ELD goals Writing by SZ4v6I

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									                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
Domain      Strand                Sub Strand                     Level Grade

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   k-2

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   6-8


            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   9-12


            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   k-2

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   9-12

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   3-5
            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   9-12

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   9-12
            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   3-5
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   6-8


            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   9-12

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Int   9-12

            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Int   K-2

            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Int   3-5


            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Int   6-8


            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Int   9-12

            Strategies and        Organization and Focus, Early
Writing     Application           Research and Technology Int   6-8

            Strategies and        Organization and Focus, Early
Writing     Application           Research and Technology Int   9-12

            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Int            K-2

            Strategies and
Writing     Application           Organization and Focus         Int     3-5

            Strategies and
Writing     Application           Organization and Focus         Int     6-8

            Strategies and
Writing     Application           Organization and Focus         Int     9-12


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            Strategies and
Writing     Application           Organization and Focus         Int     K-2

            Strategies and
Writing     Application           Organization and Focus         Int     3-5

            Strategies and
Writing     Application           Organization and Focus         Int     6-8


            Strategies and
Writing     Application           Organization and Focus         Int     9-12

            Strategies and
Writing     Application           Organization and Focus         Int     K-2

            Strategies and
Writing     Application           Organization and Focus         Int     3-5

            Strategies and
Writing     Application           Organization and Focus         Int     6-8

            Strategies and
Writing     Application           Organization and Focus         Int     9-12

            Strategies and
Writing     Application           Organization and Focus         Int     3-5

            Strategies and
Writing     Application           Organization and Focus         Int     6-8

            Strategies and
Writing     Application           Organization and Focus         Int     9-12

            Strategies and
Writing     Application           Organization and Focus         Int     K-2

            Strategies and
Writing     Application           Organization and Focus         Int     3-5

            Strategies and
Writing     Application           Organization and Focus         Int     6-8

            Strategies and
Writing     Application           Organization and Focus         Int     9-12


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
            Strategies and
                                                          2010
Writing     Application           Organization and Focus         Int     K-2
            Strategies and
Writing     Application           Organization and Focus         Int     3-5

            Strategies and
Writing     Application           Organization and Focus         Int     6-8
            Strategies and
Writing     Application           Organization and Focus         Int     9-12

            Strategies and
Writing     Application           Organization and Focus         Int     6-8

            Strategies and
Writing     Application           Organization and Focus         Int     9-12


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Int            6-8


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Int            9-12

            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Int            6-8

            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Int            9-12

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv k-2
            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 9-12
            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv K-2
            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 6-8
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 9-12
            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 9-12

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv K-2

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 9-12
            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv K-2

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 3-5

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 6-8

            Strategies and                                       Early
Writing     Application           Organization and Focus         Adv 9-12

            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Adv K-2


            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Adv 3-5

            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Adv 6-8

            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Adv 9-12
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Adv 6-8

            Strategies and        Organization and Focus,        Early
Writing     Application           Evaluation and Revision        Adv 9-12

                                  Organization and Focus,
            Strategies and        Research and Technology, Early
Writing     Application           Evaluation and Revision  Adv 6-8

                                  Organization and Focus,
            Strategies and        Research and Technology, Early
Writing     Application           Evaluation and Revision  Adv 9-12

                                  Organization and Focus,
            Strategies and        Research and Technology, Early
Writing     Application           Revision                 Adv 6-8

                                  Organization and Focus,
            Strategies and        Research and Technology, Early
Writing     Application           Revision                 Adv 9-12

            Strategies and
Writing     Application           Organization and Focus         Adv     K-2

            Strategies and
Writing     Application           Organization and Focus         Adv     3-5

            Strategies and
Writing     Application           Organization and Focus         Adv     6-8

            Strategies and
Writing     Application           Organization and Focus         Adv     9-12

            Strategies and
Writing     Application           Organization and Focus         Adv     3-5

            Strategies and
Writing     Application           Organization and Focus         Adv     6-8

            Strategies and
Writing     Application           Organization and Focus         Adv     9-12

            Strategies and
Writing     Application           Organization and Focus         Adv     K-2


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            Strategies and
Writing     Application           Organization and Focus         Adv     3-5

