written composition (ojectives 1-8)

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Objective One

Students demonstrate a basic understanding of culturally diverse written text to develop an initial understanding of what they read, students should:

Use context and other words- identification strategies to help them understand the meaning of the words they read.

Recognize important supporting details.

Use the information given and context clues to choose the correct meaning of the word as it is used in the reading selection.

Identify the context clues in the selection that help them to understand the meaning of a tested word.

Items that focus on acquiring information from supporting details.

Items that focus on identifying the main idea and the important events in a selection.

Items that summarize a selection.

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Objective Two

Student applies knowlage of literary elements make stories oth more accessible and more meaningful to young readers, students should:

Make connections between events, charecters and other elements f a story so students can relate what they have read to their own lives amd experiences.

Know about a storys charecters, settings, and problems give students an oppertunity to relate to the story in concrete terms while learning about emotions and vents that are beyond their own personal experiences.

Should be able to tell why the time and place contribute to the story.

Should be able to identify the main conflict in the story and to recognize he important events that occur in the story.

Steps on how students should understand the characters in the story

Who they are

How they relate to each other

How they feel

How they act on the way they feel

How they are changed by the things they experience

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Objective Three

Student uses a variety of strategies to analyze culturally diverse written texts, students should:

Understand how events relate to one another and how these relationships affect a readers approach to reading and understanding a particular text.

Recognize how the author has organized the text.

Understand the relationships between ideas.

Recognize similarities and differences across texts test the students ability to identify how two different elections compares in their approach , their organization, and their development o a common topic or theme.

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Objective Four

Student applies critical thinking skills to analyze culturally diverse written texts,students must:

Ask themselves questions, make initial predictions, and create meanings as they move through a text.

Likely change their mind about some of their early ideas/ assumptions.

Acquire a deeper and growing understand and a more complete picture of the text.

Can answer their own questions, think critically about hat they've read, developed their own interpretations , and use relevant parts of the text to support these interpretations.

Understand that the reading is a complex process that require them not only to read between the lines but also to read beyond the lines relating what they've read to what they already know. In this way reading becomes a important tool for thinking and learning.

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Obejective Five

Students recognize appropriate organization of ideas in a written text, students should:

Be able to recognize and correct errors in organization and develop on the context of peer-editing process.

Recognize that a sentence that is irrelevant to a paragraph/passage as a whole should be deleted.

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Objective Six

Students recognize correct and effective sentence construction in a written text, students should:

Recognize and correct errors in a sentence in the context if peer-editing process.

Recognize fragments and run on sentences and determine the best way to correct them, choose the most effective way to combine ideas or improve the wording of awkward and/ or wordy sentences.

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Objective Seven

Students recognize standard usage and appropriate word choice in a written text (definitions in quizlet)

Subject-verb agreement

Pronoun reference

Verb tense and formation

Parts of speech

*Adverbs, and adjectives including the comparative and superlative forms

Use double negatives

Misuse of homonyms(their, there)

Replacing an indefinite reference, such as they or I. With a specific noun or noun phrase.

Replacing a vague word or phrase with more precise wording

pronoun-antecedent agreement

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Objective Eight

Students proof read for correct punctuation, capitalization, and spelling in the written text, students should:

Be able to spot errors in the text and able to correct those errors with ease.