Question Stems and Tasks

Question Stems and Tasks
Writing Task Models for: Revising a Brief Text Writing a Brief Text Language and Vocabulary Edit and Clarify This document could be used for instructional writing purposes to develop or plan… questions and tasks specific to assessed writing target(s) and aligned standard(s). formative and on-going assessments based on the evidence required for mastery. professional learning communities’ classroom instructional objectives. which reading texts best bridge students to parallel writing structures or skills. Evidence Required Assessed Form(s) Question Stems and Tasks

Grades Kindergarten – First Grade
Three Writing Types and Purposes Opinion Informational Narrative Grade K-1 Reading Standard Text Sub-Groups (specifically named) Opinions Likes and Dislikes Picture Illustrations Informational Descriptions Procedural and How-To Books Science and Technical Texts with forms, graphs, etc… Beginning Social Studies or Historical Events. Stories Poems Adventures Prose Legends Tall Tales Familiar stories Storybooks Songs Nursery Rhymes Fables Folktales Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 have many key details about a topic for discussions. K - 1 RL2 RI2 have a predictable sequence of events with an obvious central message or lesson (in Kinder texts that students can retell). K-1 have a clear main topic supported by key details. K - 1 RL3 RI3 describe characters, settings and major events using key details. (in Kinder identify rather than describe) K-1 describe the connection between individuals, events, ideas or information. K - 1 RL4 RI4 have new words. K are stories or poems with words and phrases that suggest feelings or appeal to the senses. 1 have many domain specific words and phrases. 1 RL5 RI5 are common types of texts (storybooks, poems). K help students know the difference between books that tell stories and books that give information. 1 are simple enough to identify the front and back covers and title page. K use various text features (e.g. headings, tables of contents, glossaries, electronic menus, icons). 1 RL6 RI6 have distinct illustrations and words that support the illustrations. K clearly show which character is telling the story. 1 both tell about information with illustrations and with words. (in Kinder students name the author and illustrator roles) K - 1 RL7 RI7 have illustrations and details used to describe characters, settings and events. K - 1 have key ideas illustrated and described in details with words. (in kinder focus more on person, place, thing or idea being depicted in illustrations) K - 1 RI8 support a students’ understanding of how authors give reasons to support points in a text. K - 1 RL9 RI9 compare and contrast adventures and experiences of characters in stories. K - 1 two or more texts that include similarities and differences about the same topic. K - 1 RL10 RI10 allow students to engage in group reading activities with purpose and understanding. K are prose and poetry written at the appropriate complexity for grade 1. are informational written at the appropriate complexity for grade 1. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Grade 1 Task Model Examples for Opinion Writing W.1
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text Introduce the topic or book. Brief Write DOK-3 (student will write an organized opinion text) Before you begin: For this activity you will need to prewrite an opinion paragraph that does not have an introductory or stated opinion. Leave an underlined blank showing that the paragraph is missing an introductory/stated opinion. Teacher: “Today we are going to read a few sentence about a boy/girl’s opinion about _____, An opinion is how someone feels about something [give a few examples].” Note: Sometime during the year start using the term “draft” for an incomplete written document. Teacher: “What do all of the sentences tell about [students respond]? How does the boy/girl feel about ____? [students respond]. Let’s write an introductory sentence that states the boy/girl’s opinion about ______ [do together, scaffolding toward independence throughout the year]. Do the same activity for writing a conclusion for a “sense of closure.” This would be a brief statement such as “This is why ____ feels ____.” State an opinion about the topic or book. Give a reason to support the opinion. Revise a Brief Text DOK – 2 (students will revise by identifying improved organizational elements) Before you begin: For this activity you will need to prewrite a complete opinion paragraph (introductory/stated opinion, a reasoning sentence and a conclusion). One sentence should be underlined that needs revision (depending on the task). On a separate chart write three sentences that students can read and select as being the best replacement for the underlined sentence. Do not show students these sentences until after you’ve read the paragraph. Teacher: “Today we are going to read a paragraph a boy/girl wrote about _____. Then we are going to revise [make better in some way] the underlined sentence in the paragraph [read the paragraph]. Now let’s reread the underlined sentence [discuss the sentence with students – what do they feel needs revising]? introductory/stated opinion task Teacher: “Does the underlined sentence state an opinion or tell why the boy/girl feels ____ about _____ [discuss]? Is there a way we can rewrite or revise the sentence to explain better why the boy/girl feels ____ about ____? We are going to read three different ways to write the sentence. Then we will choose the best one to replace the underlined sentence [lead class through discussion and choices].” conclusion task Teacher: “Does the underlined sentence close the paragraph? Close or closure means the reader knows the writer is done writing [give examples]. Is there a way we can rewrite or revise the sentence so the reader knows the writer is done writing? We are going to read three different ways to rewrite the sentence. Then we will choose the best one to replace the underlined sentence [lead class through discussion and choices].” Provide a some sense of closure. Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Add more reasons to support the opinion. Brief Write DOK-3 (student will revise by identifying improved organizational elements) Before You Begin: For this activity you will need to write a paragraph with a beginning sentence that states an opinion, a brief but not adequate reasoning sentence – this sentence should be underlined (why the writer feels the way he/she does) and a concluding sentence. Important: Somewhere near the paragraph post a fictitious chart or list that the boy/girl used to gain more information about the topic! Teacher: “Today we are going to read a few sentences about ____ [topic] and how a boy/girl feels about _____. How someone feels about something is called an opinion so we can call all of these sentences together an opinion paragraph,” [read the paragraph together-discuss reason(s) stated in the paragraph about why the boy/girl feels the way he/she does]. Teacher: “The boy/girl learned some things about ____ from this list/chart. When you learn about something from a chart, list or anything it is called a source. Let’s read the list/chart together to see what the boy/girl learned about ____. [read the list/chart]. Are there other reasons that you see on this list/chart that might explain why the boy/girl felt ____ about ____? [discuss]” Teacher: “Let’s write a one or two sentences that show why the boy/girl might have felt ___ about ____. We will use ideas from the chart/list to support our reasons [support means the “because..”]. Note: After writing one or two sentences reread the paragraph, inserting the new sentences. Discuss how the reasons give more support to the opinion. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) Before You Begin: For this activity you will need to write a paragraph with a beginning sentence that states an opinion, a brief but not adequate reasoning sentence – this sentence should be underlined (why the writer feels the way he/she does) and a concluding sentence. Important: Somewhere near the paragraph post a fictitious chart or list that the boy/girl used to gain more information about the topic! On a separate chart write three sentences that students can read and select as being the best replacement for the underlined sentence. Do not show students these sentences until after you’ve read the paragraph. Teacher: “Today we are going to read a paragraph a boy/girl wrote about _____. Then we are going to revise [make better in some way] the underlined sentence in the paragraph. We want the underlined sentence to give a better reason(s) to tell why the boy/girl felt ___ about ____” Let’s read three different ways to rewrite the underlined sentence. Then we will choose the best one to replace the underlined sentence [lead class through discussion and choices].”

Grade 1 Task Model Examples for Informational Writing W.2
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Name a topic. Brief Write DOK-3 (student will write an organized opinion text) Before you begin: For this activity you will need to prewrite an informational paragraph that does not have an introduction that names the topic. Leave an underlined blank showing that the paragraph is missing an introduction that names the topic. Teacher: “Today we are going to read an informational paragraph a boy/girl wrote about _____ (topic). An informational paragraph tells the reader about something. This informational paragraph tells the reader about ____ (topic).” Note: Sometime during the year start using the term “draft” for an incomplete written document. Teacher: “What do all of the sentences tell about? [Lead discussion]. Because all of the sentences in this paragraph tell about ____ we can begin the paragraph with an introduction that names the topic ____ [write a beginning sentence that names the topic – scaffold toward independence throughout the year]. Do this same activity for writing a conclusion for a “sense of closure.” This would be a brief statement such as “These are some things about ____.” Supply some facts about the topic. Revise a Brief Text DOK – 2 (students will revise by identifying improved organizational elements) Before you begin: For this activity you will need to prewrite a complete informational paragraph (introduction names the topic, 1-2 fact sentences about the topic and a conclusion). One sentence should be underlined that needs revision (depending on the task). On a separate chart write three sentences that students can read and select as being the best replacement for the underlined sentence. Do not show students these sentences until after you’ve read the paragraph. Teacher: “Today we are going to read a paragraph (or a draft of a paragraph) a boy/girl wrote about _____ (topic). Then we are going to revise [make better in some way] the underlined sentence in the paragraph [read the paragraph]. Now let’s reread the underlined sentence [discuss the sentence with students – what do they feel needs revising]? Introduction that names the topic Teacher: “Does the underlined sentence name the topic the boy/girl is writing about [discuss]? Is there a way we can rewrite or revise the sentence to introduce the topic? We are going to read three different ways to write the sentence. Then we will choose the best one to replace the underlined sentence [lead class through discussion and choices].” Conclusion has a sense of closure Teacher: “Does the underlined sentence close the paragraph? Close or closure means the reader knows the writer is done writing [give examples]. Is there a way we can rewrite or revise the sentence so the reader knows the writer is done writing? We are going to read three different ways to rewrite the sentence. Then we will choose the best one to replace the underlined sentence [lead class through discussion and choices].” Provide a sense of closure. Writing Elaboration for Informational Brief Writes and Revise a Brief Text Develop the topic with supporting details. Brief Write DOK-3 (student will write informational/explanatory text by applying elaboration techniques) Before You Begin: For this activity you will need to write an informational paragraph with a beginning sentence that names the topic, a blank where a sentence or two should go giving more details about the topic, and a concluding sentence. Important: Somewhere near the paragraph post a fictitious chart or list that the boy/girl used to gain more information about the topic! Teacher: “Today we are going to read a draft of a paragraph a boy/girl started writing about a topic. The draft only has a beginning and an ending sentence about a topic. [Lead a discussion asking students if they know what the topic is and what is missing]. Teacher: “The boy/girl learned some things about the topic from this list/chart. When you learn about something from a chart, list or anything it is called a source. Let’s read the list/chart together to see what information the boy/girl learned about the topic. [Read the list/chart]. Teacher: “Let’s write a one or two sentences that show other information the boy/girl learned about the topic. We will use ideas from the chart/list to provide more details [explain that details means more facts]. Note: After writing one or two sentences reread the paragraph, inserting the new sentences. Discuss how the additional sentences make the paragraph better or more informative. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) Before You Begin: For this activity you will need to write an informational paragraph with a beginning sentence that names the topic, one or two sentences that are inadequate for providing details about the topic (they should be underlined) and a concluding sentence. Important: Somewhere near the paragraph post a fictitious chart or list that the boy/girl used to gain more information about the topic! On a separate chart write three sentences (twice if you are doing two sentences for revision) that students can read and select as being the best replacement for the underlined sentence(s). Do not show students these sentences until after you’ve read the paragraph. Teacher: “Today we are going to read a paragraph a boy/girl wrote about _____. Then we are going to revise [make better in some way] the underlined sentence(s) in the paragraph. We want the underlined sentence(s) to add more facts about _____ [read the paragraph]. Let’s read three different ways to rewrite the underlined sentence. Then we will choose the best one to replace the underlined sentence. Remember we are looking for the best ways to add more facts about ____ [lead class through discussion and choices].

Grade 1 Task Model Examples for Narrative Writing W.3
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text Introduce the beginning of the story. Brief Write DOK-3 (student will write an organized opinion text) Before you begin: For this activity you will need to prewrite a narrative story (1 or two paragraphs) that is lacking one (not more than one) of the following (leave a blank in the story where the sentence(s) is/are missing). A beginning of the story ( in grade 1 this can be a simple general statement or introducing a character) An event that is missing out of sequential order. A detail regarding what happened (similar to event but more specific to the event) A sense of closure (brief statement or ending). Teacher: “Today we are going to read a fiction/non-fiction narrative story a boy/girl wrote about _____ A narrative story means the events are in order and it sounds like a real story that could happen.” Note: Sometime during the year start using the term “draft” for an incomplete written document. Teacher: “First we will read the story. When you see a blank, just say “blank.” Then we will talk about the story [read the story together]. Which part of the story is the beginning (continue to ask which part of the story has an event, tells something that happened about the event – details and closes the story…)? Which part of the story is missing (labeling the story parts would be an excellent strategy)?” Teacher: “We need to write a sentence to put in the blank to help complete the story (or draft). [Write a sentence(s) with students to complete the story draft. Ask the students if the new sentence(s) do what is needed (beginning, event, details, closure, etc…). Reread the story when the draft is completed. Recount two or more events (appropriately sequenced). Include details regarding what happened. Revise a Brief Text DOK-2 (student will write an organized opinion text) Before you begin: For this activity you will need to prewrite a complete narrative story (1 or two paragraphs). One of the sentences should be inadequate for fulfilling the following (this sentence should be underlined). An inadequate beginning of the story. An event that is out of sequential order. A detail that is not telling about what happened (similar to event but more specific to the event) An inadequate sense of closure (brief statement or ending). Then, on a separate chart write three sentences that students can read and select as being the best replacement for the underlined sentence. Do not show students these sentences until after you’ve read the paragraph. Note: Sometime during the year start using the term “draft” for an incomplete written document “Then we are going to revise [make better in some way] the underlined sentence in the paragraph [read the paragraph]. Now let’s reread the underlined sentence [discuss the sentence with students – what do they feel needs revising]?” Teacher: “Does/Is the underlined sentence (depending on the task)…” “Tell enough about the beginning of the story?” “In the correct order of how the event happened?” “Give enough detail(s) about the event?” “Finish or close the story so the reader knows it is over?” We are going to read three different ways to write the sentence. Then we will choose the best one to replace the underlined sentence [lead class through discussion and choices].” Use temporal words or phrases to signal event order. Provide a sense of closure. Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Include details to convey what happened. Brief Write DOK-3 (student will write a narrative text by applying elaboration techniques) Before You Begin: For this activity you will need to write an incomplete narrative story with a beginning sentence that introduces the story, two or more events in correct sequence, a blank where a sentence (or two) should go giving more details about the events in the story, and a brief conclusion. Teacher: “We need to write a sentence to put in the blank to help complete the story (or draft). [Write a sentence(s) with students to complete the story draft. Ask the students if the new sentence(s) do what is needed (beginning, event, details, closure, etc…). Reread the story when the draft is completed. [Note: When the item is asking writers to “finish the story” by developing/continuing and concluding the action—including “solving the problem”—the item is properly coded “elaboration.”] Revise a Brief Text DOK-2 (student will revise developed narrative applying techniques) Before You Begin: For this activity you will need to write a complete narrative story with a beginning sentence that introduces the story, two or more events in correct sequence, a sentence that inadequately gives details about the events in the story, and a brief conclusion. On a separate chart write three sentences (that students can read and select as being the best replacement for the underlined sentence. Do not show students these three sentences until after you’ve read the story. Teacher: “Today we are going to read a story a boy/girl wrote about _____. Then we are going to revise [make better in some way] the underlined sentence in the story. We want the underlined sentence to add more details about one of the events in the story [read the story]. Let’s read three different ways to rewrite the underlined sentence. Then we will choose the best one to replace the underlined sentence. Remember we are looking for the best ways to add more details about one of the events in the story [lead class through discussion and choices].

Grade 1 Task Models for Language
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) L.6 The student will the best word(s) or phrase(s) acquired through conversations, reading and being read to and responding to texts. Before you Begin: For this activity you will need pre-planned sentences. The sentences can be individual sentences or sentences within a short paragraph. Within the sentence(s) there should be an underlined word error. There should only be one error for each question asked of the students. For each question about an underlined word error you will need three word or phrase choices students can select as being the best replacement for the underlined word or phrase. As you scaffold toward independence you can create these prompts and question choices much like selected responses (multiple choices). Read the sentence and the underlined word/phrase with the students. Discuss the underlined word/phrase error. Then present the three choices that could replace the underlined word/phrase. Use words/phrases you frequently use when learning about topics. Question Prompts: Which word best tells about _____to replace the underlined word? Which word best replaces the underlined word _____? (conjunction because, and, or) Which word best describes ______(domain specific vocabulary)? The student will use frequently occurring conjunctions to signal simple relationships (e.g., because). The student will begin to use domain-specific vocabulary. Edit and Clarify (to use throughout the year) L.1 and L.2 New – to – Grade Skill Before you Begin: For this activity you will need pre-planned sentences. The sentences can be individual sentences or sentences within a short paragraph. Within the sentence(s) there should be an underlined punctuation or grammar error. There should only be one error for each question asked of the students. For each question about an underlined punctuation or grammar error you will need three choices students can select as being the best replacement for the error. As you scaffold toward independence you can create these prompts and question choices much like selected responses (multiple choices). Read the sentence and the underlined punctuation and grammar error with the students. Discuss the underlined error. Then present the three choices that could replace the underlined error. When writing your sentences use words and phrases students are familiar with as well as punctuation or grammar instruction they have had. As much as possible introduce sentences with the idea that a girl/boy has written a story, text, article, etc.…. and needs help revising. This helps establish audience and purpose. Which way is the best way to correct the underlined error (make errors in common, proper or possessive nouns). Which letter should be a capital? Which letter should be lower-case? Which sentence is written correctly ( past, present and future tense verb usage). Which sentence uses the adjective _____ correctly? Which sentence corrects the underlined errors (use of adjectives)? Which word should be in the blank ( conjunctions and, but, or, so , because). Which of the following sentences corrects the underlined errors (a/an article). Which is the correct way to correct the underlined words (this/that, that/those)? Which word best replaces the underlined word (prepositions during, beyond, toward)? Which sentence is not a complete sentence in the student’s story (show 3-4 numbered sentences in a paragraph). Choose the best way to combine sentences (1) and (2) (compound sentences). Which sentence asks for ____ correctly (interrogative sentence). The boy/girl wanted to write a declarative sentence. How can he/she make the sentence declarative (also use for exclamatory and/or imperative). Choose the sentence that does not have errors in capitalization (dates or names of people). What is the correct way to change the underlined error in punctuation? [commas in date). What is the way to correct the error in the underlined sentence [commas in dates or separating single words in a series]. Which sentence correct the spelling mistake? Write the word _____ ( phonetic spelling – previously untaught words). Which sentence is punctuated correctly (period at end of sentence). Print all upper and lowercase letters. Use common, proper and possessive nouns. Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; we hop). Use verbs to convey a sense of past, present, and future (e.g., Yesterday I walked home; Today I walk home; Tomorrow I will walk home). Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything). Use frequently occurring adjectives. Use frequently occurring conjunctions (e.g., and, but, or, so, because). Use determiners (e.g., articles, demonstratives). Use frequently occurring prepositions (e.g., during, beyond, toward). Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Capitalize dates and names of people. Use end punctuation for sentences. Use commas in dates and to separate single words in a series. Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words. Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions.