            Strategies and
Writing     Application           Organization and Focus         Adv     6-8

            Strategies and
Writing     Application           Organization and Focus         Adv     9-12

            Strategies and
Writing     Application           Organization and Focus         Adv     6-8

            Strategies and
Writing     Application           Organization and Focus         Adv     9-12

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     K-2

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     3-5

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     6-8

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     9-12

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     K-2

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     3-5

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     6-8

            Strategies and        Organization and Focus,
Writing     Application           Evaluation and Revision        Adv     9-12


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Adv            6-8


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Adv            9-12
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010

            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Adv            6-8


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Adv            9-12


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Adv            6-8


            Strategies and        Organization and Focus,
Writing     Application           Research and Technology Adv            9-12

            English-Language
Writing     Conventions           Capitalization                 Beg     K-2

            English-Language
Writing     Conventions           Capitalization                 Beg     3-5

            English-Language
Writing     Conventions           Punctuation                    Beg     3-5

            English-Language
Writing     Conventions           Punctuation                    Beg     6-8

            English-Language
Writing     Conventions           Punctuation                    Beg     9-12

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Beg       6-8

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Beg       9-12

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Beg       6-8

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Beg       9-12
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            English-Language                                     Early
Writing     Conventions           Capitalization                 Int   K-2

            English-Language                                     Early
Writing     Conventions           Capitalization                 Int   3-5

            English-Language                                     Early
Writing     Conventions           Punctuation                    Int   K-2

            English-Language                                     Early
Writing     Conventions           Punctuation                    Int   3-5

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Int   K-2

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Int   3-5

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Int   6-8

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Int   9-12

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,        Early
Writing     Conventions           Capitalization, and Spelling Int   6-8

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,        Early
Writing     Conventions           Capitalization, and Spelling Int   9-12

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,        Early
Writing     Conventions           Capitalization, and Spelling Int   6-8

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,        Early
Writing     Conventions           Capitalization, and Spelling Int   9-12

            English-Language      Capitalization,
Writing     Conventions           Punctuation, and Spelling Int          K-2

            English-Language      Capitalization,
Writing     Conventions           Punctuation, and Spelling Int          3-5


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            English-Language      Sentence Structure,
Writing     Conventions           Grammar, and Spelling          Int     K-2

            English-Language      Sentence Structure,
Writing     Conventions           Grammar, and Spelling          Int     3-5

            English-Language      Sentence Structure,
Writing     Conventions           Grammar, and Spelling          Int     6-8

            English-Language      Sentence Structure,
Writing     Conventions           Grammar, and Spelling          Int     9-12

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Int       6-8

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Int       9-12

            English-Language      Capitalization,           Early
Writing     Conventions           Punctuation, and Spelling Adv K-2

            English-Language      Capitalization,           Early
Writing     Conventions           Punctuation, and Spelling Adv 3-5

            English-Language      Capitalization,           Early
Writing     Conventions           Punctuation, and Spelling Adv 6-8

            English-Language      Capitalization,           Early
Writing     Conventions           Punctuation, and Spelling Adv 9-12

            English-Language      Sentence Structure,            Early
Writing     Conventions           Grammar, and Spelling          Adv K-2

            English-Language      Sentence Structure,            Early
Writing     Conventions           Grammar, and Spelling          Adv 3-5

            English-Language      Sentence Structure,            Early
Writing     Conventions           Grammar, and Spelling          Adv 6-8

            English-Language      Sentence Structure,            Early
Writing     Conventions           Grammar, and Spelling          Adv 9-12

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Adv K-2
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Adv 3-5

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Adv 6-8

            English-Language      Punctuation,                 Early
Writing     Conventions           Capitalization, and Spelling Adv 9-12

            English-Language      Sentence Structure and
Writing     Conventions           Grammar                        Adv     K-2

            English-Language      Sentence Structure and
Writing     Conventions           Grammar                        Adv     3-5

            English-Language      Sentence Structure and
Writing     Conventions           Grammar                        Adv     6-8

            English-Language      Sentence Structure and
Writing     Conventions           Grammar                        Adv     9-12

