Writing Goals

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Writing
Social Emotional
Self Help
Essay Textual Evidence Making Corrections Writing a Paragraph
Sentence Structure Dictate Story Write Name Scoring Rubric

Essay

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Given a text and a writing prompt, Student will independently write, or type a five paragraph essay citing textual evidence and the given prompt with a score of 3 using a proficiency scale rubric on 3 of 4 essays as measured by rubric scores and work samples.

Given the use of technology for writing and an opportunity to edit, Student will produce a clear and cohesive essay with correct use of capitalization and punctuation 80% of the time on at least 3 consecutive occasions as measured by special education collected work sample data.

Given a source he has read and a related prompt, Student will write or type a cohesive 5 paragraph essay at a proficient level score of 3 on 1 essay as measured by proficiency scale rubric scores and work samples.

Given a text, a writing prompt, and an opportunity to edit, Student will write a well developed multi-paragraph essay correctly citing textual evidence as measured by scoring a 3 using the proficiency scale rubric on at least two consecutive teacher collected work sample essays.

Given the use of technology for writing, Student will produce a final essay with no more than 2 writing convention errors per paragraph on 3 of 4 occasions as measured by teacher collected work sample data.

Given a grade level prompt and minimal assistance, Student will write a proficient essay with a clear claim, introduction, textual citation, and analysis scoring a 3 on a grade level rubric in 2 of 3 trials as measured by teacher collected work samples .

 

Textual Evidence

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Given a text and a writing prompt, Student will independently write or type an essay citing textual evidence and the given prompt with a score of 3 using a proficiency scale rubric on 3 of 4 essays as measured by rubric scores and work samples.

 

Making Corrections

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Given an essay or writing assignment with editing suggestions, Student will make the necessary revisions to obtain a score of 3 for organization and conventions as measured by teacher collected work samples and grade book scores.

When asked to write or type an introduction paragraph, Student will be able to edit the paragraph to improve spelling, commas use, and indentions using a variety of resources (peers, adults, dictionaries, word banks, text to speech, spell check, etc.) with with no more than 2 errors as measured by writing samples collected by her teachers.    

 

Write a Paragraph

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Given a text she has read and a writing prompt, Student will independently write, or type one paragraph related to a prompt by including the claim/prompt, introducing the quote, citing the quote from the text, and explaining clearly how the chosen quote relates to the given prompt with at a proficient level score of 3 on 3 of 4 essays as measured by proficiency scale rubric scores and work samples.

Given a source related prompt, Student will write, type, or dictate one paragraph at a proficient level score of 3 on 3 of 4 essays as measured by proficiency scale rubric scores and work samples. 

When given a writing prompt, Student will be able to write or type a paragraph (5 or more sentences, (excluding quotes) with correct grammar, spelling, and punctuation with no more that 2 errors in 4 out of 5 writing assessments as measured by teacher data collection. 

 

Sentence Structure

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Student will increase her writing skills in the area of sentence structure (clarity and fluency) with the focus on word arraignment and word choice by making no more that one error per sentence as measured by writing samples collected by teachers.

When asked to write or type an introduction paragraph, Student will be able to start each sentence with a capital letter, end the sentence with the proper punctuation, and provide space between words with no more that two errors on three consecutive assignments as measured by writing samples collected by her teachers.

Given a grade level writing task and the use of a graphic organizer, Student will write or type using complete sentences at least 90% of the time as measured by teacher collected work sample data. 

Student will use correct conventions 90% of the time in her writing 3 of 4 trials as measured by teacher collected work sample data.

 

Dictate Story

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Given a topic, Student will dictate a 5 sentence story with a clear beginning, middle and end with minimal support on 3 occasions as measured by special education teacher collected data.            

 

Write Name

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Student will independently and legibly write her full name, mother's name, address, and phone number on 2 of 3 trials on 3 occasions as measured by special education teacher collected data.

Student will independently and legibly write her address and mother's phone number with 100% accuracy on 2 of 3 trials with minimal support as measured by special education teacher collected data.