Grade Two Three Writing Types and Purposes Opinion Informational
Narrative Grade 2 Reading Standard Text Sub-Groups (specifically named) Opinions Likes and Dislikes Historical events Scientific ideas or concepts with graphs, charts, etc… Technical procedures Descriptive Procedural “How-To” Books Social Studies The Arts Fables Folktales Stories Poems Songs Plays Print Illustrative Digital Texts Fairy Tales Legends Tall Tales Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 are literature and informational texts that have key details addressing who, what, where, when, why and how. RL2 RI2 are fables and folktales from diverse cultures with obvious central messages, lessons or morals. have multipara graphs with an identifiable main topic. RL3 RI3 have characters responding to major events and challenges. include historical events, scientific ideas or concepts and steps in technical procedures. RL4 RI4 stories, poems or songs with regular beats, alliterations, rhymes or repeated lines. have words and phrases relevant to a grade 2 topic or subject. RL5 RI5 narrative structures of beginning and ending conclusions of action. have various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons). RL6 RI6 have character dialogue in different points of view. give explicit information about what the author wants to answer, explain or describe. RL7 RI7 characters, setting or plot portrayed with illustrations and words in a print or digital text RI8 have specific images that contribute to and clarify a text ((e.g., a diagram showing how a machine works). RL9 RI9 include two versions of the same story by different authors or from different cultures. include two different texts on the same topic. RL10 RI10 are at the high end of the grades 2 – 3 complexity band of literature, stories and poetry. are at the high end of the grades 2 – 3 complexity band of history, social studies, science and technical texts. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Grade 2 Task Model Examples for Opinion Writing W.1
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text Introduce the topic or book. Brief Write DOK-3 (student will write an organized opinion text) A student is writing a(n) [opinion letter or paper] for [teacher, class, etc.] about______. Read the draft of the student’s_____ then complete the task. The beginning of the student’s [ opinion letter or paper]does not state [his/her] opinion. Write a beginning paragraph that states the opinion. Write a paragraph that concludes the [opinion letter or paper]. Your conclusion should support the student’s opinion. State an opinion about the topic or book. Give supporting reasons to support opinion. Revise a Brief Text DOK – 2 (students will revise by identifying improved organizational elements) A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ then complete the task. Choose the sentence that best states the opinion of the [article, letter, etc.]. Choose the sentence(s) that would improve the conclusion for the [article, letter, etc.] (or would make the best conclusion). Choose the best word(s) to connect the opinion and reasons. A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______. Then complete the task. Choose the two sentences that best introduce the student’s opinion and explain what the topic is about. Choose the two best words to connect ____and____ [underlined text: two reasons, OR reason to opinion]. Use linking words (because, and, also) to connect opinion and reasons. Provide a concluding statement or section. Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Add more reasons to support the opinion (i.e. developing the opinion). Brief Write DOK-3 (student will revise by identifying improved organizational elements) A student is writing a(n) [opinion article or letter about____] for [teacher, class, etc.] about _________. Read the draft of the ______ then complete the task. Along with the text, students should have a source of information such as student notes, a chart, a list, etc.. (fictitious but factually accurate). Students should quote from the source or paraphrase. Write a paragraph in the blank, adding reasons from the student’s notes to support __________. Use information from the [notes, chart, list, etc…) to help you write a paragraph that gives more details about why the writer thinks that _______. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about _______. The student wants to revise the draft to _______. Read the draft of the ______ then complete the task. Note: Along with the text, students should have a source of information such as student notes, a chart, a list, etc… (fictitious but factually accurate). Students should quote from the source or paraphrase. Which sentence best adds more reasons so support the opinion? Read the [letter, article] and the underlined opinion. Which sentence adds more reasons to support the underlined opinion? Which sentence adds a reason after the underlined sentence to support the writer’s opinion about ________? Which sentence adds a reason before the underlined sentence to support the writer’s opinion about _______? The underlined sentences give reasons to explain the writer’s opinion about ______. Which other sentence would add more reasons to support the write’s opinion? Delete details that do not support the opinion.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce a topic. Brief Write DOK-3 ( student will write an organized informational/explanatory text) A student is writing a [report, letter, or article] for [teacher, class, etc.] about ________. Read the draft of the ______then complete the task. The beginning of the student’s paper does not say what it is about. Write a beginning paragraph that introduces the topic. Write an ending paragraph or paragraphs that conclude the student’s paper. Develop points about the topic with facts and definitions. Group related information together. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing a [report, letter, or article for [teacher, class, etc.] about______. The student wants to revise the draft to _____. Read the draft of the ______then complete the task. Choose the sentence [or group of sentences] that best introduces the topic of the student’s paper. Choose the sentence [or group of sentences] that is the best conclusion to the student’s paper. Choose the best word/phrase to connect the underlined sentences. Students may be asked to select more than one correct answer. Choose two sentences that best introduce the topic of the student’s paper. Choose two sentences that make the best conclusion to the student’s paper. Choose the best words to connect ____and____ [underlined text]. Provide a concluding statement or section. Writing Elaboration for Informational Brief Writes and Revise a Brief Text Develop the topic with supporting details. Brief Write DOK-3 (student will write informational/explanatory text by applying elaboration techniques) A student is writing a [report, letter, or article.] for [teacher, class, etc.] about_______. Read the draft of the ______ and complete the task. Note: Along with the text, students should have a source of information such as student notes, a chart, a list, etc.. (fictitious but factually accurate). Students should quote from the source or paraphrase. Write a paragraph or paragraphs that add more [examples, facts, etc.] about the topic [or other specified/underlined idea] of the paper. Write a paragraph or paragraphs that further develop [a specific idea, etc.] in the [indicate place, e.g., second paragraph, or underlined idea]. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [report, letter, or article] for [teacher, class, etc.] about________. The student wants to revise the draft to _____. Read the draft of the ______ then complete the task that follows. Note: Along with the text, students should have a source of information such as student notes, a chart, a list, etc..( fictitious, but factually accurate). Students should quote from the source or paraphrase. Choose the sentence that would best add more facts [before/after] the underlined sentence. Choose the sentence that would be a better way to tell about the topic than the underlined sentence. Choose two sentences that would best add more facts [before/after] the underlined sentence. Delete details that do not support the main idea.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text Introduce the beginning of the story. Brief Write DOK-3 (student will write organized narratives) A student is writing a [story] for [teacher, class, etc.] about _____. Read the draft of the ______ and then complete the task. Write an introduction to the story that explains what is going on at the beginning of the story. Write an introduction that explains who the characters are. In one paragraph, write an ending for the story that solves the problem . In one paragraph, write an ending for the story that tells what happened next. Note: Students need to understand that the conclusion follows from the events and experiences in the story. Retell an event or short sequence of events. Use temporal words or phrases to signal event order. Revise a Brief Text DOK – 2 (student will revise developed organized narratives) A student is writing a [story, narrative] for [teacher, class, etc.] about _____. The student wants to revise the draft to _____. Read the draft of the ______ and then answer the question. Choose the best sentence to put in the blank. (Note: There should be a sentence before and after the blank. The goal is for students to understand how the new sentence helps connect the before and after sentences). Choose the best beginning sentence to introduce the [setting, characters, problem, etc.]. Choose the best ending sentence for the ____. Students may be asked to select more than one correct answer. Choose the two best sentences to put in the blank. (Note: There should be a sentence(s) before and after the blank. The goal is for students to understand how sentences can connect ideas. Choose the best beginning and ending sentences for the _____. Provide a sense of closure. Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Describe a characters actions, thoughts and feelings. Brief Write DOK-3 ( students will write narratives applying narrative techniques) A student is writing a [story] for [teacher, class, etc.] about ______. Read the draft of the ______ then complete the task . Write one paragraph to describe the character’s actions when _____ happens. Continue the story. Write a paragraph to describe what the character was feeling when ____ happened. In one paragraph, continue the story by adding more details about _____. Finish the story. Write one paragraph that explains how the problem was solved. [Note: When the item is asking writers to “finish the story” by developing/continuing and concluding the action—including “solving the problem”—the item is properly coded “elaboration” rather than organization]. Include descriptive details to convey events/experiences. Revise a Brief Text DOK-2 (student will revise developed narratives applying techniques. A student is writing a [story] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ then answer the question. Choose the best sentence to add detail [before/after] the underlined sentence to show [or explain] who the main character is [or what is going on, or what the conflict is, etc.]. Choose the best describing sentence to replace ____ [underlined text]. The writer wants to add more description to the story. Which of the following sentences best replaces ____ [underlined text]? Choose the best describing sentences to replace ____ [underlined text]. The writer wants to add more description to the story. Which two sentences best replaces ____ ([underlined text]? Choose the two best sentences describing how the characters feels to go in the blanks .(Note: There should be sentences before or after the blanks. The goal is for students to understand how the new sentences add more details that are consistent with the details already stated). Choose the best describing sentences to replace ____ and ____ [underlined text]. Identify details that should be deleted

Grade 2 Task Models for Language
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) L.3a and L.6 The student will identify and use the best word(s) or phrase(s) for audience or purpose (formal and informal English use). A student is writing a [varied forms, e.g., story, book report, formal letter, opinion paper, etc.] for her [teacher, principal, class, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task]. The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear. Which [word/words/phrase] would make his word choice better? The student has decided that the bold word is too simple for her audience. Choose the word that best replaces the bold word. The student wants to choose a word that would be more convincing .Choose the word that that best replaces the underlined word. Choose the adjective that best describes _____. Which adverb best describes how _______? Students may be asked to select two correct answers. The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which two [words/phrases] would make his word choice better? Choose two words (or phrases) that could replace the underlined word in the paragraph to make the writer’s meaning clearer. The student has decided that the two bold words are too simple for her audience. Choose the two words that best replace the bold words. The student wants to choose words that would give better information about ____. Choose two words that would best replace the underlined words. Which two adjectives most describe _____? The student will identify and use the best academic or domain-specific word(s) or phrase(s) to make meaning clear. The student will use adjective and adverbs to describe. Edit and Clarify (to use throughout the year) L.1 and L.2 New – to – Grade Skill Read the sentence(s) and the question that follows. [Insert one or two sentences with underlined error(s) in punctuation] What is the right way to correct the underlined word? [collective noun, irregular plural noun in a sentence] Which sentence is written correctly? [collective noun, irregular plural noun usage] Which of the following sentences has no errors in pronoun usage? [reflective pronoun] A student is writing a story for class. Read the sentences from her story and the questions that follows. Which of the following sentences corrects the underlined error? [incorrect use of irregular verb usage in a sentence in her story]. Which of the following sentences has no errors? [2nd grade students should start hearing the language “grammar usage.” (i.e., which of the following sentences has no grammar usage errors)]. A student is writing a report for class. Read the report and answer the question that follows [create a report with one paragraph – 4-5 sentences]. Which sentence describes ______? [adjectives modifying nouns]. Choose the sentence that tells more about ________ [adverbs modifying adjectives]. A student is writing a story for class. Read the story and answer the question [create a one paragraph story. Number each sentence in the paragraph. Some of the sentences will have errors as indicated below. Which sentence is not a complete sentence in the student’s story [sentences should be numbered in the story]. Choose the best way to combined sentences [1] and [2] (compound sentences). Read the following sentences and the directions that follow. [Insert sentences] Choose the sentence that does not have errors in capitalization (holidays, product names or geographic names). Read the letter and the question that follows. [Insert one sentences with an underlined comma error in greetings and closings]. What is the correct way to change the underlined error in punctuation? [commas in letter greetings/closings.] Read the sentence and the question that follows. [Insert one sentence with an underlined error in punctuation.] What is the way to correct the error in the underlined sentence [apostrophes for frequently occurring possessives and/or contractions]. Read the following sentences and answer the question that follows [sentences should have a spelling error with vowel combinations and words that are close in spelling]. Which sentence correct the spelling mistake? Read the following sentences and the directions that follow. [Insert sentence.] Choose the sentence that would come between ____ and ____ in a dictionary. collective nouns (group) frequently occurring irregular plural nouns (feet, children) reflective pronouns (myself, ourselves) past tense of frequently occurring irregular verbs (hid, sat) select appropriate adjectives to modify nouns select appropriate adverbs to modify verbs/adjectives simple sentences compound sentences capitalization of holidays, product names and geographic names commas in greetings and closings of letters apostrophes to form contractions and frequently occurring possessives. general learn spelling patterns (cage-badge; boy-boil) alphabetical order recognition for dictionary use

Grade Three Three Writing Types and Purposes Opinion Informational
Narrative Grade 3 Reading Standard Text Sub-Groups (specifically named) Point of View or Author’s Purpose Historical Scientific Technical (with forms, graphs, etc..) Illustrative Informational Procedural Social Studies The Arts Fables Folktales Myths Stories Legends Tall Tales Realistic Fiction Poems Book Series Diverse Cultures Drama Staged Dialogue in Plays Fantasy Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 have explicit information. RL2 RI2 have a clear central message, lesson or moral in stories, fables, folktales and myths from diverse cultures. a clear main idea with explicit supporting details. RL3 RI3 have characters with strong traits, motivations or feelings contributing to the sequence of events. show a relationship between a series of historical events, scientific ideas or concepts or technical procedures. RL4 RI4 have literal and nonliteral language. have general academic as well as rich domain-specific words and phrases. RL5 RI5 the chapters, scenes and stanzas can be traced to building on earlier sections in stories, dramas or poems. with text features and search tools (key words, sidebars, hyperlinks). RL6 RI6 have strong or specific points of view reflected by the narrator or characters or in informational text by the author. RL7 RI7 with illustrations that create mood or emphasize aspects of a character or setting through illustrations or words. the illustrations (e.g., maps, photographs) and words give understanding to where, when, why and how key events occurred. RI8 use comparison, cause/effect, first/second/third in a sequence to structure logical connections between ideas. RL9 RI9 are written by the same author about the same or similar characters ( books from a series). compare and contrast important points and key details in two texts on the same topic. RL10 RI10 are at the high end of the grades 2 – 3 complexity band of literature, stories, dramas and poetry. are at the high end of the grades 2 – 3 complexity band of history, social studies, science and technical texts. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Grade 3 Task Model Examples for Opinion Writing
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text State an opinion about a topic. Brief Write DOK-3 (student will write an organized opinion text) A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about______. Read the draft of the ______ and complete the task that follows. {Insert text.] The beginning of the student’s [article, letter, etc.] does not state [his/her] opinion. Write an opening paragraph that states the opinion and explains what the topic is about. Write a paragraph that concludes the [article, letter] supporting [an opinion about_____]. Establish a context. Organize supporting reasons. Revise a Brief Text DOK – 2 (students will revise by identifying improved organizational elements) A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence that best states the opinion of the [essay, letter, etc.]. Choose the sentence(s) that would improve the conclusion for the essay, letter, etc.] (or would make the best conclusion). Choose the best word(s) to connect the underlined reasons (or reason to the opinion). Choose the two sentences that best introduce the student’s opinion and explain what the topic is about. Choose the two best words to connect ____and____ [underlined text: two reasons, OR reason to opinion]. Use transitional words and phrases to connect opinions to reasons. Include an appropriate conclusion. Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Develop the opinion with supporting reasons. Brief Write DOK-3 (The student will use information provided in a stimulus to write well-developed informational/explanatory text by applying elaboration ) A student is writing a(n) [opinion article or letter about____] for [teacher, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources.] Write one (or two) paragraph(s) adding [one or more] reasons from the student’s notes to support __________. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraphs 1 and 2,” or “at the end of paragraph 3,” etc. Using information from the students’ notes, write (one or two) paragraph(s) that give(s) more details about [one of the reasons] supporting the writer’s opinion. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about _______. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Choose the sentence from [student notes, etc.] that adds the best reason [before/after] the underlined sentence to support the opinion in the student’s ___. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the sentence that is a better way to develop the reason in the underlined sentence (or at the end of paragraph 2, etc.). A student is writing a(n) [opinion article or letter] for [teacher, class, etc.] about ________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as Choose two sentences from [student notes, etc.] that add the two best reasons [before/after] the underlined sentence to support the writer’s opinion about ______. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” Choose the two sentences that better develop how the reasons in the underlined sentences connect to the opinion. Delete details that do not support the opinion.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce a topic. Brief Write DOK-3 ( student will write an organized informational/explanatory text) A student is writing a [report, letter, or article] for [teacher, class, etc.] about ________. Read the draft of the ______ and complete the task that follows. [Insert text.] The beginning of the student’s paper does not say what it is about. Write a beginning paragraph that explains the main idea of the paper. Write an ending paragraph or paragraphs that conclude the student’s paper. State a main idea. Group related information together. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing a [report, letter, or article for [teacher, class, etc.] about______. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence [or group of sentences] that best introduces the topic of the student’s paper. Choose the sentence [or group of sentences] that is the best conclusion to the student’s paper. Choose the best word/phrase to connect the underlined sentences. A student is writing a [report, letter, or article for [teacher, class, etc.] about________. [Insert text] The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose two sentences that best introduce the topic of the student’s paper. Choose two sentences that make the best conclusion to the student’s paper. Choose the best words to connect ____and____ [underlined text]. Use transitional words and phrases. Write an appropriate conclusions. Writing Elaboration for Informational Brief Writes and Revise a Brief Text Develop the topic with supporting details. Brief Write DOK-3 (student will write informational/explanatory text by applying elaboration techniques) A student is writing a [report, letter, or article.] for [teacher, class, etc.] about_______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources. Write a paragraph or paragraphs that add more [examples, facts, etc.] for the main idea [or other specified/underlined idea] of the paper. Note: Stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Write a paragraph or paragraphs that further develop [a specific idea, etc.] in the [indicate place, e.g., second paragraph, or underlined idea]. Delete details that do not support the main idea. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [report, letter, or article] for [teacher, class, etc.] about________. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Choose the sentence from ____ that adds more [examples, facts] [before/after] the underlined [or otherwise indicated] sentence/section to the [some aspect related to the topic of the student’s paper]. Note: Stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the sentence that is a better way to develop the information in the underlined [or otherwise indicated] sentence/section. Choose two sentences from ____ that add more [facts, examples] [before/after] the underlined sentence to [some aspect related to the topic of the student’s paper]. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the two sentences [or groups of sentences] that better develop the information in the underlined sentences.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text Establish a Situation. Brief Write DOK-3 (student will write organized narratives) A student is writing a [story] for [teacher, class, etc.] about _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Write an introduction to the story that explains what is going on at the beginning of the story and/or explains who the characters are. In one to two paragraphs, write an ending for the story that solves the problem or follows from the events and experiences in the story [Note: When ONLY an ending--resolution to the “problem”—Is needed, the item is “organization.”] Introduce a narrator or character(s). Organize narrative with a sequence of events that unfolds naturally. Revise a Brief Text DOK – 2 (student will revise developed organized narratives) A student is writing a [story, narrative] for [teacher, class, etc.] about _____. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Choose the best sentence to connect sentences ____ and ________ [or to show readers how _____ and _____ are connected [or how time changes]. Choose the best beginning sentence to introduce the [setting, characters, problem, etc.]. Choose the best ending sentence for the ____. A student is writing a [story] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc.] Choose the two best sentences to connect sentences ____ and ____ [or to show readers how _____ and _____ are connected or how time changes]. Choose the best beginning and ending sentences for the _____. Use temporal words or phrases to signal event order. Provide a closure that follows logically from the narrative. Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Include dialogue to convey events/experiences Brief Write DOK-3 ( students will write narratives applying narrative techniques) A student is writing a [story] for [teacher, class, etc.] about ______. Read the draft of the ______ and complete the task that follows. [Insert text.] Write one or two paragraphs that would add dialogue [or description] to [the part about _____ or when _____ happens]. Continue the story and include meaningful dialogue and description to tell what happened ____. In one or two paragraphs, continue the story by describing the ____. [Note: When the item is asking writers to “finish the story” by developing/continuing and concluding the action—including “solving the problem”—the item is properly coded “elaboration.”] Include descriptive details to convey events/experiences Revise a Brief Text DOK-2 (student will revise developed narratives applying techniques. Choose the best sentence to add detail [before/after] the underlined sentence to show [or explain] who the main character is [or what is going on, or what the conflict is, etc.]. Choose the best descriptive sentence[s] to replace ____ [underlined text]. The writer wants to add dialogue to the story. Which of the following sentences best replaces ____ [underlined text]? Choose the two best sentences to add detail [before/after] the underlined sentence to show or explain who the main character is. Choose the best descriptive sentences to replace ____ and ____ [underlined text]. The writer wants to add dialogue to the story. Which of the following sentences best replaces ____ and ____ [underlined text]? Identify details that should be deleted because they are inconsistent with the rest of the narrative.

Grade 3 Language and Vocabulary Edit and Clarify Brief Write
Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) The student will identify and use the best word(s) or phrase(s) for audience or purpose. A student is writing a [varied forms, e.g., story, book report, formal letter, opinion paper, etc.] for her [teacher, principal, class, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text.] The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which [word/words/phrase] would make his word choice better? What is a more exact way to say what the writer means by the underlined word(s)/phrase? The student has decided that the bold word is too simple for her audience. Choose the word that best replaces the bold word. The student wants to choose words that would be more convincing (or informative) for the audience. Choose word(s) that would be the best replacement(s) for the underlined words. The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which two [words/phrases] would make his word choice better? Choose two words (or phrases) that could replace the underlined word in the paragraph to make the writer’s meaning clearer. What are more exact ways to say what the writer means by the two underlined word(s)/phrase? The student has decided that the two bold words are too simple for her audience. Choose the two words that best replace the bold words. The student wants to choose words that would be more convincing (or informative) for the audience. Choose two words that would be the best replacements for the underlined words. The student will identify and use the best academic or domain-specific word(s) or phrase(s) to make meaning clear. Choose words and phrases to convey ideas precisely Use words that signal spatial and temporal relationships (after dinner that night….) Edit and Clarify (to use throughout the year) New – to – Grade Skill Read the sentence(s) and the question that follows. [Insert one or two sentences with underlined error(s) in punctuation] What is the right way to correct the [one or two] underlined error(s) in punctuation? [commas in dialogue and/or addresses AND (if more than one error) commas in letter greetings/closings, apostrophes in contractions, and/or end punctuation]. Which of the following sentences has no errors in punctuation? A student is writing a story for class. Read the sentences from her story and the question that follows. [Insert sentences from story.] Which of the following sentences corrects the underlined grammar usage error? [e.g., errors with agreement of subject/verb or pronoun/ antecedent; comparative-superlative adverbs or adjectives.] Which of the following sentences has no errors in grammar usage? Which of the following sentences has an error in grammar usage? A student is writing a report for class. Read the sentences from the report and the question that follows. [Insert sentences from a report with one or two errors in verb usage.] Which of the following sentences corrects the [one or two] error(s) in grammar usage? [incorrect use of simple verb tenses and/or incorrect use of (ir)regular verb forms.] Edit the underlined sentences by selecting the sentence with correct grammar usage. Read the following sentence that includes [one or two] mistakes in spelling. Then, read the question that follows. [Insert sentence here.] Which sentence corrects all the mistakes? [misspelled plural nouns, incorrectly applied suffixes to base words, etc.] Read the following sentences and the directions that follow. [Insert sentence.] Choose the sentence that does not have errors in capitalization Read the sentence(s) and the question that follows. [Insert one or two sentences with two underlined error in punctuation.] What is the correct way to change the two underlined error(s) in punctuation? [commas in dialogue and/or addresses AND (if more than one error) commas in letter greetings/closings, apostrophes in contractions, and/or end punctuation for sentences.] Read the sentence(s) and the question that follows. [Insert one or two sentences with an underlined error in punctuation.] What are two ways to correct the error in the underlined sentence(s)? What are two ways to correct the grammar usage error made in the underlined word(s)? [agreement of subject/verb or pronoun/antecedent; comparative/superlative adverbs or adjectives; coordinating/subordinating conjunctions.] What two sentences have no errors in grammar usage? Which two of the following [underlined words or underlined pairs of words] use verbs correctly? Read the following sentences and answer the question that follows. [two spelling errors, such as misspelled plural nouns, incorrectly applied suffixes to base words, etc.]. Which sentences correct the two spelling mistakes? Choose the sentence that does not have errors in capitalization. a regular plural noun. an irregular plural noun. an abstract noun. a regular verb. an irregular verb. a simple verb tense. subject-verb agreement.* pronoun-antecedent agreement a comparative adjective. a superlative adjective. a comparative adverb. a superlative adverb. a coordinating conjunction a subordinating conjunction. capitalization of titles. a comma in an address. commas and quotation marks in dialogue. possessives. use of conventional spelling for high-frequency and for adding suffixes to base words. use of spelling patterns and generalizations.