            English-Language
Writing     Conventions           Grammar                        Adv     K-2

            English-Language
Writing     Conventions           Grammar                        Adv     3-5

            English-Language
Writing     Conventions           Grammar                        Adv     6-8

            English-Language
Writing     Conventions           Grammar                        Adv     9-12

            English-Language      Capitalization,
Writing     Conventions           Punctuation, and Spelling Adv          K-2

            English-Language      Capitalization,
Writing     Conventions           Punctuation, and Spelling Adv          3-5

            English-Language      Capitalization,
Writing     Conventions           Punctuation, and Spelling Adv          6-8

            English-Language      Capitalization,
Writing     Conventions           Punctuation, and Spelling Adv          9-12



  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Adv       K-2

                                  Sentence Structure,
            English-Language      Grammar, Punctuation,
Writing     Conventions           Capitalization, and Spelling Adv       3-5




  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
Goal
By (date) , (student), after listening to a familiar story read aloud by the teacher, will write 3
simple sentences about the events or characters in the story with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .

By (date) , (student) will write a short narrative story that includes elements of setting and
characters with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will show factual understanding of text by writing 3-5 simple sentences of
brief responses to selected literature with ___ accuracy on ___ consecutive trials as demonstrated
by _______________ .

By (date) , (student) will show factual understanding of text and connect one's own experience
to specific parts of the text by writing 3-5 simple sentences that respond to selected literature with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) , will write simple sentences by using key words posted and commonly
used in the classroom (e.g., labels, number names, days of the week, and months, "Today is
Tuesday") with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write simple sentences and use drawings, pictures, lists, charts, and
tables to respond to familiar literature with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .

By (date) , (student) will write simple sentences using common verbs, nouns, and high-frequency
modifiers with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write simple sentences using common verbs, nouns, and high-frequency
modifiers with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student), when given a model, will independently write a paragraph with at least
four sentences with ___ accuracy on ___ consecutive trials as demonstrated by _______________
.
By (date) , (student) will create a draft of a paragraph by following an outline with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will use simple sentences to create a draft of a short essay that follows an
outline with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write words and simple sentences related to language arts and other
content areas (e.g., math, science, history/social science) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will write words and simple sentences related to language arts and other
content areas (e.g., math, science, history/social science) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will write words and simple sentences related to language arts and other
content areas (e.g., math, science, history/social science) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student), when given a model, will write a friendly letter with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
By (date) , (student) will write an expository composition (description, compare/contrast,
problem/solution) that includes a main idea and some details in simple sentences with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write brief expository compositions(description, compare/contrast,
problem/solution) that include a main idea and some details in simple sentences with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will take notes on a given topic, after collecting information from various
sources (e.g., dictionary, library books, research materials) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will take notes on a given topic, after collecting information from various
sources (e.g., dictionary, library books, research materials) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .

By (date) , (student) will write one to two simple sentences (e.g., "I went to the park") with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will independently write meaningful text that may include inconsistent use
of standard grammatical forms with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student), when given topics, will write short paragraphs that contain supporting
details (there may be some inconsistent use of standard grammatical forms) with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student), when given topics, will write short paragraphs that contain supporting
details (there may be some inconsistent use of standard grammatical forms) with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will complete forms related to career development (e.g., bank forms and job
applications) with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will complete forms related to career development (e.g., bank forms and job
applications) with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write short narrative stories that include the elements of setting and
characters with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write a narrative with some details including sequence of events with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a narrative with a sequence of events and comment on their
significance to the audience with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write a narrative with a sequence of events and comment on their
significance to the audience with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                            Santa Barbara County
By (date) , (student) will independently write comprehensibleSELPA that may include inconsistent
                                                                 text
                                                       2010
use of standard grammatical forms with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will independently write comprehensible text that may include inconsistent
use of standard grammatical forms with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write brief expository compositions (description, compare/contrast,
problem/solution) that include a thesis and some points of support with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write brief expository compositions and reports that include (a) a thesis
and some supporting detail; (b) information from primary sources; and (c) charts and graphs with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) when given a model, will independently write a short paragraph with at
least three sentences with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will write a variety of genres (e.g., expository, narrative, poetry) with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a short essay with a clear purpose developed with the use of the
rhetorical devices of quotations and facts with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will recognize elements of characterization and apply these techniques to
written assignments with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will independently write a paragraph with a central idea using standard
English grammatical forms (Some rules may not be followed.) with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) , in response to reading selected literature, will write detailed sentences and
transitions that exhibit understanding with ___ accuracy on ___ consecutive trials as demonstrated
by _______________ .
By (date) , (student), in response to reading selected literature, will write detailed sentences and
transitions that exhibit understanding with ___ accuracy on ___ consecutive trials as demonstrated
by _______________ .
By (date) , (student) will write simple sentences using vocabulary for language arts and other
content areas (e.g., math, science, social studies) with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will write complex sentences using "complex" vocabulary for language arts
and other content areas (e.g., math, science, history-social studies) with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write complex sentences using "complex" vocabulary for language arts
and other content areas (e.g., math, science, history-social studies) with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write persuasive paragraphs that support examples of structured ideas
and arguments with ___ accuracy on ___ consecutive trials as demonstrated by _______________
.


