Beginning Curriculum Standard: The Strategies and Applications standard for English Language Learners (ELL) will build upon skills acquired in reading as students apply knowledge of sentence and organizational structures and of the use of evidence in a variety of types of writing. 1. Penmanship, Organization, and Focus 1.1 organize and record expository information on pictures, lists, charts, and tables for literature and content areas. correctly label arm, hand, leg, foot, head, neck, etc. on a diagram of a human body. Refer to Hampton Brown, High Point, The Basics, p. 24. 2. Organization and Focus 2.1 create simple sentences or phrases with some assistance. 2.2 write a brief narrative using a few simple sentences that include setting and some details. 2.3 use the writing process to write brief narratives and stories with a few standard grammatical forms. draw a picture and write a description of a flower using practiced phrases and sentences. Refer to Hampton Brown, High Point, The Basics, pp. 282-283. draw four sequenced illustrations of a story they have read. then write a brief summary sentence of each picture, to include a description of the setting. Refer to Hampton Brown, High Point, The Basics, p. 273. write a paragraph, using the writing process, with a minimum of grammatical and structural errors. Refer to Hampton Brown, High Point, The Basics, p. 26. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 1
Beginning 2.4 write simple compositions, such as descriptions and compare/contrast that have a main idea and some detail. complete a graphic organizer, listing a main idea and several relevant details. write a brief descriptive or compare/contrast composition with the information from the organizer. Topics are self-selected. (See Appendix for graphic organizer.) 2.5 complete basic business forms that require information, such as name, address, and telephone number. fill out a school registration form or a similar document. Refer to Hampton Brown, High Point, The Basics, p. 46. (See Appendix for sample documents.) H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 2
Early Intermediate Curriculum Standard: The Strategies and Applications standard for English Language Learners (ELL) will build upon skills acquired in reading as students apply knowledge of sentence and organizational structures and of the use of evidence in a variety of types of writing. 1. Organization and Focus 1.1 write brief responses to selected literature with factual understanding of the text using simple sentences. write a brief, personal response paragraph to a teacher-selected reading. The responses will focus on students making a connection between what they have read and their own lives. Refer to Hampton Brown, High Point, Level A, pp. 25-27. 1.2 use common verbs, nouns, and high frequency modifiers in simple sentences. 1.3 create a draft of a paragraph using an outline. write simple sentences using characterization adjectives (i.e., lonely, sad, intelligent, smart, caring) to describe a person. Refer to Hampton Brown, High Point, Level A, p. 14. complete a graphic organizer or conventional outline form and then write a paragraph after reading a proficiency-level appropriate passage from a textbook. (See Appendix for graphic organizer and rubric.) H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 3
Early Intermediate 1.4 write appropriate simple sentences for language arts and other content areas (e.g., math, science, history/social science). write coherent and comprehensive sentences to the end of the chapter questions in a text. Refer to Hampton Brown, High Point, Level A, p. 51. 2. Organization and Focus, Evaluation and Revision 3. Organization and Focus, Evaluation and Technology 1.5 collect information and take notes on a given topic from a variety of sources (e.g., dictionary, library books, research materials). 1.6 write expository compositions, such as descriptions, compare and contrast, and problem/solution that include a main idea and some details using simple sentences. 2.1 use the writing process to write sentences and short paragraphs with supporting details about a given topic. There may be some inconsistent use of standard grammatical forms. 3.1 complete simple informational documents related to career development (e.g., bank forms and job applications). H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 4 take notes, using appropriate graphic organizers, from lectures and reference materials. These notes will include main ideas and relevant details to be used for a report. Refer to Hampton Brown, High Point, Level A, p. 194. (See Appendix for graphic organizer.) complete a "T" chart listing similarities and differences of a self-selected topic. then write a compare/contrast composition. Refer to Hampton Brown, High Point, Level A, p. 193. refer to benchmarks 1.5 and 1.6 on p. 4. complete a bank and a job application form with 100% accuracy. (See Appendix for sample documents.)
Intermediate Curriculum Standard: The Strategies and Applications standard for English Language Learners (ELL) will build upon skills acquired in reading as students apply knowledge of sentence and organizational structures and of the use of evidence in a variety of types of writing. 1. Organization and Focus 1.1 narrate a sequence of events and communicate their significance to the audience. use story grammar to plan and write an autobiographical incident which states the significance of the event. Story Grammar Point of View: 1st person Setting Place Time Characters (include sensory details for each) Plot Problem/ Resolution Narrative devices dialogue Refer to Hampton Brown, High Point, Level B, pp. 47-50 or Language Links Constructing Meaning Materials by Dr. Patricia DeRosia. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 5
Intermediate 1.2 write brief expository compositions and reports of information that: a) include a thesis and some supporting details; b) provide information from primary sources; and c) organize and record information on charts and graphs. complete a chart listing similarities and differences between two things. The students will then write a compare/contrast a composition. Topics might include: 6th - comparing two restaurants or two sports. 7th - comparing one sibling to another or two movies. 8th - comparing their family's culture to mainstream American culture. Refer to Hampton Brown, High Point, Level A, p. 47. (See Appendix for graphic organizer and rubric.) 1.3 develop a clear purpose in a short essay using the rhetorical devices of quotations and facts appropriately. refer to benchmark 1.2 on p. 6. 1.4 write responses to proficiency-level appropriate selected literature that exhibit understanding of the text, using detailed sentences and transitions. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 6 complete a graphic organizer for characterization and then write a detailed character description about a character in a recently read story. The composition will focus on the effective use of transitions. Refer to Hampton Brown, High Point, Level B, pp. 204-206. (See Appendix for graphic organizer and rubric.)