Grade Four Three Writing Types and Purposes Opinion Informational
Narrative Grade 4 Reading Standard Text Sub-Groups (specifically named) First-Second Hand Accounts Author’s Point of View First-Third Person Historical Scientific Technical Procedural (with graphs, charts, etc..) First-Second Hand accounts Social Studies The arts Stories Dramas Poems Mythology Legends Stage Dialogue Prose First-Third person Myths Traditional literature Fantasy Realistic Fiction Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 have explicitly details and examples for reference or explicit inferences. RL2 RI2 are stories, drams or poems with obvious themes. specifically stated main ideas and supporting details. RL3 RI3 have stories or dramas with descriptive characters, settings or events. have historical, scientific or technical texts with a purpose/reason evident in events, procedures, ideas or concepts. RL4 RI4 are mythology with vocabulary that alludes to significant characters. are topic or subject specific rich with academic and domain specific words or phrases. RL5 RI5 are poems, drama and prose with strong and obvious elements of verse, rhythm, meter, casts of characters, settings, descriptions, dialogue and stage directions. have events, ideas, concepts or information presented in an obvious overall structure (chronology, comparison, etc.…). RL6 RI6 are first and third person narrations. are first and secondhand accounts of the same event. RL7 RI7 are presented both as a text (story or drama) and a visual or presentation. present information visually, orally or quantitatively. RI8 uses both reasons and evidence to support particular points. RL9 RI9 are myths, stories and traditional literature from difference cultures with similar themes/topics or patterns of events. Integrate information in two texts about the same topic. RL10 RI10 are at the high end of the grades 4 – 5 complexity band of literature, stories, dramas and poetry. are at the high end of the grades 4 – 5 complexity band of history, social studies, science and technical texts. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text State an opinion about a clearly stated topic. Brief Write DOK-3 (student will write organized opinion text) A student is writing a(n) [opinion article or letter] for [teacher, class, principal, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] The beginning of the student’s [article, letter, etc.] does not state [his/her] opinion. Write an opening paragraph that clearly states the opinion and explains what the topic is about. Based on information from the student’s draft, write a paragraph that concludes the [article, letter] supporting [an opinion about_____]. Establish a context. Organize supporting evidence/reasons and elaboration. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing a(n) [opinion article or letter] for [teacher, class, principal, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence that best states the opinion of the [essay, letter, etc.]. Choose the sentence that is the best conclusion to the student’s [essay, letter, etc.]. Choose the conclusion that is most clearly related to the opinion of the [essay, letter, etc.] Choose the best word(s) to connect the underlined evidence/reasons (or evidence/reason to the opinion). Choose the two sentences that best introduce the student’s opinion and explain what the topic is about. Choose the two sentences that best conclude the student’s [letter, opinion, etc.] Choose the two best words/phrases to connect ____and____ [underlined text: two reasons, OR reason to opinion, reason to example, etc.]. Use transitional words/phrases to connect opinions to evidence/reasons and elaboration. Develop an appropriate conclusion related to the opinion present. Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Develop the opinion with supporting evidence/reasons and elaboration. Brief Write DOK-3 (student will write opinion text by applying elaboration techniques) A student is writing a(n) [opinion article or letter about____] for [teacher, class, principal, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources.] Write one [or two] paragraph(s) adding evidence (or reasons) from the student’s notes to support __________ [underlined reason/opinion, etc.]. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Using information from the students’ notes, write one [or two] paragraph(s) adding evidence/reasons to support __________. Using information from the students’ notes, write [one or two] paragraph(s) that give(s) more details about [one of the reasons] supporting the writer’s opinion. Delete details that do not support the opinion. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a(n) [opinion article or letter] for [teacher, class, principal, etc.] about _________. The student wants to revise the draft to ______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Choose the sentence from [student notes, etc.] that adds the best evidence/reason [before/after] the underlined sentence to support the opinion in the student’s ___. Note: Stem must indicate specifically where the information is to be found and/or inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the sentence that is a better way to develop the evidence/reason in the underlined sentence (or otherwise designated, such as “at the end of paragraph 2”). A student is writing a(n) [opinion article or letter] for [teacher, class, principal, etc.] about _________. The student wants to revise the draft to ______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Choose two sentences from [student notes, etc.] that add the two best reasons/pieces of evidence [before/after] the underlined sentence to support the writer’s opinion about ______. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the two sentences that better develop why (how) the reasons in the underlined sentences connect to the opinion (or examples to reasons, etc.).

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text State a focus (main idea) Brief Write DOK-3 (student will write organized informational/explanatory text_ A student is writing a [report, letter, or article] for [teacher, class, etc.] about_______. Read the draft of the ______ and complete the task that follows. [Insert text.] Write an introduction that clearly states the focus (main idea) of the paper. Write a conclusion that is appropriate to the audience and purpose of the paper. Write in body paragraphs (present reasons and evidence in a logical order) Use transition words and phrases to link ideas Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements). A student is writing a [report, letter, or article] for [teacher, class, etc.] about_____. The student wants to revise the draft to____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence that best states the main idea of the paper. Choose the concluding sentence that is most clearly related to the information presented in the [report, etc.]. Choose the best word/words/phrase to connect the underlined sentences. A student is writing a [book report, report on a class (or other) project, description of a place visited on a field trip, etc.] for [teacher, class, etc.] about _________. The student wants to revise the draft to____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentences that provide the best introduction and conclusion for the paper. Choose the best two words/phrases to connect ____and____ [underlined text]. Include a conclusion that is appropriate to audience and relates to information presented. Writing Elaboration for Informational Brief Writes and Revise a Brief Text Develop and elaborate the focus (main idea) with supporting evidence. Brief Write DOK-3 (student will write text by applying elaboration techniques) A student is writing a [book report, report on a class (or other) project, description of a place visited on a field trip, etc.] for [teacher, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources. Write a paragraph or paragraphs that add more support [can specify examples, details, etc.] for the main idea [or other specified idea] of the paper. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Write a paragraph or paragraphs further developing [a specific idea, etc.] in the [indicate place, e.g., second paragraph, or underlined idea]. Use precise language and domain specific vocabulary. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [book report, report on a class (or other) project, description of a place visited on a field trip, etc.] for [teacher, class, etc.] about _________. The student wants to revise the draft to____. Read the draft of the ______ and complete the task that follows. [[Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first sample stem.) Choose the sentence from ____ that provides the best support [explanation, definition of terms, etc.] for the main idea of the paper. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the sentence that is a better way to develop [provides examples, details or other information] for [specific idea] in the underlined sentence. Choose the sentence that adds information to the idea developed in the [identify place, e.g., second paragraph]. A student is writing a [report, letter, or article] for [teacher, class, etc.] about_______. The student wants to revise the draft to____. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first two sample stems.) Choose two sentences from ____ that provide the best support [examples, definition of terms, etc.] for the main idea of the paper. Note: Stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by Choose two sentences from ____ that add information to [a specific idea developed in the second paragraph or similar]. Delete details that do not support the main idea (revise only)

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text establish a situation Brief Write DOK-3 (student will write organized narratives) A student is writing a [story] for [teacher, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Write an introduction to the story that explains what is going on at the beginning of the story and/or explains who the characters are. In one to two paragraphs, write an ending for the story that solves the problem {or follows from the events and experiences in the story] using details and description. [Note: when ONLY an ending—resolution to the “problem”--is needed, the item is “organization”] Introduce a narrator or characters Organize an event sequence that unfolds naturally Revise a Brief Text DOK – 2 (student will revise organized narratives) A student is writing a [story] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Choose the best sentence to connect sentences ___ and ___ [underlined text]. Choose the best beginning sentence to introduce the [setting, characters, problem, etc.]. Choose the best ending sentence for the ____. Choose the two best sentences to connect sentences ____ and ____ [underlined text]. Choose the best beginning and ending sentences for the _____. Choose the best two sentences that could be added to introduce the setting, characters, problem, situation, etc… Use Transitional Words and phrases to manage the sequence of events Provide closure that follows the narrative Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Dialogue to convey events/experiences Brief Write DOK-3 (student will write using narrative techniques) Continue the story and include meaningful dialogue and description to tell what happens to ___ (or about ____). In one or two paragraphs, continue the story by describing the ____. Write dialogue between character X and Y about____ [or when ____, etc.—can be underlined text]. Concrete words/phrases and sensory details to convey events/experiences Revise a Brief Text DOK-2 (student will revise narrative techniques) A student is writing a [story] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc.] Choose the best sentence to add detail [before/after] underlined text t show or explain who the main character is [or what is going on, or what the conflict is, etc.]. Choose the best descriptive phrase to replace ___ [underlined text]. The writer wants to add dialogue to the story. Which of the following sentences best replaces ___ [underlined text]? A student is writing a [story] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the two best sentences to add detail [before/after] underlined text to show or explain who the main character is. Choose the best descriptive phrases to replace ____ and ____ [underlined text]. The writer wants to add dialogue to the story. Which of the following sentences best replaces ____ and __ [underlined sentences or sections]? Precise language to narrate events Identify details that are inconsistent with the rest of the narrative Sourced from SBAC ELA Task Models; Susan Richmond 2015

Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) Use precise language and domain-specific vocabulary to inform or explain A student is writing a [varied forms, e.g., story, book report, school newsletter, formal letter, opinion paper, etc.] for her [teacher, principal, school, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which [word/words/phrase] would make his word choice better? Which more exact word(s)/phrase best replace(s) the underline word(s)/phrase? Choose the best word(s)/phrase to replace ____ [underlined text] to make the writer’s meaning more clear. Which of the following is a more exact way to say what the writer means in the underlined word(s)/phrase? Which of the following descriptive words/phrase would best replace _____ [underlined inappropriate or vague sensory detail]? The student wants to make sure that his words will convince his audience about _____. Choose word(s) (or phrases) that would replace the underlined words (phrases). The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which two [words/phrases] would make his word choice better? Choose two more exact words (or phrases) that the student could use in place of the underlined word. Choose two more exact ways to say what the writer means in the underlined word(s)/phrase? Choose two of the following descriptions to replace _____ [underlined inappropriate or vague sensory detail]. The student wants to make sure that his words convince his audience about _____. Choose two words (or phrases) that would replace the two underlined words (phrases). Use concrete words/phrases and sensory details to convey experiences and events precisely Choose words and phrases to convey ideas precisely Use grade appropriate words/phrases signaling precise actions, emotions, state of being basic to the topic. Edit and Clarify (to use throughout the year) New To Grade Skill Choose the sentence (or paragraph) with the correct capitalization. Read the sentences and the question that follows. [Insert two or three sentences with one sentence underlined ] What is the correct way to change the underlined errors in [grammar usage/capitalization/punctuation/spelling]? Choose the sentence that is punctuated correctly. A student is writing a story for class. Read the sentences from her story and the question that follows. [Insert text.] Which change should be made to one of the underlined words to correct a grammar usage mistake in the sentences? Choose the sentence that contains a spelling error. Read the following sentence that includes [one or two] mistakes in [grammar usage/capitalization/punctuation/spelling ].Then, read the question that follows. [Insert sentence here.] Which sentence corrects (all) the mistake(s)? Read the following sentences and the directions that follow. [Insert sentence] Choose the sentence that does not have errors in [grammar usage/ (grade appropriate) spelling/capitalization/ or punctuation/spelling]. Choose two sentences that are punctuated correctly [e.g., commas after introductory elements OR to indicate indirect address OR italics/underlining/quotation marks for titles]. Choose two sentences with correct use of capitalization. Choose two sentences that are correctly punctuated. [Choices can contain grade-appropriate ”sentences”: one a fragment, one a fused sentence or a comma splice, and two properly punctuated—one with a comma and a conjunction and one with period and a capital letter.] sentences with one sentence underlined and containing an error in grammar usage, capitalization, punctuation, or spelling.] What is the correct way to change the underlined error in [grammar usage/capitalization/punctuation/spelling]? Edit the underlined sentence by selecting the sentence that uses the correct verb tenses. Relative pronouns Relative adjectives Progressive verb tenses Modal auxiliaries to convey various conditions Order adjectives within a sentence according to conventional patterns Recognize inappropriate sentence fragments, run-on sentences Frequently confused words (to/too/two; there/their) capitalization Commas and quotation marks to mark direct speech and quotations Comma before a coordinating conjunction in a compound sentence Assessed in all Grades /Must be Appropriately for Grade 4 Spelling grade-appropriate words Subject-verb agreement (grade appropriate) Pronoun-antecedent agreement (grade app) Sourced from SBAC ELA Task Models; Susan Richmond 2015

Grade Five Three Writing Types and Purposes Opinion Informational
Narrative Grade 5 Reading Standard Text Sub-Groups (specifically named) Multiple Accounts Narrator-Speaker’s Point of View Historical Scientific Technical(with graphs, charts, etc…) Prints Digital Sources Social Studies The Arts Procedural Stories Dramas Poems (free verse, limerick, narrative) Graphic Novels Legends Multimedia Fiction Folktales Myths Mysteries Adventures Realistic Fiction Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 have both explicit and inferred information. RL2 RI2 are stories, dramas, or poems with characters responding to challenges. have two or more main ideas. RL3 RI3 stories or dramas that compare or contrast two or more characters, setting or events. historical, scientific or technical texts with obvious relationship or interactions between individuals, events, ideas or concepts. RL4 RI4 with figurative language such as metaphors and similes. with rich general academic and domain specific words/phrases about a topic or subject RL5 RI5 have specific chapters, scenes or stanzas students can identify to examine the overall structure of stories, dramas or poems. include two or more texts with different yet specific structures that can be compared and contrasted. RL6 RI6 have an obvious narrator or speaker’s point of view. Include multiple accounts of the same event or topic. RL7 RI7 include graphic novels, multimedia presentations of fiction, folktales, myths and poems with visual and multimedia elements. use multiple print or digital sources. RI8 have particular points supported both by reasons and evidence. RL9 RI9 include mysteries, adventure stories, and other genres (used to compare and contrast on how each approach a topic/theme). Include several texts about the same topic. RL10 RI10 are in the 4-5 text complexity band of stories, dramas and poetry. are in the 4-5 text complexity band of history, social studies, science and technical texts. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text State an opinion about a clearly stated topic. Brief Write DOK-3 (student will write organized opinion text) A student is writing a (n) [opinion essay or letter] for [teacher, class, principal, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] The beginning of the student’s [essay, letter, etc.] does not state [his/her] opinion. Write an opening paragraph that clearly states the opinion and explains what the topic is about. Based on information from the student’s draft, write a paragraph that concludes the [essay, letter] supporting [an opinion about_____]. Establish a context. Organize supporting evidence/reasons and elaboration. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing a(n) [opinion essay or letter] for [teacher, class, principal, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence that best states the opinion of the [essay, letter, etc.]. Choose the sentence that is the best conclusion to the student’s [essay, letter, etc.]. Choose the conclusion that is most clearly related to the opinion of the [essay, letter, etc.] Choose the best word(s) to connect the underlined evidence/reasons [or evidence/reason to the opinion]. A student is writing a(n) [opinion essay or letter] for [teacher, class, principal, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the two sentences that best introduce the student’s opinion and explain what the topic is about. Choose the two sentences that best conclude the student’s [letter, opinion, etc.] Choose the two best words/phrases to connect ____and____ [underlined text-: two reasons, OR reason to opinion, reason to example, etc.]. Use transition words, phrases and clauses to connect opinions to evidence/reasons and elaboration. Develop an appropriate conclusion related to the opinion presented. Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Develop the opinion with logically ordered supporting evidence/reasons and elaboration (from notes provided) Brief Write DOK-3 (student will write opinion text by applying elaboration techniques) A student is writing a (n) [opinion essay or letter, etc.] for [teacher, class, principal, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources.] Add relevant evidence from [student notes] that would support the opinion (or reason) in paragraph ____. Note: stem must indicate specifically where the information is to be inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Using information from the student’s notes, write [one or two] paragraph(s) that give(s) more details about [one of the reasons] supporting the writer’s opinion. vocabulary Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a(n) [opinion essay or letter, etc.] for [teacher, class, principal, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Choose the sentence(s) from [student notes, etc.] that add(s) the best evidence/reason [before/after] the underlined sentence to support the opinion in the student’s ___. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the sentence that is a better way to develop the evidence/reason in the underlined sentence (or otherwise designated, such as “at the end of paragraph 2”). Choose two sentences from [student notes, etc.] that add the two best reasons/pieces of evidence [before/after] the underlined sentence to support the writer’s opinion about ______. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the two sentences that better develop how (why) the reasons in the underlined sentences support the opinion (or why/how example develops the reason, etc.) The student wants to replace the two underlined sentences with sentences (reasons, evidence, etc.) that would be more convincing for the audience]. Choose the more appropriate sentences. Delete details that do not support the opinion.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce a topic clearly. Brief Write DOK-3 (student will write organized informational/explanatory text). A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about_____. Read the draft of the ______ and complete the task that follows. [Insert text.] In one or two paragraphs, write an introduction that provides a clear focus for the paper. In one or two paragraphs, write a conclusion that is clearly related to the information presented in the paper. Make general observations. Group related information. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements). A student is writing a [report, letter, or article] for [teacher, principal, class, etc.]about _______. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence(s) that best state(s) the main ideas of [or the clearest focus for] the ________. Choose the concluding sentence(s) that is most clearly related to the information presented in the paper. Choose the paragraph that would be the best introduction for the _____. Choose the best word/words/phrase/clause to connect the underlined sentences. A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about ______. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose two sentences that best state the main ideas of [or the clearest focus for] the ________. Use transition words, phrases and clauses to link ideas. Include a conclusion related to the information or explanation presented. Writing Elaboration for Informational Brief Writes and Revise a Brief Text Develop and elaborate the focus (main/controlling idea) with facts, definitions, concrete details, quotation or other information/examples. Brief Write DOK-3 (student will write text by applying elaboration techniques) A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources]. Write one or two paragraphs that add more [evidence—can specify facts, definitions, concrete details, quotations, or other information/examples as appropriate to the task] to support the main (or controlling) idea of the paper. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Write one or two paragraphs that further [develops—specify adds more information about OR defines OR gives examples about, as appropriate for the task] the idea(s) in the [second or other] paragraph. Use precise language and domain specific vocabulary to inform or explain. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about ______. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first sample stem.) Choose the sentence from ____ that provides the best [evidence specify—examples, concrete details, facts, quotations, and/or examples as appropriate for the task] to support the main ideas (or controlling or focus) in ____. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. of the paper. Choose the sentences [paragraph] that show(s) a better way to develop the information in the underlined sentence(s) [paragraph]. Choose the sentence(s) that add(s) the most appropriate information [before/after] the underlined sentence to the idea developed in the second [or other] paragraph. Choose the sentences [or paragraph] that does the best job of helping the reader understand the [topic, controlling idea from the draft] underlined [or found] in ___ (e.g. paragraph #1). A student is writing a [book report, report on a science (or other) project, description of a place, etc.] for [teacher, principal, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first two sample stems.) Choose two sentences from ____ that provide the [evidence—specify examples, concrete details, facts, quotations, examples, etc. as appropriate for the task] to support the main (or controlling) ideas (or focus) of the paper or other) in ____. Choose two sentences from ____ [paragraphs] that are a better way to develop the information in the underlined sentences [or sections]. Choose two sentence(s) (using information from student notes) that add the most appropriate information [before/after] the underlined sentence to the idea developed in the second [or other] paragraph. Choose two sentences [or paragraphs] that would help the writer develop [topic or main or controlling idea from the draft]. Delete details that do not support the main idea.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text Establish a Situation Brief Write DOK-3 (student will write organized narratives) A student is writing a [narrative] for [teacher, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. {Insert text.] Write an introduction to the narrative that explains what is going on at the beginning or the narrative and/or explains who the characters are. In one -to two paragraphs, write an ending for the narrative that solves the problem using details and description. In one or two paragraphs, write an ending for the narrative that follows naturally from the events or experiences in the narrative. [Note: when ONLY an ending—resolution to the “problem”—Is needed, the item is “organization”] Introduce a narrator and character(s) Organize narrative with a sequence of events that unfolds naturally. Revise a Brief Text DOK – 2 (student will revise organized narratives) A student is writing a [narrative] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. {Insert text.] Choose the best sentence to connect sentences ____ and ____ [underlined text]. Choose the best beginning sentence to introduce the _____. Choose the best ending sentence for the ____. Choose the two best sentences to connect sentences ___ and ___ [underlined sentences/sections ]. Choose the best beginning and ending sentences for the _____. Choose the best two sentences that could be added to introduce the [setting, characters, problem, situation, etc.]. Use transition strategies to convey sequence. Provide closure that follows from the narrative. Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Include dialogue to convey events/experiences. Brief Write DOK-3 (student will write using narrative techniques) A student is writing a [narrative] for [teacher, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Continue the narrative and include meaningful dialogue (and/or description) to tell what happens to ____ [or about ____]. In one or two paragraphs, continue the narrative by describing the ___[*Note: when the item is asking writers to “continue the story” by developing and concluding the action—Including the “climax” or “solving the problem”—the item is properly coded “elaboration”]. Write dialogue between characters X and Y about ____ [or when ____ etc., can be underlined text]. In several paragraphs, finish the story. Use narrative strategies such as dialogue and description as you complete the story. Include concrete words, phrases and sensory details to convey events/experiences. Revise a Brief Text DOK-2 (student will revise narrative techniques) A student is writing a [narrative] for [teacher, class, etc.] about_____. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the best sentence to add detail [before/after] the underlined sentence to show or explain who the main character is. Choose the best descriptive phrase to replace ____ [underlined text]. The writer wants to add dialogue to the narrative. Which of the following sentences best replaces ____ [underlined text]? A student is writing a [narrative] for [teacher, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.]. Choose the best sentences to add detail [before/after] the underlined sentence to show or explain who the main character is. Choose the best descriptive phrases to replace ____ and ____. The writer wants to add dialogue to the narrative. Which of the following sentences best replaces ____ and ____ [underlined sentences or sections of text]? Use precise language to narrate events. Identify details that should be deleted because they are inconsistent with the rest of the narrative.

Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) Identify and use the best grade-appropriate and domain specific vocabulary words to inform or explain to audience. A student is writing a [varied forms, e.g., story, book report, school newsletter, formal letter, opinion paper, etc.] for her [teacher, principal, school, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which [word/words/phrase] would make his word choice better? Which more exact word(s)/phrase best replace(s) the underlined word(s)/phrase? Choose the best word(s)/phrase to replace ____ [underlined text] to make the writer’s meaning more clear. Which of the following is a more exact way to say what the writer means in the underlined word(s)/phrase/phrase? Which of the following descriptive words/phrase would best replace _____ [underlined inappropriate or vague sensory detail]? The student wants to make sure that his words will convince his audience about _____. Choose word(s) (or phrases) that would replace the underlined words (phrases). A student is writing a [varied forms, e.g., story, book report, school newsletter, formal letter, opinion paper, etc.] for her [teacher, principal, school, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text.] The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which two [words/phrases] would make his word choice better? Choose two more exact words (or phrases) that the student could use in place of the underlined word. Choose two more exact ways to say what the writer means in the underlined word(s)/phrase? Choose two of the following descriptions to replace _____ [underlined inappropriate or vague sensory detail] The student wants to make sure that his words convince his audience about _____. * Choose two words (or phrases) that would replace the two underlined words (phrases). identify and use the best concrete words and phrases. I identify and use effective sensory details to convey experiences and events. Edit and Clarify (to use throughout the year – these are “new –to-grade” conventions) New-To Grade Skills Choose the sentence (or paragraph) that is punctuated correctly [e.g., commas after introductory elements OR to indicate indirect address OR italics/underlining/quotation marks for titles and commas in compound sentences]. Choose the sentence (or paragraph) with the correct capitalization. Choose the sentence that is correctly punctuated [grade-appropriate ”sentences”: one a fragment, one fused sentence, one a comma splice, and one properly punctuated]. Read the sentence(s) and the question that follows. [Insert sentence(s) containing [one or two] error(s) in grammar usage (correlative conjunctions and/or shifts in verb tenses and comparative/superlative adjectives and adverbs and/or conventional placement of adverbs]. Choose the correct way to edit the [one or two] grammar usage errors. The sentence below contains [one or two] errors in punctuation [or capitalization or grammar usage]. Read the sentence and the question that follows. [Insert sentence.] Which version of the sentence has been correctly edited for punctuation [or capitalization or grammar usage]? A student is writing a story for class. Read the sentences from her story and the question that follows. Which change should be made to the underlined words to correct [one or two] grammar usage mistake(s) [e.g., verb tense] in the sentences? Choose the sentence containing [one or two] spelling error(s) [or frequently confused words]. Read the following sentence that includes two mistakes in [grammar usage- capitalization-punctuation/and/or spelling]. Then, read the question that follows. [Insert sentence here.] Which sentence corrects all the [specify grade-appropriate grammar usage/capitalization/punctuation/spelling] mistakes? Read the following sentences and the directions that follow. [Insert sentence.] Choose the sentence that does not have errors in [grammar usage, spelling, capitalization, and/or punctuation]. Choose two sentences that are punctuated correctly [e.g., commas after introductory elements OR to indicate indirect address OR italics/underlining/quotation marks for titles]. Choose two sentences with correct use of capitalization. Choose two sentences that are correctly punctuated [”sentences”: one a fragment, one a fused sentence or a comma splice, and two properly punctuated—one with a comma and a conjunction; one with a period and a capital letter]. Read the two sentences and the question that follows. [Insert sentences containing [one or two] error(s) in grammar usage (correlative conjunctions, shifts in verb tenses]. Choose two correct ways to edit the [one or two] grammar usage errors. Which two versions of the sentence are correctly edited for punctuation [or capitalization or grammar usage]? Which two changes should be made to the underlined words to correct [one or two] grammar usage mistake(s) [e.g., verb] in the sentences? Choose two sentences containing [one or two] spelling error(s) [or frequently confused words]. Read the following sentence that includes [one or two] mistakes in [grammar usage-capitalization-punctuation-and/or spelling]. Then read the question that follows. [Insert sentence here.] Which two sentences correct all the [grammar usage-capitalization-punctuation-spelling] mistakes? Read the following sentences and the directions that follow. [Insert sentence.] Choose the two sentences that do not have errors in [grammar usage, spelling, capitalization, and/or punctuation]. Perfect verb tense Verb tense to convey various times, sequences, states and conditions Inappropriate shifts in verb tense Correlative conjunctions Punctuation to separate items in a series Commas to separate an introductory element from the rest of a sentence Commas to set off the words yes and no, to set off a tag question and to indicate direct address. The underlining quotation marks, or italics to indicate titles of works. Spelling grade-appropriate words correctly. Assessed in all Grades /Must be Appropriately for Grade 5 Subject-verb agreement Pronoun-antecedent agreement Inappropriate sentence fragments/run-on sentences. Frequently confused words (too/too/two; there/their).

Grade Six Three Writing Types and Purposes Opinion Informational
Narrative Grade 6 Reading Standard Text Sub-Groups (specifically named) Claims Counterclaims Point of View Argument Opinion Pieces Historical Social Studies Scientific Technical Procedural Multi-Step Procedural Exposition Digital Texts Personal Essays Speeches Journalism Economic Accounts Stories Dramas (written/film) Poems (narrative, lyrical, free) Fantasy stories Historical novels Memoirs Biographies Series of Episodes Audio Versions Live Versions Literary Nonfiction Autobiographies Adventure Mysteries Realistic Fiction Novels Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 RH RST have both primary and secondary sources. are science and technical texts. RL2 RI2 have a strong theme or central idea and/or conclusions with particular supporting details. are both primary and secondary sources with distinct central ideas. RL3 RI3 are stories or dramas with unfolding plots in a series of episodes. have individuals, events or ideas are elaborated on in-depth. are history or social studies texts with identifiable key steps of a process. have multi-step procedures (technical, math, tasks). RL4 RI4 have figurative and connotative and technical word meanings. use specific vocabulary or symbols/key terms related to history/social studies and scientific or technical domains. RL5 RI5 significantly model how sentences, chapters, scenes or stanzas help develop theme, setting or plot. significantly model how sentences, paragraphs, chapters or sections contribute to the development of ideas. present information sequentially, comparatively or is organized to contribute understanding of a topic. RL6 RI6 have a decisive author’s point of view/purpose shown by the narrator, characters, (narrative) or conveyed in informational text. uses loaded language, inclusion or avoidance of particular facts, provide explanations, procedural descriptions or discussion. RL7 RI7 are stories, dramas or poems as well as an audio, video or live version. present information in media or other formats to build understanding. integrate visual information with print and digital texts and information in words with a visual version (flowchart, model, etc..). RI8 have specific claims supported by reasons and evidence. distinguish among fact, opinion and reasoned judgement ( often based on research or speculation). RL9 RI9 are a comparison of stories, poems, historical novels and fantasy stories approaching similar themes or topics in different ways. are by two authors presenting the same information such as memoirs or biographies. analyze the relationship between a primary and secondary source on the same topic. compare and contrast information gained from experiments, simulations, etc.… on the same topic. RL10 RI10 are in the 6-8 text complexity band (including stories, dramas, poems, and literary nonfiction). are in the 6-8 text complexity band of history, social studies, science and technical text. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text Establish a clear claim. Brief Write DOK-3 (student will write organized opinion text) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Write an introduction to an [essay, editorial, etc.] that establishes and introduces a clear claim about _______ This essay is missing a conclusion. Write a conclusion that follows from the argument. Organize reasons and evidence to support claims, building a logical argument. Provide appropriate transitional strategies for coherence, clarifying relationships between and among claims and reasons/ Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing [argumentative essay, letter to the editor, etc.] for teacher, class, principal, student newspaper, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text] Choose the paragraph that would make the best introduction to establish and introduce the claim [set up the argument, etc.]. Choose the sentences or paragraph that would improve the conclusion for the paragraph (or would make the best conclusion). Revise the draft of the student’s essay about ___. Choose the paragraph that would best improve the conclusion for the argument. Choose the transition sentence that would improve the links between the two paragraphs [or links between the two sentences within a paragraph, etc.]. Revise the introduction by choosing the two sentences that would improve the introduction by [setting up the argument, clarifying the claim, etc.] Revise the student’s draft of an argumentative essay by choosing two sentences that would improve the writer’s conclusion. Choose two transition sentences that would improve the link between the two paragraphs [or links between the two sentences within a paragraph, etc.]. Use appropriate vocabulary for argument. Provide a conclusion that is appropriate to purpose and audience and follows from the argument(s). Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Reference and/or integrate relevant reasons (from notes provided) to support claims. Brief Write DOK-3 (student will write opinion text by applying elaboration techniques) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources]. Add relevant evidence from [student notes] that would support the claim/reason(s) in paragraph ____. ]. Note: stem must indicate specifically where the information is to be inserted. This can be achieved by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. A student has written her introductory paragraph in which she establishes and introduces a clear claim about ______. Write [one-to three] paragraph(s) that use(s) reasons and evidence from [the student notes] to support her claim. Reference and/or integrate relevant and credible evidence (from notes provided) to support claims Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. The student wants to add information from the ______ to his draft. Which of the following sentences best uses the information from the ____ to elaborate ____ before/after] the underlined sentence or to support the idea about _____]? Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Revise the student’s paragraphs about ___ by choosing the sentence that gives the best evidence to improve support of the student’s underlined (or otherwise designated) claim. Choose the sentence that gives the best evidence to improve support of the student’s claims underlined (or otherwise designated, such as “at the end of paragraph 3,” etc.) Choose the sentence that should be deleted because it does not support the claim in the [designated] paragraph (or underlined section, etc.). Read the underlined text. Choose the sentence(s)/paragraph that would be more appropriate for the author’s argumentative purpose [or for the stated audience]. The student wants to add information from the ______ to his draft. Which of the following two sentences best use the information from the _____ to elaborate ____ [or to add evidence [before/after] the underlined sentence or to support the idea about _____]? Revise the student’s paragraphs about ___. Choose two sentences that give the best evidence to improve the support the student’s claim. Revise the student’s paragraph(s) by choosing the two sentences that that would improve the evidence to support the claim [underlined] in this/these paragraph(s). Choose two sentences that should be deleted because they do not support the claim in the paragraph [underlined or otherwise designated]. Select two sentences that would improve the claim in the two underlined sections/paragraphs. Read a student’s draft of ___ about [issue]. The student wants to replace the two underlined sentences with sentences that would be more appropriate for the author’s argumentative purpose {or for the stated audience]. Choose the more appropriate sentences. Establish and maintain a formal style and tone (including appropriate sentence variety and complexity) for audience/purpose Delete details that do not support the claim.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce and clearly state a focus (thesis) Brief Write DOK-3 (student will write organized informational/explanatory text. A student is writing a [report, essay, article, etc.] for [teacher, principal, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Write an introduction that provides a clear focus [controlling idea, or thesis] for the text. Write a conclusion for this essay that follows logically from the information in the [stimulus]. Maintain a clear focus. Organize ideas/concepts strategically ( e.g., using definition, classification, comparison/contrast, cause/effect). Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements. A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Choose the sentence [or paragraph] that would best introduce the topic [OR the best thesis statement]. Choose the sentence [or paragraph] that would best conclude the informational/explanatory text [essay, report, etc.]. Choose the transition [which could be a word, phrase, sentence] that best connects the two paragraphs [sections, etc.]. One sentence in the paragraph [or section, etc.] is out of order. Revise the text by choosing the sentence that should be moved. Choose the sentence that would make the best conclusion for the paragraph. The underlined topic sentence [or conclusion or other sentence] needs revising. Which sentence is the best choice to replace the underlined sentence? Revise the introduction by choosing the two sentences (or paragraphs) that would improve the introduction of the topic [OR the thesis statement]. Revise the conclusion by choosing the two sentences that would improve the end of the informational/explanatory texts [essay, report, etc.]. Revise the transitions [words, phrases, sentences] by choosing two words to improve the connections between the two underlined [sentences, paragraphs, or sections]. Provide appropriate transitional strategies for coherence. Provide a conclusion that follows from the information or explanation presented. Writing Elaboration for Informational Brief Writes and Revise a Brief Text referencing and /or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples from notes provided) appropriate for the required form (essay, report, etc.) Brief Write DOK-3 (student will write complex, well-developed text by applying elaboration techniques) A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing to the sources.] Write one or two paragraphs that provide(s) [the audience] additional information about [the idea/concept/part] underlined or designated, providing evidence [or details, examples, etc.] from the [stimulus]. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Write one (to three paragraphs) that provide(s) or elaborate(s) ______ [could be “provides the effect” if previous paragraph(s) elaborated the “cause;” could be “provides the contrast” if previous paragraph(s) provided the similarities, or just “more specific evidence”]. Note: stem must indicate exactly where the information is to be added. Add expert quotations from [stimulus] that would better elaborate [paragraph #, or the underlined section, etc.]. Using information from the student's notes, write one or two additional paragraphs developing the ideas in the introduction. using precise language and domain specific vocabulary. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [report, letter, or article] for [teacher, principal, class, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Choose the sentence from ____ that provides the best evidence to support the controlling idea (or other) underlined in ______. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Identify the sentence within the text where more elaboration [evidence, examples, etc.] is needed. Revise the underlined sentence [section] by selecting a sentence [section] that includes more precise language for the audience/purpose. Choose the best way to elaborate/develop paragraph ___ [or section about ___ or underlined section]. Answer choices could include “definition of ___,” “expert quotes from ___,” “possible solutions,” etc.]. Choose the sentence that provides the best evidence to support the thesis [controlling idea] underlined [or found] in _____ (e.g., paragraph #1). Choose two sentences from ____ that provide the best evidence to support the controlling idea of the paper. Choose two sentences from ____ that could be added [before/after] the underlined sentence that would add information to the idea developed in the second paragraph, etc. Revise the underlined sentences by selecting two sentences that include more [precise or specific information or examples, etc.]. The underlined sentences need revising. Which two sentences are the best choices to replace the underlined sentences? establishing and maintaining a formal style (including appropriate sentence variety and complexity) for audience-purpose. deleting the details that do not support the thesis/controlling idea.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text Establish a context and/or setting. Brief Write DOK-3 (student will write organized narratives) A student is writing a [narrative, etc.] for [teacher, class, etc.] about _________. Read the draft of the ______ and complete the task that follows. {Insert text.] Write an introduction to the narrative that sets up the action to come and/or introduces the characters. In one-to-three paragraphs write an ending to the narrative that follows logically from the events or experiences in the narrative. [Note: when ONLY an ending—resolution to the “problem”—Is needed, the item is “organization”] Introduce a narrator and character(s). Organize narrative with a logical sequence of events/experiences. Revise a Brief Text DOK – 2 (student will revise organized narratives) A student is writing a [narrative, etc.] for [teacher, class, etc.] about_______. The student wants to revise the draft to _______. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Choose the sentence(s) (or paragraph) that would best introduce the[narrator- character- setting- situation, etc.]. Choose the sentence (or paragraph) that would best conclude the narrative. Choose the transition words or phrases or sentence that best connect(s) the two narrative paragraphs (or specified events, experiences) [underlined text]. A student is writing a [narrative, etc.] for [teacher, class, etc.] about _______. The student wants to revise the draft to _______. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Choose the two transition words or phrases that best signal transitions[or time changes] between ____ and ____ [underlined text]. Choose the best beginning and ending sentences for the _____. Choose the best two sentences that could be added to introduce the [setting, characters, problem, situation, etc.]. Use transition strategies to convey sequence, establish pacing, and signal time or setting shifts. Provide closure that follows logically from the narrative. Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Include dialogue to convey events/experiences. Brief Write DOK-3 (student will write using narrative techniques) A student is writing a [narrative, etc.] for [teacher, class, etc.] about______. Read the draft of the ______ and complete the task that follows. [Insert text.] Write one-to-three paragraphs that show(s) what happens between [event 1] and [event 2] (or character 1 and character 2, etc.). Write a paragraph that adds dialogue that might occur when [character X] tells [character Y]_____ (or similar). Write the scene that might have occurred when _____________ [happened] Continue the narrative by further developing ___’s character [to show what happens, etc. *Note: when the item is asking writers to “continue the story” by developing and concluding the action—including the “climax” or “solving the problem”—the item is properly coded “elaboration”]. Include descriptive details and sensory language to convey events/experiences. Revise a Brief Text DOK-2 (student will revise narrative techniques) A student is writing a [narrative, etc.] for [teacher, class, etc.] about ______. The student wants to revise the draft to _______. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the best sentence to add descriptive detail [before/after the underlined sentence] to the setting. Choose the best sentence to help the reader visualize the main character [or explain] who the main character is [or what is going on, or what the conflict is, etc.]. Choose the best revision of the dialogue between character X and character Y [underlined text]. Revise the underlined sentence(s) by choosing the sentence that shows the best precise language[more appropriate sensory language, more descriptive detail, etc.]. Revise the underlined sentences by choosing the two sentences that provide more sensory details [or more precise language] to [underlined section or paragraph #]. Choose the two best sentences to add descriptive detail [before/after] the underlined sentence. Choose the two best sentences to help the reader visualize the main character (or setting, etc.). Use precise language to narrate events. identifying details that should be deleted because they are inconsistent with the rest of a narrative.

Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) Use the best academic or grade-level or below domain-specific (but not scientific or social studies) construct-relevant word(s)/phrase to convey the precise or intended meaning of a text especially with informational-explanatory writing. A student is writing a [varied forms, e.g., story, narrative, article, essay, research report, letter to the editor, argumentative paper, etc.] for her [teacher, principal, literary magazine, student newspaper, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text.] The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which [word/words/phrase] would make his word choice better? What is/are [a] more concrete or specific word(s)/phrase to replace the underlined word(s)/phrase*? Read the sentence from the paragraph. What would be a more exact word for ____ in this sentence? Read the underlined sentence from the paragraph. To add more description, select the best word(s)/phrase to replace the word(s)/phrase____. The author of the letter wants to replace the underlined word(s)/phrase*. Which replacement best fits the author's intended audience? The student wants to make sure that his word choices are appropriate to inform (or to convince) his audience about _____. Choose the best word (or phrase) to replace the underlined word (or phrase). For each underlined words (or phrase), choose the words (or phrase) that gives readers the best picture of the [story, narrative, etc.]. Choose the best way to revise the underlined phrase so that the essay has a consistent style or voice. The writer wants to replace the underlined [word(s)/phrase] to make his meaning more clear (or exact). Which two [words/phrases] would make his word choice better? Choose two more exact words that the student could use in place of the underlined word. Read the sentence from the paragraph. Choose two words that would be more specific (or more precise or more concrete) to replace ____ and ____in the paragraph? The student wants to make sure that his word choices are appropriate to inform (or to convince) his audience about _____. Choose the best two words (or phrase) to replace the underlined words . To add more description, select the best words/phrases to replace the words* ____ and ____. Identify and use the best concrete or sensory word(s)/phrase to convey experiences or events in narrative writing. Identify and use the best word(s)/phrase to convey ideas in a text precisely. identify and use the best general academic or domain specific word(s)/phrase to use in a text to convey precisely actions, emotions, or states of being that are basic to a particular topic and specific to a writing purpose. Edit and Clarify (to use throughout the year) New To Grade 6 Choose the sentence (or paragraph) that is punctuated correctly [e.g., dash, parenthesis, commas in [non]restrictive elements, or items in a series]. Choose the sentence that is correctly punctuated [sentences that do not have necessary commas for nonrestrictive clauses (new-to-grade), sentences that are fragments or run on as well as correct answer]. Read the sentence(s) and the question that follows. [Insert sentence(s) containing [up to three with at least one new-to-grade] error(s) in grammar usage (e.g., error(s) in pronoun case and error(s) with intensive/reflexive pronouns (both new-to-grade skills)]. Choose the correct way to edit the [one or two or three] grammar usage error(s). The sentence below contains [one-to-three] errors in punctuation [or grammar usage, etc.]. Read the sentence and the question that follows. [Insert sentence.] Which version of the sentence has been correctly edited for punctuation [or grammar usage, etc.]? A student is writing a story for class. Read the sentences from her story and the question that follows. Which change should be made to the underlined words to correct [one or two or three] grammar usage mistake(s) [e.g., intensive pronouns, inappropriate shifts in verb tense and pronoun number/case] in the sentences? [Give short intro.] Choose the sentence containing [one or two or three] spelling error(s) [e.g., grade-appropriate frequently confused words]. Read the following sentence that includes [name number of errors] mistakes in [grammar usage/punctuation/and/or spelling]. Then, read the question that follows. [Insert sentence here.] Which sentence corrects all the mistakes? Read the following sentences and the directions that follow. [Insert sentence.] Choose the sentence that does not have errors in [grammar usage, grade-appropriate spelling, and/or punctuation]. Which is the right way to correct [one or two or three] underlined errors in [new-to-grade grammar usage/punctuation/and/or spelling]? Choose the two sentences that are punctuated correctly [e.g., dash, parenthesis, commas in [non]restrictive elements, or items in a series] Choose two sentences that are correctly punctuated [sentences that are missing commas for non-restrictive clauses (new-to-grade), along with sentences that are fragments or run on, as well as two correct answers]. Read the sentences and the question that follows. [Insert two or three sentences with one sentence underlined and containing two errors in grammar usage. For example: error in pronoun case (new-to-grade) and possibly verb agreement error (language progression chart)]. Choose the correct way to edit the two underlined sentences [or two ways to correct one underlined sentence]. A student is writing a story for class. Read the sentences from the story and the question that follows. Which change should be made to the two underlined words to correct [one or two or three] grammar usage errors [e.g., error with intensive pronouns and inappropriate shifts in verb tense OR inappropriate shift in pronoun number/case]? OR what are two ways to correct the error(s) in the underlined sentence? Choose the two sentences containing spelling errors [e.g., grade-appropriate frequently confused words]. Read the following sentence that includes [name number of errors; no more than three] mistakes in [name type of error: grammar usage, punctuation, and/or spelling]. Then, read the question that follows. [Insert sentence here.] Which sentence corrects the [one or two or three] [specify grammar usage/ punctuation/spelling] errors? Which is the right way to correct underlined errors? OR what are two ways to correct the underlined error? Subjective pronouns Objective pronouns Possessive pronouns Inappropriate shifts in pronoun number and person Vague or ambiguous or unclear pronoun references Commas to set off nonrestrictive or parenthetical elements. Parentheses to set off nonrestrictive or parenthetical elements. Dashes to set off nonrestrictive or parenthetical elements. Correct spelling of words are at or up to two grade below grade levels, including frequently misspelled words. Assessed in all Grades – Must be Appropriately for Grade 6 Subject-noun verb agreement Pronoun-antecedent agreement Inappropriate sentence fragments/run-ons Frequently confused words (to/too/two) Inappropriate shifts in verb tense Punctuation to separate items in series

Grade Seven Three Writing Types and Purposes Opinion Informational
Narrative Grade 7 Reading Standard Text Sub-Groups (specifically named) Contrasting Points of View Claims Arguments Counterclaims Point of View Opinion Pieces Technical Speeches Historical Accounts Literary Non-Fiction Exposition Journalism The Arts Science History Social-Studies Procedural Economic Accounts Personal Essays Stories Dramas Poems (narrative, free, lyrical) Audio Versions Biographies Auto-Biographies Science Fiction Multimedia Versions Stage Versions Realistic Fiction of Historical Accounts Fictional Portrayals Memoirs Mysteries Myths and Legends Novels Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 RH RST have explicit evidence as well as inferential. have both primary and secondary sources. include science and technical texts. RL2 RI2 have obvious themes or central ideas developed over the course of the text. have two or more central ideas developed over the course of the text. are both primary and secondary sources with obvious and distinct central ideas. RL3 RI3 are stories or dramas with interacting elements. have ideas or individuals influencing event outcomes. are history or social studies text with identifiable key steps of a process. have multi-step procedures (technical, math, tasks). RL4 RI4 are stories, dramas or poems with figurative and connotative meanings, rhymes or other repetitions of sounds (alliteration). are informational texts with impactful figurative, connotative and technical meanings. use specific vocabulary or symbols/key terms related to history/social studies and scientific or technical domains. RL5 RI5 are dramas or poems with obvious structures (soliloquy, sonnet, etc…). have sections organized specifically to contribute to the development of ideas. present information sequentially, comparatively or is organized to contribute understanding of a topic. RL6 RI6 have contrasting view points of characters or narrators. have an obvious author’s viewpoint about a topic or subject specifically stating how it is different than the position of others. uses loaded language, inclusion or avoidance of particular facts, provide explanations, procedural descriptions or discussion. RL7 RI7 are stories, dramas or poems presented both as texts and/or audio, filmed staged or multimedia versions. are texts and/or comparable audio, video or multimedia versions of a subject. integrate visual information with print and digital texts and information in words with a visual version (flowchart, model, etc..). RI8 are specific arguments or claims with reasons and evidence. distinguish among fact, opinion and reasoned judgment ( often based on research or speculation). RL9 RI9 are fictional portrayals of times, places or characters that can be compared with a historical account of the same period. are written by two or more authors about the same topic. analyze the relationship between a primary and secondary source on the same topic. compare and contrast information gained from experiments, simulations, etc.… on the same topic. RL10 RI10 are in the 6-8 text complexity band (including literature, stories dramas and poems). are in the 6-8 text complexity band of literary nonfiction. are in the 6-8 text complexity band of history, social studies, science and technical texts. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text Establishing a clear claim. Brief Write DOK-3 (student will write organized opinion text) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about _____. Read the draft of the ___ and complete the task that follows. [Insert text.] Write an introduction to an [essay, editorial, etc.] that establishes and introduces a clear claim about _______. This essay is missing a conclusion. Write a conclusion that follows from and supports the argument. Organize reasons - evidence to support claims, building a logical argument. Provide appropriate transitional strategies for coherence, clarifying relationships between and among claims and reasons. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about ___. The student wants to revise the draft to ___. Read the draft of the ___ and complete the task that follows. Choose the paragraph that would make the best introduction to establish and introduce the claim (and/or counterclaim) [set up the argument, etc.] Revise the student’s paragraphs on ___. Choose the sentences or paragraph that would improve the conclusion . Revise the draft of the student’s essay about ___. Choose the paragraph that would best improve the conclusion . Choose the transition sentence that would improve the links between the two paragraphs (or links between the two sentences within a paragraph, etc.). A student is writing [argumentative essay, letter to the editor, etc.] for [teacher, class, principal, student newspaper, etc.] about ________. The student wants to revise the draft to ____. Read the draft of the ____ and complete the task that follows. Revise the introduction by choosing the two sentences that would improve the introduction by [setting up the argument, clarifying the claim, acknowledging opposing point of view, etc.] Revise the student’s draft of an argumentative essay, choose two sentences that will improve the writer’s conclusion. Choose two transition sentences that would improve the link between the two paragraphs (or links between the two sentences, within a paragraph etc.). Use appropriate vocabulary for argument. Provide a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s). Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Reference and/or integrating relevant reasons (from notes provided) to support claims. Brief Write DOK-3 (student will write opinion text by applying elaboration techniques) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about ______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources. Add relevant evidence from [student notes] that would support the [claim/reason(s)] in paragraph ____. Note: stem must indicate specifically where the information is to be inserted. This can be achieved by underlining a section or by indicating for example, “between paragraph 1 and 2” or “at the end of paragraph 3," etc. A student has written her introductory paragraph in which she establishes and introduces a clear claim about ______. Write [one-to three] paragraph(s) that use(s) reasons and evidence from [the student notes} to support her claim (and/or addresses the counterclaim). Reference and/or integrating relevant and credible evidence (from notes provided) to support claims. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about _____. The student wants to revise the draft to ____. Read the draft of the ____ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. The student wants to add information from the ______ to his draft [before/after] the underlined sentence. Which of the following sentences best uses the evidence from the _____ to support ____ [or to acknowledge the counterclaim]? _____]? Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Revise the student’s paragraphs about _______by choosing the sentence that gives the best evidence to improve support of the student’s underlined (or otherwise designated) claim. Choose the sentence that gives the best evidence to improve support of the student’s claims (or counterclaims) underlined (or otherwise designated, such as “at the end of paragraph 3,” etc.) Choose the sentence that should be deleted because it does not support the claim in the [designated] paragraph (or underlined section, etc.). Read the underlined text. Choose the sentence(s)/paragraph that would be more appropriate for the author’s argumentative purpose [or for the stated audience]. Select the sentence (paragraph) that would best acknowledge the opposing viewpoint and not weaken the argument. A student is writing [argumentative essay, letter to the editor] for [teacher, class, principal, student newspaper, etc.] about ____. The student wants to revise the draft to _______. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a The student wants to add information from the _____ to his draft [before/after] the underlined sentence. Which of the following two sentences best uses the evidence from the ____ to support ___ [or to acknowledge the counterclaim]?. Revise the student’s paragraphs about ___. Choose the two sentences that give the best evidence to support the claim. Revise the student’s paragraphs by choosing the two sentences that that would improve the evidence to support the claim (or counterclaim) underlined in this/these paragraph(s). Choose two sentences that should be deleted that do not support the claim in the paragraph underlined. Select two sentences that would improve or clarify the claim in the two underlined sections/paragraphs. Read a student’s draft of a letter to the principal about [issue]. The student wants to replace the two underlined sentences with sentences that would be more appropriate for the author’s argumentative purpose (or for the stated audience). Choose the more appropriate sentences. Select two sentences that would best acknowledge the opposing viewpoint without weakening the writer's argument. Acknowledge alternate or opposing viewpoints. Establish and maintaining a formal style and tone (including appropriate sentence variety and complexity) for audience- purpose). Delete details that do not support the claim.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce and clearly state a focus (thesis). Brief Write DOK-3 (student will write organized informational/explanatory text). A student is writing a [research paper, report on a science (or other) project, instructions for setting up a web site (or any other process), news or nonfiction feature article, blog post (or other online article)] for [teacher, class, school newspaper, school yearbook, web site, etc.] about ____. Read the draft of the ____ and complete the task that follows. Write a one-to-two-paragraph introduction that provides a clear focus controlling idea or thesis for the text and sets up or explains the context for what is to follow. The student needs a conclusion for the ______. Write a one-to-two paragraph conclusion for this essay that follows logically from and supports the information in the [stimulus]. Preview what is to follow. Maintain a clear focus. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements). A student is writing a [research paper, report on a science (or other) project, instructions for setting up a web site (or other) project, news or non-fiction feature article, blog post (or other online article)] for [teacher, class, school newspaper, school yearbook, web site, etc.] about ____. The student wants to revise the draft to ____. Read the draft of the ____ and complete the task that follows. Choose the sentence (or paragraph) that would best introduce the topic [OR the best thesis statement]. Choose the sentence [or paragraph] that would best conclude the informational/explanatory text . The underlined topic sentence [or conclusion] needs revising. Which sentence is the best choice to replace the underlined sentence? Choose the transition strategy [which could be a word, phrase, or sentence] that best connects the two paragraphs [sections, etc.]. A student is writing a [research paper, report on a science (or other) project, instructions for setting up a web site (or other) project, news or non-fiction feature article, blog post (or other online article)] for [teacher, class, school newspaper, school yearbook, web site, etc.] about ___. The student wants to revise the draft to ____. Read the draft of the _____ and complete the task that follows. Revise the introduction by choosing two sentences (or paragraphs) that would best (or most) improve the introduction of the topic Revise the conclusion by choosing the two sentences that would best (or most) improve the end of the ____. Revise the transitions by choosing two [words/phrases/sentences] that would clarify the connections between the two underlined sentences, paragraphs, or sections [or clarify the relationship between the two underlined sentences (or paragraphs or sections)]. [See evidence statements for appropriate organizational structures.] Organize ideas/concepts strategically (e.g., using definition, classification, comparison/contrast, cause/effect to structure writing). Provide appropriate transitional strategies for coherence and to clarify relationships. Provide a conclusion that follows from and supports the information or explanation presented. Writing Elaboration for Informational Brief Writes and Revise a Brief Text referencing and /or integrating relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples from notes provided) appropriate for the required form (essay, report, etc.) Brief Write DOK-3 (student will write complex, well-developed text by applying elaboration techniques) A student is writing a [research paper, report on a science (or other) project, instructions for setting up a web site (or any other process), news or nonfiction feature article, blog post (or other online article)] for [teacher, class, school newspaper, school yearbook, web site, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources. Using information from the student’s notes, write one or two paragraphs that provide(s) [the audience] additional information about the [the idea/concept/part] underlined or designated, providing evidence [or details, examples, etc.] from the [stimulus]. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Using information from the student notes, write one -to three paragraphs that provide(s) or elaborate(s) ______. [Could be provides the “effect” if previous paragraph(s) elaborated the “cause;” could be provides the “contrast” if previous paragraph(s) provided the similarities, or just “more specific evidence”] Note: stem must indicate exactly where the information is to be added. [See evidence statements for appropriate elaboration techniques.] Using information from the student's notes, write one/two paragraphs developing the idea in the last sentence of the introduction. Using the student’s notes, write one or two paragraphs continuing the student's [article]. using precise language and domain-specific vocabulary Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [research paper, report on a science (or other) project, instructions for setting up a web site (or other) project, news or non-fiction feature article, blog post (or other online article)] for [teacher, class, school newspaper, school yearbook, web site, etc.] about _________. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first sample stem.) Choose the sentence from ____ that provides the best evidence (facts, quotations, examples, etc. from student notes) to support the controlling idea (or thesis) in ____. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Revise the underlined sentence [section] by selecting a sentence [section] that includes more precise language for the audience/purpose. [This needs to be an entirely different sentence, not just dressed up words/phrases.] Choose the sentence providing the best evidence to support the thesis underlined [or found] in ___ (e.g., paragraph #1). Which of the following sentences could be added to paragraph [#] [or section] [before/after] the underlined sentence and still maintain the formal style of the ______? Which of the following quotations [examples, definitions, facts, etc.] would best support the writer’s thesis? [Choices can be factually accurate quotations from fictitious experts, examples, facts, etc. See evidence statements for appropriate elaboration techniques.] A student is writing a [research paper, report on a science (or other) project, instructions for setting up a web site (or other) project, news or non-fiction feature article, blog post (or other online article)] for [teacher, class, school newspaper, school yearbook, web site, etc.] about ___. The student wants to revise the draft to ____. Read the draft of the ___ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first two sample stems.) Choose two sentences from ____ that provide the best evidence to support the main idea of the paper. Choose two sentences from ____that could be added [before/after] the underlined sentence, to support the idea developed in the second paragraph. Choose the two sentences [details/examples, etc.] that would provide the best evidence to support the thesis [controlling idea]. Revise the underlined sentences by selecting two sentences that include more [precise or specific information or examples, etc.]. [Must be total sentence revision with topic-specific language, not just more precise phrases.] The underlined sentences need revising to provide [more concrete details, facts, definitions, etc.]. [See evidence statements for appropriate elaboration strategies.] Which two sentences are the best choices to replace the underlined sentences? Choose two sentences [paragraphs] that most effectively elaborate the information in the underlined sentences (or sections). Choose two sentences [or paragraphs] that provide the best elaboration for the [topic/idea from draft]. Choose the two ___ [examples, definitions, facts, etc.] that would best support the writer’s thesis. establishing and maintaining a formal style (including appropriate sentence variety and complexity) for audience/purpose deleting the details that do not support the thesis/controlling idea

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text establishing a context and/or setting and/or point of view Brief Write DOK-3 (student will write organized narratives) A student is writing a [narrative, etc.] for [teacher, class, literary magazine, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text] Write an introduction to the narrative that sets up the action to come and/or introduces the characters. Write an ending to the narrative that follows logically from the events or experiences in the narrative. [Note: when ONLY an ending —resolution to the “problem” – is needed, the item is “organization”] introducing a narrator and character(s) organizing narrative with a logical sequence of events/experiences Revise a Brief Text DOK – 2 (student will revise organized narratives) A student is writing a [narrative, etc.] for [teacher, class, etc.] about_____. The student wants to revise the draft to ____. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text] Choose the sentence(s) (or paragraph) that would best introduce the [narrator-character-setting-situation, etc.]. Choose the sentence (or paragraph) that would best conclude the narrative. Choose the transition words or phrases that best connect the two narrative paragraphs (or specified events, experiences). A student is writing a [narrative, etc.] for [teacher, class, literary magazine, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Choose the two transition words or phrases that best signal transitions [or time changes] between ____ and ____ [underlined text]. Choose the best beginning and ending sentences for the _____. Choose the best two sentences that could be added to introduce the [setting, characters, problem, situation, etc.]. using transition strategies to convey sequence, establish pacing, signal time or setting shifts providing closure that follows logically from the narrative Writing Elaboration for Narrative Brief Writes and Revise a Brief Text including dialogue to convey events/experiences Brief Write DOK-3 (student will write using narrative techniques) A student is writing a [narrative, etc.] for [teacher, class, literary magazine, etc.] about ____. Read the draft of the ____ and complete the task that follows. [Insert text] In one or two paragraphs, finish ____’s narrative. Write one-to-three paragraphs that shows what happened between [event 1] and [event 2] (or characters, etc.). Write a paragraph that adds dialogue that might occur when [character X] tells [character Y] _____. Add one or two paragraphs of description to replace the underlined text to help readers picture the scene (or events, or characters). Write the scene that might have occurred when_____ [happened]. Continue the narrative by further developing ___’s character. [to show what happens, etc.] .[*Note: when the item is asking writers to “continue the story” by developing and concluding the action—including the “climax” or “solving the problem”—the item is properly coded “elaboration”] including descriptive details and sensory language to convey events/experiences precisely Revise a Brief Text DOK-2 (student will revise narrative techniques) A student is writing a [narrative, etc.] for [teacher, class, etc.] about ____. The student wants to revise the draft to ______. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text] Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Revise the underlined sentence (s) by choosing a sentence that shows the best precise language [more appropriate sensory language, etc.]. Choose the best sentence to add descriptive detail [before/after] the underlined sentence to the setting. Choose the best sentence to help the reader visualize the main character [or explain who the main character is or what is going on, or what the conflict is, etc.]. Choose the best revision of the dialogue between character X and character Y. A student is writing a [narrative, etc.] for [teacher, class, literary magazine, etc.] about _________. The student wants to revise the draft to _______. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text]. Revise the underlined sentences by choosing the two sentences that provide more sensory details [or more precise language] to [underlined section or paragraph #]. Choose the two best sentences to add descriptive detail [before/after] the underlined sentence. Choose the two best sentences to help the reader visualize the main character (or setting, etc.). identifying details that should be deleted because they are inconsistent with the rest of the narrative

Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) The student will identify and use the best academic or grade-level or below domain-specific (but not scientific or social studies) construct-relevant word(s)/phrase to convey the precise or intended meaning of a text especially with informational-explanatory writing. A student is writing a [varied forms, e.g., narrative, article, essay, research report, letter to the editor, argumentative paper, etc.] for her [teacher, principal, literary magazine, student newspaper, etc.] about ____. Read the draft of the ____ and [answer the question/complete the task] that follows. [Insert text.] Which more precise word(s)/phrase* best replace[s] the underlined word(s)/phrase? What is/are [a] more concrete or specific word(s)/phrase* to replace the underlined word(s)/phrase? What is a more concise word (or phrase)* to replace the underlined word (or phrase)? [Include in the text a grade-appropriate word used redundantly and underlined.] The student has used a word too many times. Choose the best word(s)/phrase* to replace the underlined word in the paragraph. The student would like to revise the underlined phrase to make it more descriptive. Which phrase best replaces the underlined phrase? Read the sentence from the paragraph. To add more description, select the best word to replace the word ____. The author of the letter wants to replace the word(s)/phrase. Which replacement most likely fits the author's intended purpose and audience? The student wants to make sure that his word choices are appropriate to inform (or to convince) his audience about _____. Choose the best word (or phrase) to replace the underlined word (or phrase) Choose the best way to revise the underlined phrase so that the essay maintains a consistent tone. What are two more concise [or concrete] words (or phrases) to replace the underlined words (or phrase) The student has used a word too many times. Choose two words/phrases to replace the underlined words/phrases in the paragraph phrase. The student would like to revise the underlined phrase to make it more descriptive. Which two phrases should replace the underlined phrase? The author of the letter wants to replace the underlined words/phrases. Which two replacements of the underlined words most likely fit the author's intended purpose and audience? The student wants to make sure that his word choices are appropriate to inform (or to convince) his audience about _____. Choose the best words (or phrases) to replace the underlined words (or phrases). The [underlined text of the] paragraph contains language that is not appropriate to the task or the audience. Select the best replacement for each of the underlined words. The student will identify and use the best concrete or sensory word or words to convey experiences or events in a text precisely in narrative writing. The student will identify and use the best word or words to precisely convey events, experiences or ideas in a text. The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely, emotions, or states of being that are basic to a particular topic and specific to a writing purpose. The student will identify and use precise and concise general academic or domain-specific word(s)/phrases to avoid repetition or wordiness Edit and Clarify (to use throughout the year) New To Grade 7 Choose the sentence (or paragraph) that is punctuated correctly [e.g., commas separating coordinating adjectives]. Choose the sentence that is correctly punctuated [e.g., choices can contain one version that is a fragment, one that is a fused sentence, one that is a comma splice, and one that is properly punctuated]. Read the sentence(s) and the question that follows. [Insert sentence(s) containing [up to three] error(s) in grammar usage (e.g., misplaced or dangling modifiers and pronoun or verb agreement error and/or error in pronoun case/number)]. Choose the correct way to edit the [one or two or three] grammar usage errors. The sentence below contains [one or two or three] errors in punctuation [or grammar usage]. Read the sentence and the question that follows. [Insert sentence.] Which version of the sentence has been correctly edited for punctuation [or grammar usage]? A student is writing a story for class. Read the sentences from her story and the question that follows. Which edits should be made to the underlined words to correct [one or two or three] grammar usage mistake(s) [e.g., dangling/misplaced modifiers and error with intensive pronouns OR inappropriate shifts in verb tense OR pronoun number/case] in the sentences? [Give short intro.] Choose the sentence containing [one or two or three] spelling error(s) [e.g., grade level and/or frequently confused words]. Read the following sentence that includes [name number of errors] mistakes in [grammar usage/ punctuation/and/or spelling]. Then, read the question that follows. [Insert sentence here.] Which sentence corrects all the [specify grade-appropriate grammar usage/ punctuation/spelling] mistakes? Read the following sentences and the directions that follow. [Insert sentence.] Choose the sentence that does not have errors in [grammar usage, spelling, and/or punctuation]. Which is the right way to correct [one or two or three] underlined errors in grammar usage {and/or punctuation)? Choose two sentences (or paragraphs) that are punctuated correctly [e.g., commas separating coordinate adjectives]. Choose two sentences that are correctly punctuated [e.g., choices can contain one version that is a fragment, one that is a fused sentence or a comma splice, and two that are properly punctuated (one with period/capital and one with comma/coordinating conjunction]. Read the sentence(s) and the question that follows. [Insert sentence(s) containing [up to three] error(s) in grammar usage (e.g., misplaced or dangling modifiers & pronoun or verb agreement error and/or error in pronoun case/number)]. Choose the correct way to edit the [one or two or three] grammar usage errors. The sentence below contains [one-three] errors in punctuation [or capitalization or grammar usage]. Read the sentence and the question that follows. [Insert sentence.] Which two versions of the sentence have been correctly edited for punctuation [or grammar usage]? A student is writing an argumentative essay for class. Read the sentences from her essay and the question that follows. Which two edits would correct the ____ grammar usage errors in the underlined phrase [e.g., dangling/misplaced modifiers and error with intensive pronouns OR inappropriate shifts in verb tense OR pronoun number/case] in the sentences? Read the following sentence that includes [name number of errors] mistakes in [grammar usage/punctuation/and/or spelling]. Then, read the question that follows. [Insert sentence here.] Which two sentences correct all the [specify grade-appropriate grammar usage/punctuation/spelling] mistakes? Read the following sentences and the directions that follow. [Insert sentence.] Choose two sentences that do not have errors in [grammar usage, spelling, and/or punctuation]. Misplaced modifiers Dangling modifiers Commas separating coordinate adjectives spelling of words that are at or up to two grades below grade level, including frequently misspelled words. Assessed in all Grades – (Appropriate for Grade 7) subject-verb agreement pronoun-antecedent agreement. inappropriate sentence fragments, run-on sentences frequently confused words (to/too/two; there/their).vague or ambiguous or unclear pronoun references. inappropriate shifts in verb tense. punctuation to separate items in a series. inappropriate shifts in pronoun number and person. vague or ambiguous or unclear pronoun references. punctuation to set off nonrestrictive/parenthetical elements.

Grade Eight Three Writing Types and Purposes Opinion Informational
Narrative Grade 8 Reading Standard Text Sub-Groups (specifically named) Author’s Point of View/Purpose Claims Arguments Counterclaims Point of View Opinion Pieces Science Technical History Social studies Procedural Exposition The Arts Personal Essays Print Digital Visual Economic Accounts Journalism Speeches Stories Dramas Live Productions Scripts Films Novels Science Fiction Realistic Fiction Biographies Auto-Biographies Modern Fiction Myths Traditional Stories Religious Works (such as the Bible). Poems (free, lyrical, narrative) Memoirs Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 RH RST have adequate evidence as well as inferences. have both primary and secondary sources. include science and technical texts. RL2 RI2 have an obvious theme or central idea developed over the course of the text. are both primary and secondary sources with obvious and distinct central ideas. RL3 RI3 are stories or dramas with considerable character dialogue. have comparisons, analogies or categories between individuals, ideas or events. are history or social studies text with identifiable key steps of a process. have multi-step procedures (technical, math, tasks). RL4 RI4 have figurative ,connotative and technical meanings and word choices (meaning and tone) as well as texts with analogies or allusions to other texts. use specific vocabulary or symbols/key terms related to history/social studies and scientific or technical domains. RL5 RI5 include two or more texts with differing structures. obvious and specific paragraph structures. are dramas or poems with obvious structures (soliloquy, sonnet, etc…). present information sequentially, comparatively, casually or is organized to contribute understanding of a topic. RL6 RI6 have differing points of view (of characters, audiences or readers) create suspense or humor (e.g., use of dramatic irony). have a strong author’s point of view or purpose as opposed to conflicting evidence or viewpoints. uses loaded language, inclusion or avoidance of particular facts, provide explanations, procedural descriptions or discussion. RL7 RI7 are films, or live productions of a story or drama. include print or digital text, video or multimedia presentations of a topic or idea. integrate visual information with print and digital texts and information in words with a visual version (flowchart, model, etc..). RI8 present as claims or arguments with reasons and evidence. distinguish among fact, opinion and reasoned judgment ( often based on research or speculation). RL9 RI9 include modern works of fiction, myths, traditional stories or religious works such as the Bible that draw on specific themes, patterns of events or character types. Include two or more texts with conflicting information on the same topic. are fictional portrayals of times, places or characters that can be compared with a historical account of the same period. compare and contrast information gained from experiments, simulations, etc.… on the same topic. RL10 RI10 are in the 6-8 text complexity band (including literature, stories dramas and poems). are in the 6-8 text complexity band of literary nonfiction. are in the 6-8 text complexity band of history, social studies, science and technical texts. Sourced from SBAC ELA Task Models; Susan Richmond 2015

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text Establish a clear claim. Brief Write DOK-3 (student will write organized opinion text) A student is writing [argumentative essay, editorial] for [teacher, class, student newspaper, etc.] about _____. Read the draft of the____ and complete the task that follows. [Insert text.] Write an introduction to an [essay, editorial, etc.] that establishes and introduces a clear claim (and acknowledges a counterclaim) about _____. This essay is missing a conclusion. Write a conclusion that follows from and supports the argument. Organize reasons and evidence to support claims, so as to build a logical argument. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing [argumentative essay, editorial] for [teacher, class, student newspaper, etc.] about _________. The student wants to revise the draft to ______. Read the draft of the ______ and complete the task that follows. {Insert text.] Choose the paragraph that would make the best introduction to establish and introduce the claim [and acknowledges the counterclaim, and/or set up argument, etc.]. Choose the sentences or paragraph that would best (or most) improve the conclusion for the paragraph (or make the best conclusion). Revise the draft of the essay about ___. Choose the paragraph that would best improve the conclusion for the argument. Choose the transition sentence that would most (or best) improve the links between the two paragraphs (or links between the two sentences within a paragraph, etc.). A student is writing [argumentative essay, editorial] for [teacher, class, student newspaper, etc.] about ____. The student wants to revise the draft to ____. Read the draft of the____ and complete the task that follows. {Insert text.] Revise the introduction by choosing the two sentences that would improve the introduction by [setting up the argument, clarifying the claim, etc.] Revise the student’s draft of an argumentative essay by choosing two sentences that would improve the writer’s conclusion. Choose two transition sentences that would improve the link between the two paragraphs (or links between the two sentences within a paragraph, etc.). provide appropriate transitional strategies for coherence, clarifying relationships between and among claims, counterclaims, reasons, and evidence. Provide a conclusion that is appropriate to purpose and audience and follows from and supports the argument(s). Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Reference or integrate relevant reasons to support claims (from notes provided). Brief Write DOK-3 (student will write opinion text by applying elaboration techniques) A student is writing [argumentative essay, editorial] for [teacher, class, student newspaper, etc.] about ____. Read the draft of the ___ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source or paraphrase by using their own words when referencing the sources. Add 1 (or 2) paragraphs of relevant evidence from [student notes] that would support the claim/reason(s) in paragraph (or otherwise designated section) ____. Note: stem must indicate specifically where the information is to be inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. A student has written her introductory paragraph in which she establishes and introduces a clear claim about ______. Write [one-to- two paragraph(s) that use(s) reasons and evidence from [the student notes} to support her claim. Use information from the student’s notes to add one or two paragraphs that acknowledge the opposing or alternate viewpoint. Reference and/or integrate relevant and credible evidence (from notes provided) to support claims. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing [argumentative essay, editorial] for [teacher, class, student newspaper, etc.] about _____. The student wants to revise the draft to _____. Read the draft of the _____ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. The student wants to add information from the ______ to his draft [before/after] the underlined sentence. Which of the following sentences best uses the evidence from the _____ to support ____ [or acknowledge alternate/opposing viewpoints Revise the student’s paragraphs about ________ by choosing the sentence that gives the best evidence to improve or clarify support of the student’s claim. Choose the sentence that gives the best evidence to improve support of the student’s reasons underlined (or otherwise designated, such as “at the end of paragraph 3,” etc.) Choose the sentence that should be deleted because it does not support the claim in the [designated] paragraph (or underlined section, etc.). Read the underlined text. Choose the sentence(s)/paragraph that would be most appropriate for the author’s argumentative purpose (or for the stated audience). Select the (paragraph) that would best acknowledge the opposing viewpoint without weakening the writer's argument. A student is writing [argumentative essay, editorial] for [teacher, class, student newspaper, etc.] about _______. The student wants to revise the draft to _____. Read the draft of the ____ and complete the task that follows. [Insert text.]. The student wants to add information from the _____ to his draft [before/after] the underlined sentence. Which of the two sentences best uses the evidence from the ____ to support ___ [or acknowledge alternate/opposing viewpoints about _____]? Revise the student’s paragraphs about ___. Choose the two sentences that give the best evidence to improve, clarify, or support the student’s claim. Choose the two sentences that would improve or clarify the claim in the two underlined sections/paragraphs. Read a student’s draft of a letter to the principal about [issue]. The student wants to replace the two underlined sentences with sentences that would be more appropriate for the author’s argumentative purpose (or for the stated audience). Choose the more appropriate sentences. Select the two sentences that would best acknowledge the opposing viewpoint without weakening the writer's argument. Acknowledge alternate or opposing claims. Establish and maintain a formal style and tone (including appropriate sentence variety and complexity) for audience- purpose. Delete details that do not support the claim.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce and clearly state a focus (thesis). Brief Write DOK-3 (student will write organized informational/explanatory text. A student is writing a [research paper, project proposal, report on a science project, instructions for setting up a web site (or any other process), news or non-fiction feature article, blog post ] for [teacher, class, school paper, yearbook, web site, etc.] about _____. Read the draft of the ___ and complete the task that follows. In one or two paragraphs, write an introduction that both provides a clear focus (controlling idea, or thesis) for the text and sets up or explains the context for what is to follow. The student needs a conclusion for the ______. Write a one-to-two paragraph conclusion for this essay that follows logically from and supports the information in the [stimulus]. Using the information in the student's first three paragraphs, write a one-to-two paragraph conclusion. Preview what is to follow. Maintain a clear focus (Note: details that are out of order are organization – 1b: details that do not belong are elaboration – 2d). Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements. A student is writing a _____for [teacher, class, school paper, yearbook, web site, etc.] about ____. The student wants to revise the draft to____. Read the draft of the ______ and complete the task that follows. [Insert text.]. Choose the sentence [or paragraph] that would best introduce the topic (OR the best thesis statement). Choose the sentences that should be added to set up or explain the context for what is to follow in the ____. Choose the sentence [or paragraph] that would best conclude the informational/explanatory text [essay, report, etc.]. The underlined topic sentence [or conclusion] needs revising. Which sentence best replaces the underlined sentence? Choose the transition strategy [word, phrase, sentence] that best connects the two paragraphs [sections, etc.]. A student is writing a [research paper, project proposal, report (or other) project, how to set up a web site (or any process), news/non-fiction article, blog post (or online article)] for [______audience] about ___. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text.]. Revise the introduction by choosing two sentences (or paragraphs) that improve the introduction of the topic. Revise the conclusion by choosing the two sentences that would improve the end of ____. The student wants to revise the paragraph for a better conclusion to meet the needs of the audience. Choose the sentence that would make the best conclusion. Revise the transition strategies by choosing two [words/phrases/sentences] that would clarify the connections between the two underlined [(sentences, paragraphs, or sections) or clarify the relationship between the two underlined (sentences paragraphs or sections). See evidence statements for appropriate organizational structures]. Organize ideas/concepts strategically - into broader categories (definition, classification, comparison- contrast, cause/effect. Provide appropriate transitional strategies for coherence. Maintain a consistent and appropriate tone. Provide a conclusion that follows from and supports the information or explanation presented. Writing Elaboration for Informational Brief Writes and Revise a Brief Text Reference and/or Integrate relevant supporting evidence (e.g., facts, definitions, concrete details, quotations, examples from notes provided) appropriate for the required form (essay, report, etc.). Brief Write DOK-3 (student will write complex, well-developed text by applying elaboration techniques) A student is writing a [research paper, proposal, report (or other) project, (or any process), news/non-fiction article, blog post (or online article)] for [audience] about _____. Read the draft of the _____ and complete the task that follows. [Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. Students should either quote directly from the source or paraphrase by using their own words when referencing the sources. Write one or two paragraph(s) that provide(s) [the audience] more information about [the idea/concept/part], [underlined or designated,], providing evidence [or quotations, facts, details, examples, etc.] from the [stimulus]. Note: stem must indicate specifically where the information is to be inserted. This can be done by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Write two-to-three paragraphs that provide or elaborate______ [could be “provides the effect” if previous paragraph(s) elaborated the “cause;” could be “provides the contrast” if previous paragraph(s) provided the similarities, or just “more specific evidence”]. Note: stem must indicate exactly where the information is to be added. Use precise language and domain specific vocabulary. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a __________for [audience] about ____. The student wants to revise the draft to____. Read the draft of the ____ and complete the task .[Insert text.] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. (See first sample stem.) Choose the sentence from ____ that provides the best evidence to support the main idea (or other) underlined in ____. Note: stem must indicate specifically where the information is to be found and/or inserted. This can be by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Revise the underlined sentence (section) by selecting a sentence (section) that includes more precise language for the audience/ purpose. [Note: This needs to be an entirely different sentence/section, not just dressed up words/phrases.] Choose the sentence that provides the best [details] to support the thesis ( underlined [found] in _____ (e.g., paragraphs #1). Which of the following sentences could be added [before/after] the underlined sentence to paragraph [#] [or section] and still maintain the formal style of the ______? Which of the following quotations (examples, definitions, facts, etc.) would best support the writer’s thesis? A student is writing a _____ for [audience] about ____. The student wants to revise the draft to____. Read the draft of the ___ and complete the task that follows. [Insert text.] Choose two sentences from ____ that provide the best evidence to support the main idea of the paper. Choose two sentences from ____, to add [before/after] the underlined sentence that would add information to the idea developed in the second paragraph. Choose the two sentences that would provide the best evidence to support the thesis (controlling idea). Revise the underlined sentences by selecting two sentences that include more [precise specific information or examples, etc. Must be total sentence revision with topic-specific language, not just more precise phrases.] The underlined sentences need revising to provide [more concrete details]. Which two sentences are the best choices to replace the underlined sentences? Choose two sentences [paragraphs] that are a better way to elaborate the information in the underlined sentences . Choose two sentences [or paragraphs] that would help the writer elaborate [topic or idea from the draft]. Choose the two (quotations, examples) that would best support the writer’s thesis. Establish and maintain a formal style (including appropriate sentence variety and complexity) for audience/purpose. Delete details that do not support the thesis/controlling idea.

Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text establishing a context and/or setting and/or point of view Brief Write DOK-3 (student will write organized narratives) A student is writing a narrative (or specific form: autobiography/memoir, mystery, realistic fiction, fantasy, etc.) for [teacher, literary magazine, class anthology, online publisher, etc.]. Read the draft of the ____ and complete the task that follows. [Insert text] Write an introduction to the narrative that establishes setting and/or point of view, sets up the action to come, and/or introduces the narrator and/or other characters. Write an ending to the narrative that follows logically from the events or experiences in the narrative. [Note: when ONLY an ending—resolution to the “problem”—is needed, the item is “organization”] introducing a narrator and character(s) organizing narrative with a logical sequence of events/experiences Revise a Brief Text DOK – 2 (student will revise organized narratives) A student is writing a narrative (or specific form: memoir, mystery, realistic fiction, fantasy, etc.) for [teacher, literary magazine, class anthology, online publisher, etc.]. The student wants to revise the draft to ____. Read the draft of the ___ and complete the task that follows. [Insert text]. Choose the sentence(s) (or paragraph) that best introduces the [narrator/character/setting/conflict]. Choose the sentence (or paragraph) that would best introduce the narrative by providing a clear description of the setting [narrator/characters/situation, etc.]. Choose the sentence (or paragraph) that would best conclude the narrative by providing a clear resolution to the conflict. [Note: when ONLY an ending—resolution to the “problem”—is needed, the item is “organization”.] Choose the transition words or phrases that best connect the two narrative paragraphs/sections (or specified events, experiences) by showing time shifts, changing points of view, etc. [underlined text]. Choose the two transition words or phrases best connect ng the 2 narrative paragraphs/sections (or specified events, experiences) by showing time shifts, changing points of view, etc.]). [underlined text] Choose two sentences (or paragraphs) that would best introduce and conclude the narrative Choose the best beginning and ending sentences for the _____. Choose the best two sentences to introduce the [setting, characters, problem, situation, etc.]. using transition strategies to convey sequence, establish pacing, signal time or setting shifts providing closure that follows logically from the narrative Writing Elaboration for Narrative Brief Writes and Revise a Brief Text including dialogue to convey events/experiences precisely Brief Write DOK-3 (student will write using narrative techniques) A student is writing a narrative (or specific form: autobiography/memoir, mystery, realistic fiction, fantasy, etc.) for [teacher, literary magazine, class anthology, online publisher, etc.]. Read the draft of the ____ and complete the task that follows. [Insert text]. In one or two paragraphs, finish ____’s narrative or write what happens next. Write one-to-three paragraphs that show what happened between [events 1-2] (or character 1-2]. Write two-to-three paragraphs that would add dialogue to [the part about ___ or when _____ happens] Write one-to-three paragraphs that describe [some aspect of the setting or situation], Add one or two paragraphs of description to replace the underlined text to help readers picture the scene (or events, or characters). Write 1-3 paragraphs that help readers better understand the central conflict of the narrative. Write the scene that might have occurred when ___________ [happened]. Continue the narrative by further developing ___’s character [to show what happens, etc.] .[*Note: when the item is asking writers to “continue the story” by developing and concluding the action—including the “climax” or “solving the problem”—the item is properly coded “elaboration”]. The student’s draft opening begins to describe [conflict]. Write one-to three paragraphs describing how [protagonist resolves conflict/conflict is resolved]. including descriptive details and sensory language to convey events/experiences Revise a Brief Text DOK-2 (student will revise narrative techniques) A student is writing a narrative (or specific form: autobiography/memoir, memoir, mystery, realistic fiction, fantasy, etc.) for [teacher, literary magazine, class anthology, online publisher, etc.]. The student wants to revise the draft to _____. Read the draft of the ______ and complete the task that follows. [Insert text] Note: stem must indicate specifically where the information is to be inserted. This can be done by underlining a section or by indicating, for example, “between paragraph 1 and 2,” or “at the end of paragraph 3,” etc. Choose the sentence within the text where more elaboration is needed. Revise the underlined sentence (s) by choosing a sentence that shows the best precise language [more appropriate sensory language, etc.]. Choose the best sentence to add descriptive detail [before/after] the underlined sentence to the setting. Choose the best sentence to help the reader visualize the main character [or explain] who the main character is [or what is going on, or what the conflict is, etc.]. Choose the best sentence to help the reader better understand the central conflict of the narrative. Choose the best revision of the dialogue between character X and character Y. Choose the revision that best improves the underlined text by adding dialogue. A student is writing a narrative (or specific form: autobiography/memoir, mystery, realistic fiction, fantasy, etc.) for [teacher, literary magazine, class anthology, online publisher, etc.]. The student wants to revise the draft to ______. Read the draft of the _____ and complete the task that follows. [Insert text]. Choose two sentences [sections] within the text where more elaboration is needed. Choose the two best sentences to add descriptive detail [before/after] the underlined sentence. Choose the two best sentences to help the reader visualize the main character (or setting, etc.). Choose the two best sentences to help the reader better understand the central conflict of the narrative. identifying details that should be deleted because they are inconsistent with the rest of the narrative*

Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) The student will identify and use the best academic or grade-level or below domain-specific (but not scientific or social studies construct-relevant word(s)/phrases) to convey the precise or intended meaning of a text especially with informational-explanatory writing. A student is writing a [varied forms, e.g., narrative, article, essay, research report, project proposal, editorial, etc.] for her [teacher, principal, school board, literary magazine, student newspaper, etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text.] Which more precise [or concrete] word(s)/phrase best replace[s] the underlined word(s)/phrase? What is/are [a] more concrete or specific word(s)/phrase to replace the underlined word(s)/phrase? What is/are [a] more concise word(s) (or phrase) to replace the underlined word(s) (or phrase)?[Include in the text a grade-appropriate word used redundantly and underlined.] The student has used a word too many times. Choose the best word(s) to replace the underlined word in the paragraph. To add more description, select the best word(s)/phrase to replace the underlined word(s)/phrase ____ [choices could include metaphor, simile, analogy and/or other descriptive detail]. The student wants to give a more vivid picture of the setting, Select the best word(s)-phrase to replace the underlined word(s)/phrase ____. What is a more concise word (or phrase) to replace the underlined word (or phrase)? The author wants to replace the word(s). Which words most likely fits the author's intended purpose and audience? The student wants to make sure that his word choices are appropriate to inform (or convince) his audience about ____. Choose the best word (or phrase) to replace the underlined word (or phrase). What are more concrete or specific words/phrases* to replace the two underlined word(s)/phrases? What are two more concise words (or phrases)* to replace the underlined word (or phrase)? The student has used a word too many times. Choose two words/phrases to replace the underlined words/phrases in the paragraph phrase. To add more description, select the two best words/phrases*to replace the underlined words/phrase ____ [choices could include metaphor, simile, analogy and/or other descriptive detail]. The student wants to give a more vivid picture of the [setting, character, event, experience]. Select the best word(s)/phrase to replace the two underlined words/phrases. The author of the letter wants to replace two [underlined] words/phrases. Which replacements most likely fit the author's intended purpose and audience [or are more appropriate for the task]? The student wants to make sure that his word choices are appropriate to inform (or to convince) his audience about _____. Choose the two best words (or phrases) to replace the underlined words (or phrases) The [underlined text of] paragraph contains language that is not appropriate to the task or the audience. Select the best replacement for each of the underlined words. The student will identify and use the best concrete or sensory word or words to convey experiences or events in a text precisely in narrative writing. The student will identify and use the best word or words to precisely convey events, experiences, or ideas in a text and specific to a writing purpose. The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely actions, emotions, or states of being that are basic to a particular topic. The student will identify and use precise and concise general academic or domain-specific word(s)/phrases to avoid repetition or wordiness. Edit and Clarify (to use throughout the year) New To Grade 8 Choose the sentence (or paragraph) that is punctuated correctly [e.g., commas separating coordinate adjectives]. Choose the sentence that is correctly punctuated [e.g., choices can contain one version that is a fragment, one that is a fused sentence, one that is a comma splice, and one that is properly punctuated]. Read the sentence(s) and the question that follows. [Insert sentence(s) containing [up to three] error(s) in grammar usage (e.g., misplaced or dangling modifiers and pronoun or verb agreement error and/or error in pronoun case/number)]. Choose the correct way to edit the [one or two or three] grammar usage errors. The sentence below contains [one or two or three] errors in punctuation [or grammar usage]. Read the sentence and the question that follows. Which version of the sentence has correct punctuation (or grammar)? A student is writing a story for class. Read the sentences from her story and the question that follows. Which edits should be made to the underlined words to correct [one or two or three] grammar usage mistake(s) [e.g., dangling/misplaced modifiers and error with intensive pronouns OR inappropriate shifts in verb tense OR pronoun number/case] in the sentences? [Give short intro.] Choose the sentence containing [one or two or three] spelling error(s) [e.g., grade level and/or frequently confused words]. Read the following sentence that includes [name number of errors] mistakes in [grammar usage- punctuation- and or spelling]. Then, read the question that follows. Which sentence corrects all the [specify grade-appropriate grammar usage/ punctuation/spelling] mistakes? Read the following sentences and the directions that follow. Choose the sentence that does not have errors . Which is the correct way to edit [one or two or three] underlined errors in grammar usage {and/or punctuation)? Choose two sentences (or paragraphs) that are punctuated correctly. Read the sentence(s) and the question that follows. [Insert sentence(s) containing [up to three] error(s) in grammar usage (e.g., inconsistent use of voice or mood]. Choose the correct way to edit the [one or two or three] grammar usage errors. A student is writing an argumentative essay for class. Read the sentences from her essay and the question that follows. Which two would correct the ____ grammar usage errors in the underlined phrase in the sentences? Read the following sentence that includes [name number of errors] mistakes in [grammar usage/punctuation/and/or spelling]. Then, read the question that follows. [Insert sentence here.] Which two sentences correct all the [specify grade-appropriate grammar usage/ punctuation/spelling] mistakes? Read the following sentences and the directions that follow. [Insert sentence.] Choose two sentences that do not have errors in [grammar usage, spelling, and/or punctuation]. Verbs in the active voice Verbs in the passive voice Verbs in the indicative mood Verbs in the interrogative mood Verbs in the conditional mood Verbs in the subjunctive mood Inappropriate shifts in verb voice/mood Use of commas to indicate a pause/break. Use of ellipses to indicate a pause/break Use of dashes to indicate a pause/break Use of ellipses to indicate an omission Spelling of words at/up to two grades below grade, including frequently misspelled words Assessed in all Grades – (Appropriate for Grade 8) dashes to set off nonrestrictive/parenthetical elements punctuation to separate items in a series Subject-verb agreement pronoun-antecedent agreement inappropriate shifts in pronoun number and person misplaced modifiers inappropriate sentence fragments, run-on sentences vague or ambiguous or unclear pronoun references dangling modifiers frequently confused words (to/too/two; there/their) commas to set off nonrestrictive/parenthetical elements. inappropriate shifts in verb tense parentheses to set off nonrestrictive/parenthetical elements

Grade Nine-Ten Three Writing Types and Purposes Opinion Informational
Narrative Grade Reading Standard Text Sub-Groups (specifically named) Claims Arguments Counterclaims Point of View Opinion Pieces Print Accounts Multimedia Accounts Historical and Literary Significant Documents Science Procedural Economical Speeches Personal Essays Letters Addresses Literary Non-Fiction Technical Social Science Political The Arts Journalism World Literature Artistic Mediums Poetry (sonnets, odes, ballads, epics) Shakespeare Stories Dramas (one and multi-play acts) Graphic Novels Auto-Biographies Ovid The Bible Novels Historical Drama Genres of Rhetoric Allegories Parodies Satire Memoirs Biographies Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 RH RST have considerable evidence to support an analysis as well as inferences. are both primary and secondary sources with dates and origin. are science and technical texts with precise details of explanations/descriptions of textual evidence. RL2 RI2 have a strong theme or central idea emerging and refined by specific details. have an adequate central idea where its development can be traced throughout the text. are both primary and secondary sources with explicit and implicit central ideas. have complex processes, phenomenon or concepts with definitive central ideas or conclusions. RL3 RI3 have complex characters ‘ motivations can be traced to advancing the plot or developing the theme. have a complex analysis or series of ideas or events. have a complex series of events. have multi-procedural complex experiments, technical tasks, or taking measurements. RL4 RI4 have figurative and connotative meanings impacting meaning and tone (in time, place, formal or informal). have figurative, connotative and technical meanings that make a cumulative impact. include political, social or economic aspects of history and/or social sciences. are scientific or technical texts with symbols, key terms and domain-specific words/phrases. RL5 RI5 order events with parallel plots, manipulates time (pacing, and flashbacks ) and create the effects of mystery/tension /surprise. have sentences, paragraph, sections or chapters that develop and refine an author’s ideas or claims. have various structures advancing key points, explanation or analysis. RL6 RI6 are world literature with different cultural points of view or experiences. use rhetoric to advance an author’s point of view or purpose. include two or more authors’ view on similar topics. include explanations, procedures or experiments. RL7 RI7 are subjects or key scenes represented in two different artistic mediums. have accounts of a subject told in different mediums (print and multimedia) . have quantitative information (charts, research data) and qualitative information in print or digital text. have quantitative or technical words (no tables or charts) or visual and mathematical information (no equations). RI8 have arguments and specific claims with reasons and evidence that are valid and not valid. support an author’s claim with reasoning and evidence. are scientific or technical with supportive reasoning and evidence. RL9 RI9 show how an author draws on or transforms source material (Ovid, the Bible, Shakespeare). Include historical and literary significance (Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail, Washington’s Farewell Address, etc.… are both primary and secondary sources on the same topic. compare and contrast findings from other sources (including the author’s own experiments). RL10 RI10 are in the 9 – 10 text complexity band of stories, dramas and poems. are in the 9 – 10 text complexity band of literary nonfiction. are in the text complexity band of history, social studies, science and technical.

Grade Eleven-Twelve Three Writing Types and Purposes Opinion
Informational Narrative Grade Reading Standard Text Sub-Groups (specifically named) Claims Counterclaims Point of View Argument Opinion Pieces American Constitution Rhetorical Seminal US Texts Science Technical Procedural Economic Accounts Speeches Presidential Addresses Historical and Literary Significant Historical Events Social Sciences Exposition Journalism Shakespeare Stories Dramas (one and multi-act plays) Tragedies Allegories Parodies Satire Graphic Novels Comedic Satirical Poems (sonnets, odes, ballads, epics) Early American Literature Biographies Auto Biographies Memoirs Personal essays Note: NON-FICTION (factual text-conveys information about someone, how to do something, tell about a series of events…) Biographies/Autobiographies, Procedural text, Histories of an Event, Memoirs, Some News Articles The connection between reading and writing is well established. Students write in response to texts they have read. The CC reading standards suggest texts that support specific skills for reading. These skills will also be seen in students’ writing either structurally or as a reflection of understanding content. For that reason, Reading Anchor Texts and Writing Mentor Texts should have the following. TEXTS OR STIMULUS THAT… RL1 RI1 RH RST have strong and thorough textual evidence to support an analysis or draw inferences. leave some matters uncertain. are primary and secondary sources. are science and technical texts addressing specific accounts. RL2 RI2 are complex texts with two or more themes or central ideas that can be followed throughout the course of a text. are primary and secondary sources with specific central ideas or information. have complex concepts, processes or information with strong central ideas or conclusions. RL3 RI3 are stories or dramas with strong elements. have a complex set of ideas or sequence of events. have actions or events supported by evidence. have complex multistep procedures ( carrying out experiments, taking measurements, performing technical tasks). RL4 RI4 have figurative, connotative words and multiple meanings or language that is particularly engaging or beautiful (e.g., Shakespeare, etc..). have figurative, connotative and technical meanings that demonstrate how an author uses and refines terms (e.g. how Madison defines faction in Federalist No. 10). are science and technical with examples of symbols, key terms and domain specific words or phrases. RL5 RI5 have comedic or tragic resolutions and other structures that contribute to meaning and aesthetic impact. are expositions or arguments with specific text structures that can be analyzed for clarity, engagement and impactfulness. are complex primary sources. have information structured into hierarchies or categories. RL6 RI6 have satire, sarcasm, irony or understatement. have effective rhetoric reflecting an author’s point of view or purpose. include two or more authors differing points of view on the same historical events. have explanations, descriptive procedures or discussions of an experiment. RL7 RI7 include multiple interpretations of a story, drama, or poem ( Shakespeare and American dramatists). include multiple sources of information presented in different medias or formats. have multiple sources of information presented in diverse formats and media addressing a question or solving a problem. RI8 are seminal U.S. texts with application of constitutional principles and use of legal reasoning, and the premises, purposes and argument in works of public advocacy (The Federalist, presidential addresses). corroborate or challenge an author’s premises, claims or evidence. are science or technical with obvious hypotheses, data, analysis and conclusions. RL9 RI9 include eighteenth-nineteenth and early twentieth century foundational works of American literature. Include eighteenth-nineteenth and early twentieth century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address). include multiple diverse sources (primary and secondary) of an idea or event. Include a range of sources with a process, phenomenon or concept that may have conflicting information. RL10 RI10 are in the 11th – 12th grade band of complexity of stories, dramas and poems. are in the 11th – 12th grade band of complexity of literary nonfiction. are in the 11th – 12th grade band of complexity of history, social studies, science and technical.

Grade HS Task Model Examples for Opinion Writing
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Opinion Brief Writes and Revise a Brief Text Provide an opening that establishes a precise claim and context for argument. Brief Write DOK-3 (student will write organized opinion text) A student is writing [editorial, critical review, argumentative essay, etc.] for the [teacher, principal, school board, political/legislative body, literary publication, etc.] about _____. Read the draft of the ___ and complete the task that follows. • Write an introduction* to the [argumentative essay, editorial, etc.] that establishes and introduces a clear and precise claim [and/ or sets the context/ provides background for, and/or acknowledges/addresses a counterclaim] about _______. • This [essay, editorial, etc.] is missing an effective conclusion.* Write a conclusion that follows from and supports the argument. Be sure the stimulus clearly needs an introduction/conclusion. Organize reasons and evidence to support claims, so as to build a logical argument. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements) A student is writing [editorial, critical review, etc.] for the [audience] about ____. The student wants to revise the draft to improve the organization. Read the draft of the _____ and complete the task that follows. [Insert text] • [Embed argument stimulus with a missing introduction] Choose the sentence(s) that would make the best introduction to establish and introduce the claim [set up the argument, etc.]. Note: Each answer choice can have a single “topic sentence” or a multi-sentence introduction. • [Embed argument stimulus with an underlined ineffective/ inappropriate introduction] The [introductory] paragraph of the editorial, essay, article, etc.] does not state a clear claim [or does not reference the counterclaim, if appropriate]. Choose the sentence(s) that best replaces the underlined sentence(s). • [Embed argument stimulus with a missing conclusion for either the essay/editorial or missing a concluding sentence for the introductory or some other specified paragraph] Choose the sentence(s) that best conclude(s) [the essay or the introductory (or other) specified paragraph] • [Embed argumentative stimulus with a stimulus that fails to acknowledge the counterclaim] Choose the sentence(s) that best acknowledge the opposing point of view [or counterclaim] and should be added to [designate underlined section or paragraph #]. • [Embed argument stimulus with an underlined inappropriate/ ineffective concluding sentence] Revise the draft of the student’s essay about ___. Choose the sentence that would be the best conclusion for the argument [or should be added to (underlined sentence, final paragraph, etc.)] to conclude the argument [indicate where additional sentence would be added to existing conclusion]. • Choose the transition sentence that would move readers smoothly from [underlined] claim to [underlined] counterclaim (or between reasons/evidence, etc. – revision must be at sentence level, not word/phrase level]. Provide appropriate transitional strategies for coherence, clarifying relationships between and among claims, counterclaims, reasons, and evidence. Use appropriate vocabulary for argument. Provide a conclusion that is appropriate to purpose and audience and follows from the argument(s). Writing Elaboration for Opinion Brief Writes and Revise a Brief Text Refer and/or integrate relevant and credible evidence to support claims/counterclaims Brief Write DOK-3 (student will write opinion text by applying elaboration techniques) A student is writing [editorial, critical review, etc.] for the [teacher, principal, school board, political/legislative body, literary publication, etc.] about ____. Read the draft of the ____ and complete the task that follows. [Insert text] Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source (assuming they’ve already been paraphrased) or integrate information using their own words when referencing the sources. They do not need to cite sources. • The student needs to add more support for the claim in the [essay, article, etc.]. Add relevant evidence (facts, statistics, examples, etc. depending on content of student notes) from student notes that would support/develop the claim/reason/counterclaim(s) [in/at the end of, etc. paragraph #]. Note: Stem must indicate specifically where the information is to be inserted. This can be by underlining a section and indicating, for example, “[the underlined part] between paragraphs 1 and 2;” or “after [the underlined section] at the end of paragraph 3;” or by asking students to complete a paragraph that has been started for them. • A student has written the introductory paragraph [and the first body paragraph (or two)] of an argumentative essay that establishes and introduces a clear claim about ______. Use the student notes to add evidence to support and further develop the underlined supporting claim/reason [and/or addresses the counterclaim].. Using the student’s notes, write [one or two] paragraph(s) to be added [designate spot by underlining or otherwise specifying] by stating and then arguing against the opposing point of view. Acknowledge alternate or opposing claims. Establish and maintain a formal style and tone (including appropriate sentence variety and complexity) for audience/purpose. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing [editorial, critical review, etc.] for the [teacher, principal, school board, political/legislative body, literary publication, etc.] about _________. The student wants to revise the draft to improve the development of ideas. Read the draft of the ______ and complete the task that follows. [Insert text] • Revise the student’s paragraph(s) about ____ by choosing the sentence that adds the strongest (or most effective, powerful, etc.) evidence to strengthen [or support] the underlined claim. • Choose the sentence(s) that could clarify the [underlined] evidence in the [designated paragraph, underlined section, etc.]. • Choose the sentence(s) [or paragraph] that should replace [the underlined text] because it is more appropriate for [or to strengthen] the writer’s argumentative purpose [or for the stated audience]. • Which sentence should be added after [underlined sentence #] to most effectively counter [or address] the opposing viewpoint? [or Which sentence should the writer add [give location] to most effectively weaken the counterclaim?] • Select the sentences [or paragraph] that would best address the counterclaim without weakening the writer's argument. A student is writing [editorial, critical review, etc.] for the [teacher, principal, school board, political/legislative body, literary publication, etc.] about ____. The student wants to revise the draft to improve the development of ideas. Read the draft of the ____ and complete the task that follows. [Insert text] • Revise the student’s paragraphs about ______ by choosing the two sentences that give the best [strongest, etc.] evidence to [improve, clarify, or support] the underlined claim [or counter-claim]. • Read a student’s draft of a letter to [the mayor] about [issue]. The student wants to replace the two underlined sentences [embed sentences that are inappropriate/ irrelevant or weak in supporting the claim] with sentences that would be more appropriate for the author’s argumentative purpose (or for the stated audience). Choose the two most appropriate sentences. Note: Students choose two answer choices to support two underlined claims, reasons, sentences, etc. • Choose the two or three sentences that would most effectively address the [underlined] counterclaim or opposing viewpoint. Note: Students choose two answer choices to support one underlined counter claims. Delete details that do not support the claim.

