Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
- Spanish Language Arts and Reading
- Grade 6
- Composition
compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure.
A student expectation is directly related to the knowledge and skills statement, is more specific about how students demonstrate their learning, and always begins with a verb. Student expectations are further broken down into their component parts, often referred to as “breakouts.”
redacte correspondencia que refleje una opinión, comunique una queja o solicite información siguiendo una estructura formal o amigable.
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful.
A knowledge and skills statement is a broad statement of what students must know and be able to do. It generally begins with a learning strand and ends with the phrase “The student is expected to:” Knowledge and skills statements always include related student expectations.
Have students send an email to a teacher stating their opinions about a class activity. Provide specific guidance on ways to respectfully express their opinions. Based on student needs, a paragraph frame, sentence stems, or an email template could be used to support students as they complete this task. Create a rubric that clearly states criteria for success with this task. Review the rubric prior to assigning the independent work.
This SE requires students to begin writing to audiences outside of those they are familiar with and for purposes that require a consideration of tone. Student writing is expected to be organized, coherent, and include a greeting, a body, and a closing. It is important for students to develop this knowledge with different types of correspondence. This activity can be completed with multiple types of correspondence including digital correspondence.
McManus, M. S., & Theamwong, L. (2015) Enhancing fourth grade students' writing achievement through purposeful experiential learning: an action research study. Universal Journal of Educational Research 3(12), 997–1000. Retrieved from https://files.eric.ed.gov/fulltext/EJ1083248.pdf
Summary: In this article, fourth grade students had a writing task that involved improving the school. It required a students to call on community agency, area business, and high school student support. Students wrote letters applying for grants, asking for materials, and requesting additional support. Student orally presented their prewriting and these presentations proved to be an effective method for the revision and editing of their written work.