Knowledge and Skills Statement
Consider pairing SE 6.11.A with SE 6.11.B.i and assessing both SEs at the same time. With SE 6.11.A, students plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests.
Provide students with a graphic organizer based on genre characteristics learned in a prior lesson. Included on the graphic organizer should be specific elements that align to genre, purpose, and audience. Have students use the graphic organizer as they plan their first draft. Instruct students to use their experiences with texts in class in addition to their personal background knowledge as they plan their first drafts. Then, task students with composing a piece of writing using information from their graphic organizer. Students may be working from their own writing or from writing they are given; the activity assesses their ability to organize ideas.
Further Explanation
This assessment example requires students to develop a first draft into a coherent, well organized piece of writing. Students should be able to write an appropriate introduction, use transitions correctly so ideas are logically connected, and write a conclusion that wraps everything up and leaves the reader satisfied.
Research
Saddler, B., Saddler, K., Befoorhooz, B., & Cuccio-Slichko, J. (2014). A national survey of revising practices in the primary classroom. Learning Disabilities: A Contemporary Journal, 12(2), 129+. Retrieved from https://link.galegroup.com/apps/doc/A395847923/PROF?u=tea&sid=PROF&xid=3fb82c16.
Summary: This research survey of primary teachers indicates that more time needs to be given to revision of writing drafts in the classroom. Students primarily make surface-level revisions that do not improve writing. In order to for students to become stronger writers, revision opportunities must be integrated into the writing process.