Reading Power Standards - ACSU Literacy Place



Writing Power Standards

| |What/rational |When |Who is responsible |

|Power Standard #1 – Writing |Classroom samples (K-6) |Continuous |Classroom teacher |

|Process: Students use the |Collect samples at various stages |Collect samples throughout the year| |

|writing process of |of process from variety of sources | | |

|prewriting, drafting, |(journals, logs, prompts, | | |

|revising, editing and |constructed responses, etc.) | | |

|critiquing to produce final | | | |

|drafts that show appropriate | | | |

|command of purpose, | | | |

|organization, details, and | | | |

|voice/tone. | | | |

|Power Standard #2 – |AIMS Spelling (1-6) |Benchmarks |School administrator |

|Conventions and Structures: |Formative assessment |Fall (September) |Literacy assessment coordinator |

|Students demonstrate |Curriculum-Based Measurement (CBM) |Winter (January) |Classroom teacher |

|appropriate command of |Graded standard spelling word lists|Spring (May) | |

|conventions and structures | | | |

| |Features list for spelling | | |

| |Fundations (K-2) |Continuous |Classroom teacher |

| |Spelling Program (3-6) |Collect samples with each unit | |

| |Classroom samples(K-6): |Continuous |Classroom teacher |

| |Collect samples at various stages |Collect samples throughout the year| |

| |of process from variety of sources | | |

| |(journals, logs, prompts, | | |

| |constructed responses, etc.) | | |

|Power Standard #3 - Response |Classroom samples(K-6): |Continuous |Classroom teacher |

|to Text: Students write in |Collect samples at various stages |Collect samples throughout the year| |

|response to literary and |of process from variety of sources | | |

|informational text. |(journals, logs, prompts, | | |

|. |constructed responses, etc.) | | |

| |ACSU Common Task (K-6) |Fall (September) |Classroom teacher |

| | |Spring (May) | |

|Power Standard #4 - |Classroom samples (K-6): |Continuous |Classroom teacher |

|Informational Writing: |Collect samples at various stages |Collect samples throughout the year| |

|Students write to inform, to |of process from variety of sources | | |

|persuade, and to demonstrate |(journals, logs, prompts, | | |

|a process |constructed responses, etc.) | | |

|Power Standard #5 - |Classroom samples (K-6): |Continuous |Classroom teacher |

|Expressive Writing: Students|Collect samples at various stages |Collect samples though-out the year| |

|write to tell and dramatize a|of process from variety of sources | | |

|coherent story or reflect on |(journals, logs, prompts, | | |

|a personal experience. |constructed responses, etc.) | | |

| |AIMS written expression (3-6) |Fall (September) |School administrator |

| |Curriculum-Based Measurement (CBM) |Winter (January) |Literacy assessment coordinator |

| |Students write a story for 3 |Spring (May) |Classroom teacher |

| |minutes given an age-appropriate | | |

| |story starter; general outcome | | |

| |measure of general written | | |

| |expression | | |

EVIDENCE SUMMARY – Kindergarten

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Fundations Unit dictations |Fundations Unit dictations |Fundations Unit dictations | |

|of conventions and structures |and assessments |and assessments |and assessments | |

| | | | | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or| | | | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – First Grade

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Fundations Unit dictations |Fundations Unit dictations |Fundations Unit dictations | |

|of conventions and structures |and assessments |and assessments |and assessments | |

| | | | | |

| |AIMS Spelling |AIMS Spelling |AIMS Spelling | |

| | | | | |

| |Features list for spelling |Features list for spelling |Features list for spelling | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or| | | | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – Second Grade

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Fundations Unit dictations |Fundations Unit dictations |Fundations Unit dictations | |

|of conventions and structures |and assessments |and assessments |and assessments | |

| | | | | |

| |AIMS Spelling |AIMS Spelling |AIMS Spelling | |

| | | | | |

| |Features list for spelling |Features list for spelling |Features list for spelling | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or| | | | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – Third Grade

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Spelling program |Spelling program |Spelling progrram | |

|of conventions and structures |dictations and assessments |dictations and assessments |dictations and assessments | |

| | | | | |

| |AIMS Spelling |AIMS Spelling |AIMS Spelling | |

| | | | | |

| |Features list for spelling |Features list for spelling |Features list for spelling | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or|AIMS written expression |AIMS written expression |AIMS written expression | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – Fourth Grade

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Spelling program |Spelling program |Spelling progrram | |

|of conventions and structures |dictations and assessments |dictations and assessments |dictations and assessments | |

| | | | | |

| |AIMS Spelling |AIMS Spelling |AIMS Spelling | |

| | | | | |

| |Features list for spelling |Features list for spelling |Features list for spelling | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or|AIMS written expression |AIMS written expression |AIMS written expression | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – Fifth Grade

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Spelling program |Spelling program |Spelling progrram | |

|of conventions and structures |dictations and assessments |dictations and assessments |dictations and assessments | |

| | | | | |

| |AIMS Spelling |AIMS Spelling |AIMS Spelling | |

| | | | | |

| |Features list for spelling |Features list for spelling |Features list for spelling | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or|AIMS written expression |AIMS written expression |AIMS written expression | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

EVIDENCE SUMMARY – Sixth Grade

| |Fall |Winter |Spring |End of Year |

|Power Standard #1 – Writing |Classroom samples |Classroom samples |Classroom samples | |

|Process: Students use the | | | | |

|writing process of prewriting, | | | | |

|drafting, revising, editing and | | | | |

|critiquing to produce final | | | | |

|drafts that show appropriate | | | | |

|command of purpose, organization,| | | | |

|details, and voice/tone. | | | | |

|Power Standard #2 – Conventions |Classroom samples |Classroom samples |Classroom samples | |

|and Structures: Students | | | | |

|demonstrate appropriate command |Spelling program |Spelling program |Spelling progrram | |

|of conventions and structures |dictations and assessments |dictations and assessments |dictations and assessments | |

| | | | | |

| |AIMS Spelling |AIMS Spelling |AIMS Spelling | |

| | | | | |

| |Features list for spelling |Features list for spelling |Features list for spelling | |

|Power Standard #3 - Response to |Classroom samples |Classroom samples |Classroom samples | |

|Text: Students write in response| | | | |

|to literary and informational | | | | |

|text. | | | | |

|. | | | | |

|Power Standard #4 - Informational|Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to | | | | |

|inform, to persuade, and to | | | | |

|demonstrate a process | | | | |

|Power Standard #5 - Expressive |Classroom samples |Classroom samples |Classroom samples | |

|Writing: Students write to tell | | | | |

|and dramatize a coherent story or|AIMS written expression |AIMS written expression |AIMS written expression | |

|reflect on a personal experience.| | | | |

| | | | | |

|Other |ACSU Common Task | |ACSU Common Task | |

Bold= required *=in appendix Italics=classroom observations

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