Writing
Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
| W.8.1
| W.8.2
| W.8.3
| W.8.4
| W.8.5
| W.8.6
| W.8.7
| W.8.8
| W.8.9
| W.8.10
| WHST.6-8.1
| WHST.6-8.2
| WHST.6-8.4
| WHST.6-8.5
| WHST.6-8.6
| WHST.6-8.7
| WHST.6-8.8
| WHST.6-8.9
| WHST.6-8.10
| L.8.1
| L.8.2
| L.8.3
| L.8.4
| L.8.5
| L.8.6
|
a) Write short literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently.
b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
a) Write longer literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization.
b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
a) Write longer and more detailed literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
Writing
Writing literary and informational texts to present, describe, and explain ideas and information, using appropriate technology.
| W.8.1
| W.8.2
| W.8.3
| W.8.4
| W.8.5
| W.8.6
| W.8.7
| W.8.8
| W.8.9
| W.8.10
| WHST.6-8.1
| WHST.6-8.2
| WHST.6-8.4
| WHST.6-8.5
| WHST.6-8.6
| WHST.6-8.7
| WHST.6-8.8
| WHST.6-8.9
| WHST.6-8.10
| L.8.1
| L.8.2
| L.8.3
| L.8.4
| L.8.5
| L.8.6
|
a) Write short literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently.
b) Write brief summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
a) Write longer literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization.
b) Write increasingly concise summaries of texts and experiences using complete sentences and key words (e.g., from notes or graphic organizers).
a) Write longer and more detailed literary and informational texts (e.g., an argument about whether the government should fund research using stem cells) collaboratively (e.g., with peers) and independently using appropriate text organization and growing understanding of register.
b) Write clear and coherent summaries of texts and experiences using complete and concise sentences and key words (e.g., from notes or graphic organizers).