Intermediate 1.5 use more complex vocabulary and sentences appropriate for language arts and other content areas (e.g., math, science, history/social science). refer to benchmarks 1.2 and 1.4 on p. 6. 2. Organization and Focus, Research and Technology 1.6 write job applications and resumés that are clear and provide all needed information. 1.7 use complex sentences to write brief fictional biographies and short stories that include a sequence of events and provide supporting details. 2.1 investigate and research a topic in a content area and develop a brief essay or report that includes sources citations. 2.2 use basic strategies of note taking, outlining, and the writing process to structure drafts of simple essays, with consistent use of standard grammatical forms. (Some rules may not be evident.) H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 7 write a cover letter and resumè, using appropriate letter format. Refer to Hampton Brown, High Point, Level B, p. 307. write a brief biography of a character. Refer to Harcourt Brace, Signatures, Grade 6, pp. T954-955. write a report on a student-selected research topic using the writing process. use the print media, reference books, and the Internet as sources. The report will include appropriate use of quotations and a works-cited page. Refer to Hampton Brown, High Point, Level B, pp. 282-286. refer to benchmarks 1.2 and 1.4 on p. 6 or 2.1 on p. 7.
Early Advanced Curriculum Standard: The Strategies and Applications standard for English Language Learners (ELL) will build upon skills acquired in reading as students apply knowledge of sentence and organizational structures and of the use of evidence in a variety of types of writing. 1. Organization and Focus 1.1 write in different genres (e.g., short stories and narratives). Include coherent plot development, characterization, and setting. use story grammar to plan and write an autobiographical incident which states the significance of the event. Story Grammar Point of View: 1st person 3rd omnipotent Setting Place Time Characters (include sensory details for each) Plot Problem/ Resolution Narrative devices dialogue foreshadowing suspense Refer to Hampton Brown, High Point, Level C, p. 206 or Language Links Constructing Meaning Materials by Dr. Patricia De Rosia. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 8
Early Advanced 1.2 develop a clear thesis and support it using the rhetorical devices of analogy, quotation, and fact appropriately. write a persuasive composition using primary sources (student interviews) and secondary sources (newspaper articles) for support. The composition is to include appropriate rhetorical devices. Refer to Hampton Brown, High Point, Level C, pp. 210-216. 1.3 write responses to selected literature that develop interpretations, exhibit careful reading, and cite specific parts of the text. 1.4 use appropriate language variations and genres in writing for language arts and other content areas. 1.5 write products related to career development (e.g., business letter, job applications, letter of inquiry). read two teacher-selected literary pieces which express similar themes. write a composition comparing the themes and their effectiveness, using the text for their specific examples of support. Refer to Hampton Brown, High Point, Level C, pp. 31-35, 38-39. refer to benchmarks 1.2 and 1.3 on p. 9. write a cover letter, using appropriate letter format, for a job application which includes a resumé. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 9
Early Advanced 2. Organization and Focus, Evaluation and Revision 2.1 write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address a counterargument. refer to benchmark for 1.2 on p. 9. 3. Organization and Focus, Research and Technology, Evaluation and Revision 4. Organization and Focus, Research and Technology 2.2 write detailed fictional biographies or autobiographies. 3.1 use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays with consistent use of standard grammatical forms. 4.1 write an essay or report that balances information, has original ideas, and gives credit in a bibliography. Use appropriate tone and voice based on purpose, audience, and subject matter. choose a fictional character from literature, and using what you have learned, create an entire life history. Refer to Hampton Brown, High Point, Level C, p. 208. demonstrate the writing process: prewriting, drafting, revising, and editing on several of their assigned compositions. Refer to Hampton Brown, High Point, Level C, pp. 408-411. write a multi-paged report using interviews, reference books, and the Internet as sources. The paper will reflect an understanding of audience and purpose and incorporate a workscited page. Refer to Hampton Brown, High Point, Level C, pp. 394-399. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 10
Advanced Curriculum Standard: The Strategies and Applications standard for English Language Learners (ELL) will build upon skills acquired in reading as students apply knowledge of sentence and organizational structures and of the use of evidence in a variety of types of writing. 1. Organization and Focus 1.1 write persuasive and expository compositions that include a clear thesis, describe organized points of support, and address counterarguments. Teachers will assess Advanced English Language Learners using the suggested benchmarks indicated in the Elk Grove Unified School District's English/ Language Arts Standards and Benchmarks document as a guide. Advanced ELL students will be evaluated for standards mastery with the benchmarks from their current grade level. 1.2 produce writing using various elements of discourse (e.g., purpose, speaker, audience, form), in narrative, expository, persuasive, informational, and/or descriptive writing. 1.3 use appropriate language variations and genres in writing for language arts and other content areas. 1.4 write pieces related to career development (e.g., business letter, job applications, letter of inquiry, memorandum). H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 11
Advanced 2. Organization and Focus, Evaluation and Revision 2.1 write responses to literature that develop interpretations, exhibit careful reading, and cite specific parts of the text. 2.2 develop a clear thesis and support it with various rhetorical devices (e.g., analogies, quotations, fact, statistics, and comparison). 3. Organization and Focus, Research and Technology 3.1 use strategies of note taking, outlining, and summarizing to structure drafts of clear, coherent, and focused essays using standard grammatical forms. 3.2 write narratives (e.g., fictional biographies, autobiographies, and short stories) that include coherent plot development, characterization, setting, and a variety of literary strategies (e.g., dialogue, suspense). 3.3 use various methods of investigation and research to develop an essay or report that balances information and original ideas, and includes references and a bibliography. H:\DATA\WORD\ELD\S&BS\WRITING\STRA6-8.DOC02/25/02 12
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