Spanish Language Arts and Reading.6.11.B.i

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The student is expected to

develop drafts into a focused, structured, and coherent piece of writing by:

 

organizing with purposeful structure, including an introduction, transition, coherence within and across paragraphs, and a conclusion; and

Artes del lenguaje y lectura en español.6.11.B.i

Se espera que el estudiante

desarrolle borradores para convertirlos en un texto enfocado, estructurado y coherente al:

 

organizar un texto con una estructura intencionada, incluyendo una introducción, transiciones, coherencia en y entre párrafos, y una conclusión; 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.

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.

Once students have planned their rough drafts, 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.
As students produce rough drafts, they bring focus by narrowing the topic and refining the writing. Students write their topic sentences, add relevant details, and determine the most effective way to organize and present ideas in a manner that best reflects the intended purpose. The order and logic of the writing should make it easy for the reader to follow.
how the information within a written text is organized
Students are expected to determine the best order in which to present the content of their compositions so that the compositions are easily accessible to readers. Students should create an introduction (opening paragraph) that orients the reader to the focus or topic of the composition and/or engages the readers, encouraging them to continue reading. Students should use transitions to add depth and detail to an idea or to introduce a new idea. Students are expected to consider the intended purpose of their composition to create an effective conclusion. The conclusion is students’ last opportunity to impress something upon the reader. It should restate the importance of a point made in the composition, communicate a feeling the writer wants the reader to experience, or deliver a directive the writer wants the reader to follow.
words or phrases purposefully used to help sustain a thought or idea, linking sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas

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.