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 2
- Composition
compose informational texts, including procedural texts and reports; and
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 textos informativos, incluyendo textos de procedimientos y reportes; y
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.
Use los siguientes criterios de evaluación para checar el progreso de los estudiantes con el objetivo de que dominen esta expectativa estudiantil. Esta expectativa debe ser evaluada tanto al momento en que los estudiantes están desarrollando borradores como al momento en que los han finalizado.
Ejemplo de criterios de evaluación:
1) El estudiante es incapaz de redactar textos informativos, incluyendo textos de procedimiento y reportes; el estudiante no se mantiene enfocado.
2) El estudiante es capaz de redactar textos informativos, incluyendo textos de procedimiento y reportes, teniendo el apoyo continuo del maestro.
3) El estudiante es capaz de redactar textos informativos, incluyendo textos de procedimiento y reportes, teniendo el apoyo ocasional del maestro.
4) El estudiante es capaz de redactar textos informativos, incluyendo textos de procedimiento y reportes, en forma independiente.
Donovan, C. A & Smolkin, L. A. (2011). Supporting informational writing in the elementary grades. The Reading Teacher, 64(6), 406–416. Retrieved from https://www.jstor.org/stable/41203424
Summary: As students progress from kindergarten to fifth grade, their writing of informational reports will grow in competence and sophistication if teachers adopt a varied, purposeful instructional framework. This article provides a continuum of development of students' informational writing.