EALR: the exact wording of the EALR

You can find the EALRs and their components at:

EALR Links

Describe this EALR, using your own words or, if you prefer take representative selections from the benchmarks or GLEs/"evidences of learning" that communicate the essence of this EALR. Before describing the EALR be sure to review all the components as well as the GLEs or benchmarks – which will require reading the corresponding GLE's or benchmarks on the OSPI website.

You can find the GLEs and benchmarks at:

www.k12.wa.us/CurriculumInstruct/default.aspx

Preparation: list specific experiences: coursework, informal learning, job experience, etc. that have prepared you to teach this EALR

Self-assessment – i. very prepared, ii..sufficiently prepared, iii. need more preparation

If iii, briefly describe an improvement strategy

The student writes clearly and effectively.

• Develop concept and design. Develop a topic or theme; organize written thoughts with a clear beginning, middle, and end; use transitional sentences and phrases to connect related ideas; write coherently and effectively.
• Use style appropriate to the audience and purpose. Use voice, word choice, and sentence fluency for intended style and audience.
• Apply writing conventions. Know and apply correct spelling, grammar, sentence structure, punctuation, and capitalization.

The student writes in a variety of forms for different audiences and purposes.

• To meet this standard, the student will:
• Write for different audiences.
• Write for different purposes, such as telling stories, presenting analytical responses to literature, persuading, conveying technical information, completing a team project, and explaining concepts and procedures.
• Write in a variety of forms, including narratives, journals, poems, essays, stories, research reports, and technical writing.
• Write for career applications.

The student understands and uses the steps of the writing process.

• To meet this standard, the student will:
• Pre-write—generate ideas and gather information.
• Draft—elaborate on a topic and supporting ideas.
• Revise—collect input and enhance text and style.
• Edit—use resources to correct spelling, punctuation, grammar, and usage.
• Publish—select a publishing form and produce a completed writing project to share with chosen audience.

The student analyzes and evaluates the effectiveness of written work.

• Assess own strengths and needs for improvement. Analyze effectiveness of own writing and set goals for improvement.
• Seek and offer feedback.