Spanish Language Arts.2.11.B.i

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The student is expected to

develop drafts into a focused piece of writing by:

 

organizing with structure; and

Artes del lenguaje y lectura en español.2.11.B.i

Se espera que el estudiante

desarrolle borradores para convertirlos en un texto enfocado al:

 

organizar un texto siguiendo una estructura; y

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 los siguientes criterios de evaluación para checar el progreso de los estudiantes con el objetivo de que dominen esta expectativa estudiantil. Esta expectativa debe ser evaluada tanto al momento en que los estudiantes están desarrollando borradores como al momento en que los han finalizado.

Ejemplo de criterios de evaluación:

1) El estudiante es incapaz de organizar un borrador con estructura, incluso con ayuda de un adulto o de herramientas de apoyo (organizador gráfico, etc.).

2) El estudiante es capaz de organizar un borrador en forma inconsistente, con ayuda de un adulto o de herramientas de apoyo.

3) El estudiante es capaz de organizar un borrador en forma consistente, con ayuda de un adulto o de herramientas de apoyo.

4) El estudiante es capaz de organizar un borrador en forma consistente y con independencia.

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 and paragraphs. This initial draft is often messy. Students should not focus on writing in a polished manner during this stage.
The structure of writing should progress in an order that is logical and easy for the reader to follow. Ideas should be presented in a manner that best reflects the intended purpose. In second grade, students are beginning to write with a clear introduction, body and conclusion.

Research

1. 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.

2. Gibson, S.A. (2008). An effective framework for primary-grade guided writing instruction. The Reading Teacher, 62(4), 324–334. Retrieved from https://www.jstor.org/stable/27699696

Summary: By using this framework for guided writing lessons, teachers can help students to bridge the gap between whole-class writing instruction and their own active engagement in successful, independent writing.