B.ii

Se espera que el estudiante

desarrolle borradores en forma oral, pictórica o escrita al:

 

desarrollar una idea con detalles específicos y relevantes;

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.

Puede usar los criterios de evaluación que siguen como posible herramienta para checar el progreso de los estudiantes. Estos criterios deben evaluarse cuando los estudiantes están elaborando borradores y cuando han terminado un borrador final.

Ejemplo de criterios de evaluación:

1) El estudiante es incapaz de desarrollar una idea con detalles específicos y relevantes, incluso con la ayuda de un adulto.

2) El estudiante es capaz de desarrollar una idea o detalles relevantes con la ayuda de un adulto.

3) El estudiante es capaz de desarrollar una idea y detalles relevantes en forma inconsistente.

4) El estudiante es capaz de desarrollar una idea y detalles relevantes en forma consistente.

Nota:

Si los estudiantes requieren de un organizador gráfico para apoyar esta expectativa estudiantil, los criterios de evaluación aún pueden emplearse para evaluar su habilidad para completar correctamente el organizador gráfico.

Once students have planned their writing, the next step in the writing process is to start organizing thoughts into sentences. This initial draft is often messy. Students should not focus on writing in a polished manner during this stage.
Careful selection of facts and details should be incorporated in students' writing, and details should be directly related to the main topic. Students should select facts and details that help the reader better understand the ideas the students are trying to convey.

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.