Writing Goals

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Essay Textual Evidence Making Corrections Writing a Paragraph
Sentence Structure Dictate Story Spelling Inferences

Essay

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Given an assignment to write a paragraph, Student will use appropriate and varied transitions to create cohesion and clarify the relationships among ideas and concepts scoring at least a 3 of 4 on rubric using teacher assignments.  

Given an assignment to write an essay, Student will distinguish between claims and counterclaims as measured by a score of 3 out of 4 or better on scoring rubric three times measured on teacher assignments.

Given an assignment to write a essay, Student will use accurate, credible sources as measured by a score of 3 out of 4 or better on scoring rubric three times measured on teacher assignments.

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

Given an assignment to write an essay, Student will provide a concluding sentence that follows from and supports the information scoring at least a 3 of 4 on rubric on three consecutive assignments from teacher work samples. 

Given an assignment to write an essay, Student will introduce a topic clearly, previewing what is to follow, scoring at least 3 of 4 on rubric on two essays measured by teacher assignment. 

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 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 of 4 or better using the proficiency scale rubric on at least two consecutive teacher collected work sample essays.

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 of 4 or better on a grade level rubric in 2 of 3 trials as measured by teacher collected work samples .

Textual Evidence

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Given an assignment to write a paragraph, Student will introduce a claim and support the claim throughout with logically organized, clear reasons as measured by a score of 3 out of 4 or better on scoring rubric three times measured on teacher assignments.

Given an assignment to write a Essay, Student will introduce a claim and support the claim throughout with logically organized, clear reasons as measured by a score of 3 out of 4 or better on scoring rubric three times measured on teacher assignments.

Given an assignment to answer questions related to finding textual evidence, Student will score an average of 80% or better as measured by teacher collected data.

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

Given a text and a writing prompt, Student will independently write or type an paragraph citing textual evidence with a score of 3 of 4 or better using a proficiency scale rubric on 3 of 4 paragraphs 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 out of 4 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 an assignment to write a paragraph, Student will develop the topic with relevant, well-chosen facts, definitions, concrete details, and examples scoring a 3 out of 4 on the writing rubric three consecutive times using teacher work samples.

Given a text she has read and a writing prompt, Student will independently write, or type a 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 an assignment to write a paragraph, Student will provide a concluding sentence that follows from and supports the information scoring at least a 3 of 4 on rubric on three consecutive assignments from teacher work samples. 

Given a source related prompt, Student will write, type, or dictate one paragraph at a proficient level score of 3 out of 4 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, 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. 

When given a writing prompt, Student will be able to write or type a paragraph (5 or more sentences, with correct grammar, spelling, and punctuation with a score of 3 out of 4 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 arrangement and word choice by making no more that one error per sentence 3 consecutive times 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 on 3 assignments as measured by teacher collected work sample data. 

Inferences

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Given a text and a writing prompt, Student will independently write or type a paragraph making inferences with a score of 3 out of 4 on three assignments as measured by work samples.

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 2 essays as measured by rubric scores and work samples.

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.            

Spelling

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When given a writing prompt, Student will be able to write or type a paragraph (5 or more sentences), spelling grade level words correctly with no more that 2 errors in 4 out of 5 writing assessments as measured by teacher data collection.