Writing Tasks 1 – Use in conjunction with Reading for Information #1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inferences drawn from the text. Level 1 Level 2 Level 3 Level 4 Level 5 Copy key words from a text to express what it says explicitly, what is implied, and what is unclear from visually supported text using an illustrated word bank with a partner. List phrases and simple sentences from a visually supported text to express what is stated explicitly, what is implied, and what is unclear using an illustrated word bank and sentence frames. Write simple sentences using key words and phrases based on evidence of what the text says explicitly, what is implied, and what is unclear using graphic organizers in a small group. Write a paragraph based on evidence of what the text says explicitly, what is implied, and what is unclear using key details in the text in a small group. Summarize what the text says explicitly, what is implied, and what is unclear based on evidence from a text in a small group. Writing Tasks 2 – Use in conjunction with Reading for Information #2 Determine a central idea of a text and analyze its development over the course of the text, including its relationship to supporting ideas; provide an objective summary of the text. Level 1 Level 2 Level 3 Level 4 Level 5 Illustrate and label the central ideas in a text using an illustrated word bank with a partner. Label the themes or central ideas in a text with key words and phrases with a partner. Create sentences that describe the central ideas in a text using sentence starters and a word bank with a partner. Compose a paragraph that details the central ideas and explain their development in a text using a graphic organizer in a small group. Summarize the development and interaction of multiple themes or central ideas in a text.
Writing Tasks 9– Use in conjunction with Reading for Information #9 Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation. Level 1 Level 2 Level 3 Level 4 Level 5 Copy key words and phrases that describe the theme, purpose, and language features in a significant historical and literary document using a teacher- modeled example, an illustrated word bank, and L1 and/or L2 with a partner. List key words and phrases that describe the theme, purpose, and language features in a significant historical and literary document using a teacher- modeled example and an illustrated word bank with a partner. Describe the theme, purpose, and language features in a significant historical and literary document using sentence starters and a word bank with a partner. Explain the theme, purpose, and language features in a significant historical and literary document using a graphic organizer in a small group. Analyze the theme, purpose, and language features in a significant historical and literary document. Writing Tasks 10– Use in conjunction with Reading for Information #10 Analyze the differences between two highlighted texts’ presentation of facts or interpretation of the same topic by filling out a T-Chart and then writing a multi-paragraph essay comparing and/or contrasting the differences. Level 1 Level 2 Level 3 Level 4 Level 5 Supply missing words and phrases in short sentences to describe a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as illustrated word banks and L1 and/or L2 with a partner. Write simple sentences to describe a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as illustrated sentence frames with a partner. Summarize a work of literary non-fiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as sentence starters or graphic organizers to a small group. Compose a paragraph to explain a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student such as graphic organizers to a small group. Develop an essay to discuss a work of literary nonfiction using the appropriate instructional supports applicable to the grade level and proficiency level of the student as needed.