Grade HS Task Model Examples for Informational Writing W.2
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Informational Brief Writes and Revise a Brief Text Introduce complex topics and subtopics. Brief Write DOK-3 (student will write organized informational/explanatory text). A student is writing a [research paper, essay, proposal, report on a science (or other) project, news feature article, online article] for the [teacher, class, newspaper, yearbook, web site, etc.] about _____. Read the draft of the ___ and complete the task that follows. [ • Write an introduction that [both] provides a clear thesis for the text [and/or explains the context for what is to follow]. • Write a conclusion for this [essay] that follows logically from and supports the information in the [stimulus] and articulates the implications [and/or significance of the conclusion/issue, etc.]. • Write two to three paragraphs that introduce the information in [e.g., paragraph 3, or the section] about ______. [Examples: could introduce the section on the solution (if previous part explained the problem), or the section on the effect (if previous section dealt with cause), or section on the contrast (if previous section dealt with similarities). Organize ideas, concepts, and information so that each element builds on that which precedes it to create a unified whole. Provide appropriate and varied transitions and syntax to create cohesion, and clarify the relationships among complex ideas and concepts. Revise a Brief Text DOK – 2 (student will revise by identifying improved organizational elements). A student is writing a [research paper, project proposal, report on a science (or other) project, news or non-fiction feature article, online article] for the [teacher, class, school newspaper, school yearbook, web site, etc.] about ____. The student wants to revise the draft to improve its organization Read the draft of the ______ and complete the task that follows. [Insert text] • [Embed stimulus with a missing introduction] Choose the sentences [or paragraph] that would best introduce the thesis [or controlling idea] for the [report, essay, article, etc.]. Note: single sentences or multi-sentence responses. • [Embed stimulus with a weak introduction because it lacks context – e.g., thesis that is confusing because it lacks context] Choose the sentence(s) that should be added to the introduction to set up or explain the context for the thesis. Note: Correct answer should not be formulaic, i.e. “my three reasons are….” • [Embed stimulus with a missing conclusion] Choose the sentences [or paragraph] that would best conclude the explanatory [essay, report, etc.] by explaining the implications and/or significance of the topic. Note: single sentences or multi-sentence responses. • [Embed stimulus with an ineffective/inappropriate conclusion] The [report, letter, article] does not have a clear conclusion. Choose the concluding sentence(s) that is more clearly related to/appropriate for the information presented in the [report, article, etc.]. • The underlined topic sentence [or thesis or conclusion or other transition (between, for example, pro and con sections) sentence] is ineffective and needs revising. Which sentence is the best choice to replace [the underlined sentence/section]? Provide a conclusion that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of a topic). Writing Elaboration for Informational Brief Writes and Revise a Brief Text Select the most significant and relevant supporting evidence (e.g., facts, extended definitions, concrete details, quotations, examples from notes provided) appropriate to the audience’s knowledge of the topic. Brief Write DOK-3 (student will write complex, well-developed text by applying elaboration techniques) A student is writing a [research paper, essay, project proposal, report on a science (or other) project, instructions for setting up a web site (or any other process), news or non-fiction feature article, online article] for the [teacher, class, school newspaper, school yearbook, web site, etc.] about _________. Read the draft of the ______ and complete the task that follows. [Insert text] Note: Stimulus will provide, in addition to the student's draft, some source of information such as student notes, a chart, a bulleted list, or similar fictitious, but factually accurate, source. For items written to this type of stimulus, students should either quote directly from the source (assuming they’ve already been paraphrased) or integrate information using their own words when referencing the sources. They do not need to cite sources. • Using appropriate information from the “student notes,” write one to two paragraphs* that provide(s) [the audience] with additional information about the [underlined idea/concept/(sub)topic, etc. OR provide(s) evidence (or details, examples, extended definitions, depending on content of student notes) to support the underlined idea/(sub)topic, etc.]. Notes: 1) The underlined idea should be a subtopic rather than the central idea of the stimulus; 2) Stem must indicate specifically where the information is to be inserted. This can be by underlining a section and indicating, for example, “[the underlined part] between paragraphs 1 and 2;” or “after [the underlined part] at the end of paragraph 3;” or by asking students to complete a paragraph that has been started (and underlined) for them. • Using appropriate information from the “student notes,” write 1-2 paragraphs that provide [elaborate/develop] _____ [could be “provides the effect” if previous paragraph(s) elaborated the “cause;” could be “provides the contrast” if previous paragraph(s) provided the similarities, “provides the pros” if previous paragraph provided cons, or just “provides]. • Using the student’s notes, write 1-2 paragraphs developing [the underlined idea, OR supporting the idea about (the underlined point)]. Use precise language and domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic. Revise a Brief Text DOK-2 (student will revise by identifying best use of elaboration techniques) A student is writing a [research paper, essay, report on a science (or other) project, instructions for setting up a web site (or any other process), news or non-fiction feature article, online article] for [teacher, class, school newspaper, school yearbook, web site, etc.] about ____. The student wants to revise the draft to improve the development of the ideas. Read the draft of the ____ and complete the task. • Choose the sentence(s) that provide(s) the best [evidence: can specify facts, quotations, examples, etc.] to support the underlined thesis (or other) in the ______. Note: Stem must indicate specifically where the information is to be inserted. This can be by underlining a section and indicating, for example, “[the underlined part] between paragraphs 1 and 2,” or “after [the underlined part] at the end of paragraph 3,” etc. • Choose the sentence that provides the best [evidence: can specify facts, examples, quotations, concrete details, or extended definitions] to support the thesis [controlling idea]. [See evidence statements for specific elaboration techniques.] • Which of the following sentences could be added [before/after the underlined sentence/section] and still maintain the formal style and objective tone of the ______? Which of the following extended definitions [quotations, facts, examples, etc.] would best clarify the [underlined] thesis [explanation, topic, etc.]? [Choices can be factually accurate quotations from fictitious experts, examples, facts, etc. See evidence statements for appropriate elaboration techniques.] • Revise the underlined sentence (section) by selecting a sentence that best uses metaphor (analogy, etc.) to elaborate the topic/subtopic/ explanation/section, etc. Note: analogy, etc. must clearly be used as an elaboration strategy and not just for “effect.” • Revise the underlined sentence (section) by selecting a sentence (section) that includes more precise language for the audience/purpose. [Note: This needs to be an entirely different sentence/section, not just dressed up words/phrases; if only a word or phrase is different, it should be Target 8.] A student is writing a [_____], news or non-fiction feature article, online article] for the [audience] about _________. The student wants to revise the draft to improve the development of ideas. Read the draft of the ______ and complete the task that follows. [Insert text] • Choose two sentences that provide the best _____ [evidence: can specify facts, quotations, etc.] to support the thesis of the paper. • Choose two sentences to add [before/after] the underlined sentence that would add information to the idea developed in the [essay, or particular paragraph, etc.] • Choose the two sentences (or details, examples, or extended definitions, etc.) that would provide the best evidence to support/best clarify the thesis (controlling idea/section, etc.). • The underlined sentences need to be revised to provide [more concrete details/a clearer definition, etc.]. Which two sentences are the best choices to replace the underlined sentences? OR to replace [the underlined (sub)topic or idea from the draft] and [a second underlined (sub)topic or idea from the draft]? • Choose the two (quotations, examples, definitions, facts, etc.) that would best support the underlined thesis. [Choices can be factually accurate quotations from fictitious experts, examples, facts, etc. See evidence statements for appropriate elaboration techniques.] Establish and maintain appropriate formal style and objective tone (including appropriate sentence variety and complexity) for audience/purpose. Delete details that do not support the thesis/controlling idea.

Grade HS Task Model Examples for Narrative Writing W.3
Language and Vocabulary Edit and Clarify Brief Write Revise a Brief Text Full-Write Writing Organization for Narrative Brief Writes and Revise a Brief Text Provide an opening that sets out a problem, situation, or observation and its significance. Brief Write DOK-3 (student will write organized narratives) A student is writing a narrative section about ____ to support explanatory (or argumentative) [college/job application, award nomination, yearbook entry, etc.] OR A student is writing a narrative (autobiography/memoir, mystery, realistic fiction, etc.) for [the teacher, a literary magazine, a class anthology, an online publisher, etc.]. Read the draft of the ______ and complete the task that follows. [Insert text.] • Write a beginning to the narrative (or narrative section) that [sets up the action to come; establishes the mood/tone; and/or introduces the characters, narrator, etc.]. • Write an ending* to the narrative (or narrative section) that follows logically from the events or experiences in the narrative (or narrative section) [and/or provides reflection or closure]. [Note: Since this item type is tagged as “organization,” be sure that ONLY an ending (e.g., resolution to the “problem”) is needed.] Establish one or multiple point(s) of view. Introduce a narrator and character(s). Revise a Brief Text DOK – 2 (student will revise organized narratives) A student is writing [a narrative section] section about _____ to support explanatory (or argumentative)_____ [college/job application, award nomination, yearbook entry, etc.] OR A student is writing a narrative (autobiography/ memoir, mystery, realistic fiction, etc.) for [a teacher, a literary magazine, a class anthology, an online publisher, etc.]. The student wants to revise the draft to improve the organization. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text.] • [Embed narrative with a missing or inappropriate beginning] Choose the sentences that would best [introduce the narrator/character/ setting/situation/conflict] [or establish the tone/mood, etc.]. Note: Options can be single sentences but are more often multi-sentence. • [Embed short narrative with a missing or ineffective beginning] Choose the sentences that would provide the most effective beginning for the narrative [memoir, etc.] [to set up the action to come, establish the point of view, etc.]. • [Embed short narrative with a missing or ineffective ending] Choose the sentence(s) that would be the most effective ending for the narrative [by providing reflection, resolution, etc.]. • Choose the transition words [or phrases or clauses] that best connect the underlined text by showing time shifts, such as flashback, changing points of view, etc. (e.g., “eventually;” “in retrospect,” etc.). Use variety of techniques (e.g., a sense of mystery, suspense, growth, or resolution) to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative Writing Elaboration for Narrative Brief Writes and Revise a Brief Text Include dialogue, pacing, and reflection to convey events, experiences, or characters. Brief Write DOK-3 (student will write using narrative techniques) A student is writing a narrative section about _____ to support explanatory (or argumentative) [college/job application, award nomination, yearbook entry, etc.] OR A student is writing a narrative (mystery, realistic fiction, memoir, etc.) for [the teacher, a literary magazine, a class anthology, an online publisher, etc.]. Read the draft of the ______ and complete the task that follows. [Insert text.] • Elaborate on the underlined part of the narrative to show [what happens during an underlined event/between two events, etc. in an underlined section of the narrative]. Use dialogue [and/or] description in your writing to show [what happens, or why something happens, etc.]. *Note: Stem must always indicate specifically where the information is to be inserted. This can be by underlining a section and indicating, for example, “[the underlined part] between paragraphs 1 and 2,” or “after [the underlined part] at the end of paragraph 3,” etc. or by asking students to complete a paragraph/ section that has been started (and underlined) for them. • Add elaboration to better develop [some underlined aspect of the setting/situation or understand the underlined central (or other) conflict of the narrative, resolution, reflection, etc.]. Use dialogue and descriptive details in your elaboration. • Continue the narrative by further developing ____’s character to show what happens [e.g., create or resolve a conflict] in the underlined section. Use dialogue and description in your elaboration. [Note: When the item is asking writers to “continue the story” by developing [and potentially concluding] the action—including the “climax” or “solving the problem”—the item is properly coded “elaboration.” If the task asks the student to simply conclude the story, the item would not qualify as elaboration, but rather as organization.] Include precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. Revise a Brief Text DOK-2 (student will revise narrative techniques) A student is writing a narrative section about ______ to support explanatory (or argumentative) [college/job application, award nomination, yearbook entry, etc.] OR A student is writing a narrative (autobiography/memoir, mystery, realistic fiction, etc.) for [a teacher, a literary magazine, a class anthology, an online publisher, etc.]. The student wants to revise the draft to improve the development of ideas. Read the draft of the ______ and [answer the question/complete the task] that follows. [Insert text.] Note: Stem must indicate specifically where the information is to be inserted. This can be by underlining a section and indicating, for example, “[the underlined part] between paragraphs 1 and 2 (or between the part when ___ and ____),” or “after [the underlined part] at the end of paragraph 3,” etc. • Read the underlined sentence about [the setting, the character, the time period, the conflict, the resolution/reflection, etc.]. Choose the best sentence(s) to add descriptive detail [before/after] the underlined sentence. Note: Options can be single sentence or multi-sentence choices. • Choose the best revision [or replacement for] of the underlined dialogue between character X and character Y [to better show ____, show the relationship/ tension/conflict, etc.]. • Choose the revision that best improves the underlined text by adding dialogue to [show conflict/explain the situation, etc.]. • Revise the underlined sentence by choosing the sentence that best uses sensory language to help readers [visualize ______the character/conflict/turning point/setting, etc.] [or understand the writer’s reflection/resolution]. • Revise the underlined sentence by choosing the sentence(s) that most precisely show(s) ______ [the character’s point of view, the setting, reflection, etc.]. development. Read the draft of the _____ and [answer the question/ complete the task] that follows. {Insert text.]. • Revise the underlined sentences by choosing two sentences that show more precise language (more appropriate sensory language, etc.) to [underlined section or specific part of paragraph #, or that could be added before/after the underlined sentence, or that could replace underlined section] to help readers visualize the character (or setting, action, etc.). Note: Revision must be at least a full sentence; descriptive phrases, etc. are Target 8 items. • Read the underlined sentence about [the setting, the character, the time period, the conflict, etc.]. Choose the two best sentences to add descriptive detail [before/after] the underlined sentence [to show (or explain) who the character is, or what is going on, or what the conflict is, or where the story is set, or how the character feels about____, etc.]. • Choose two sentences that would be the best revisions of [or replacements for] the underlined dialogue between character X and character Y [to better show _____, show the relationship/ tension/conflict, etc.]. • Revise the underlined sentence by choosing two sentences that more precisely show _____ [the character’s personality, the setting, etc.]. • The writer wants to add dialogue to the story to make it more [descriptive, exciting, etc.]. Choose two of the following sentences that would best replace ____ and ____ [underlined sentences or sections] [or Choose two of the following sentences that could be added after the (one or two) underlined sentences/sections]. identify details that should be deleted because they are inconsistent with the rest of a narrative.

High School Language and Vocabulary Edit and Clarify Brief Write
Revise a Brief Text Full-Write Language and Vocabulary Use (to use throughout the year) The student will identify and use a better word or words to make vague language in text more precise. A student is writing a [varied forms and purposes, e.g., narrative, explanatory article, explanatory or argumentative essay, research report, explanatory project proposal, critical review, editorial, etc.] for the [teacher/principal/ school board; political/legislative entities; literary publications; news sources; web site; etc.] about ____. Read the draft of the _____ and [answer the question/complete the task] that follows. [Insert text.] • The student wants to replace the underlined [word(s)/phrase] to make the meaning clearer [or more precise]. Which [word/words/phrase] would be the best replacement for the underlined word [phrase]? • The student wants to explain the ideas in the ______ better [or more clearly, more precisely, more vividly, etc.]. What is a more specific word[phrase/telling detail] to use instead of the underlined word [phrase]? • Read the sentence from the paragraph. What would be the most exact word [phrase] to replace ____ ? • Read the underlined sentence from the paragraph. To add more description, select the best word [phrase] to replace the underlined word [phrase, or part of the…] ____. • The student wants to make sure that the word choices are appropriate to inform [to explain to or to convince] the audience about _____. What is the most concise word [or phrase] to replace the underlined word [phrase]? • The author wants to replace the underlined word [phrase]. Which replacement best fits the intended audience? • The student wants to make sure that the word choices are appropriate to express ideas effectively for the audience and purpose. Choose the best word [phrase] to replace the underlined word [phrase]. • The student wants to make sure that the word choices are appropriate to explain to [or to convince] the audience about _____. Choose the best word [phrase] to replace the underlined word [phrase]. • For each underlined word [or phrase], choose the word [or phrase] that gives readers the best visual [or mental] image of the [story, narrative, etc.]. • Choose the best way to revise the (underlined) phrase to maintain a consistent/appropriate voice [style or tone]. The student wants to replace the underlined [word(s)/phrase] to make the meaning clearer [or more precise or more exact]. Which two [words/phrases] would be the best replacements for the underlined word [phrase]? Read the sentence from the paragraph. Choose two pairs of words that would be more specific [or more precise or more concrete] to replace [underlined] ____ and ____in the paragraph. • The student wants to make sure that the word choices are appropriate to express ideas effectively for the audience. Choose the best two pairs of words [phrases] to replace the two underlined words [phrases]. • The student wants to make sure that the word choices are appropriate to inform [to convince] the audience about _____. Choose the best two [pairs of] words [phrases] to replace each of [or both of] the words [phrases]. • For the [or for each] underlined word [or phrase], choose two [pairs of] words [phrases] to give readers the best visual [or mental] image of the [story, narrative, situation etc. • The student wants to make sure that the word choices are appropriate to inform [or explain to /convince] the audience about ____. Choose the 2 best pairs of words /phrases to replace the two underlined words or phrases. • The student wants to revise the ______ to make the writing more detailed [descriptive]. To add more description, select the two best pairs of words [phrases] to replace the [underlined] words ____ and ____. The student will identify and use the best on- or below-grade-level academic domain-specific construct-relevant word(s)/phrase (e.g., Tier 2 words, not Tier 3 vocabulary exclusive to science or social studies) to convey the precise or intended meaning of a text, especially with informational/ explanatory writing. The student will identify and use precise words or phrases (including figurative/sensory language and telling details) to convey a vivid picture of setting, character, events, experiences or ideas in a text in narrative writing. The student will identify and use the best general academic or domain-specific word or words to use in a text to convey precisely actions, emotions, or states of being that are basic to a particular topic and specific to a writing task. Edit and Clarify (to use throughout the year) New To Grade Skills for HS Choose the sentence(s) (or paragraph) that are/is [or are/is not] punctuated correctly [e.g., colon for list or quotation; semi-colon with conjunctive adverb (new-to-grade skill). Can also include dash or ellipsis for pause (from grade 8)]. The following sentence (or paragraph) has [up to four] errors in punctuation. Read the sentences (or paragraph) and the directions that follow. [Sentences could include colon for list or quotation; semi-colon with conjunctive adverb, new-to-grade skill. Could also include dash or ellipsis for pause]. Choose the sentence/paragraph that correctly edits all [up to four] errors. Note: Although up to four errors may be embedded, avoid using more than two categories of errors. A student wrote a paragraph with inconsistent [or inappropriate] grammar usage. [Insert sentences/paragraph containing problems with lack of parallel structure (new-to-grade error). Can also add inconsistent/ inappropriate active/passive voice or inappropriate mood (grade 8 skill)]. Choose the [sentence] that correctly edits the [sentences/paragraph] for [consistent/appropriate] use of parallel structure [and verb voice or mood, if multiple problems are used]. The following sentence has [up to four] errors in punctuation [and grammar usage]. [Insert sentence, which must include errors with colons, semi-colons, and/or hyphens (new-to-grade skill); can also include grammar usage errors from previous grade/language progression chart such as subject/verb or pronoun/antecedent agreement; vague pronoun reference; inappropriate verb tense shifts]. Choose the sentence that correctly edits all the errors. Choose the sentence containing a (or two or three) spelling error(s) [e.g., grade-appropriate frequently misspelled words. Note: Frequently confused words are labeled “grammar usage errors” not “spelling errors”]. Or choose the sentence with no spelling errors (or grammar usage errors if using frequently confused words). A student wrote a paragraph with inconsistent [or inappropriate] grammar usage. [Insert sentences/short paragraph containing problems with lack of parallel structure (new-to-grade error). Can also add inconsistent/ inappropriate active/passive voice (grade 8 skill)]. Choose sentences that correctly edit the paragraph (or underlined section of the paragraph if stimulus is long) for [consistent] use of parallel structure [and verb voice, if multiple problems are used]. The following sentence has [up to four] errors in punctuation [and grammar usage]. [Insert sentence, which must include errors with colons, semi-colons, and/or hyphens (new-to-grade skill); can also include grammar usage errors from previous grade/language progression chart such as subject/verb or pronoun/antecedent agreement; vague pronoun reference; inappropriate verb tense shifts]. Choose two sentences that correctly edit the errors. Choose two sentences containing [up to four] spelling error(s) [e.g., grade-appropriate frequently misspelled words. Note: Frequently confused words are labeled “grammar usage errors” not “spelling errors”]. Or choose two sentences with no spelling errors (or grammar usage errors if using frequently confused words). parallel structure.* a semicolon to link two or more closely related independent clauses. A colon to introduce a list or quotation hyphenation conventions. spelling of words that are at or up to two grades below grade level, including frequently misspelled words. In all grades, but specific to grade-level standards subject-verb agreement. pronoun-antecedent agreement. inappropriate sentence fragments, run-on sentences. frequently confused words (to/too/two; there/their). inappropriate shifts in verb tense, voice and mood. inappropriate shifts in pronoun number and person. vague or ambiguous or unclear pronoun references. punctuation to set off nonrestrictive/parenthetical elements (commas, parentheses, dashes). misplaced and/or dangling modifiers

Question Stems and Tasks

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