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                             Santa
                                                   with 3 County SELPA
By (date) , (student) will write a friendly letter Barbarasentences with ___ accuracy on ___
                                                        2010
consecutive trials as demonstrated by _______________ .
By (date) , (student) will independently write a letter with 3 detailed sentences with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write career related documents (e.g., business letter, job application)
with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will complete job applications and resumes with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a brief fictional biography or short story using complex sentences
and including a sequence of events and supporting details with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will write a brief fictional biography or short story using complex sentences
and including a sequence of events and supporting details with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .

By (date) , (student) will write a simple essay supported with note taking, outlining and
structured drafts, using standard grammatical forms (some rules may not be followed) with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write a simple essay supported with note taking, outlining and
structured drafts, using standard grammatical forms (some rules may not be followed) with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a brief essay or report based on research of a topic in a content
area that includes source citations with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write a brief essay or report based on research of a topic in a content
area that includes source citations with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will write a short narrative that includes elements of setting, characters, and
events with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a detailed summary of a story with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write different genres (e.g., short stories and narratives), including
coherent plot development, characterization, and setting with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will identify in writing, the various elements of discourse (e.g., short stories
and narratives) including plot development, characterization, and setting with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a short paragraph that maintain a consistent focus with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write a compositions using simple organizational patterns with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write an essay with a clear thesis and support it by using analogies,
quotations, and facts with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                              Santa Barbara County SELPA
By (date) , (student) will write an essay with a clear thesis and support it by using analogies,
                                                         2010
quotations, and facts with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will independently write simple responses to literature with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) , in response to selected literature, will write interpretations and cite specific
parts of the text with ___ accuracy on ___ consecutive trials as demonstrated by _______________
.
By (date) , (student) will write persuasive compositions with structured ideas and logical
arguments using consistent standard English grammatical forms with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write complex sentences and vocabulary for language arts and other
content areas (e.g., math, science, social studies) with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will write complex sentences and vocabulary for language arts and other
content areas (e.g., math, science, social studies) with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will write with appropriate language variations and genres for language arts
and other content areas with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write with appropriate language variations and genres for language arts
and other content areas with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write a formal letter with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .

By (date) , (student) , will independently write a persuasive letter with relevant evidence with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write career related documents (e.g., business letter, job application,
letter of inquiry) with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will complete job applications and resumes that are clear and address the
intended audience with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write independently with consistent use of standard grammatical forms
(Some rules may not be followed) with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will write multiple-paragraph narrative and expository compositions related
to content areas with consistent use of standard grammatical forms with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write persuasive and expository compositions that include a clear
thesis, describe organized points of support, and address counterargument with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write reflective compositions that explore the significance of events
with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
By (date) , (student) will write detailed fictional biographies or autobiographies with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write detailed fictional biographies or autobiographies with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write essays from structured drafts supported by note taking, outlining
and summarizing and with consistent use of standard grammatical forms with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write essays from structured drafts supported by note taking, outlining
and summarizing and with consistent use of standard grammatical forms with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write an essay or report with appropriate tone and voice for the
purpose, audience and subject matter and that balances information, has original ideas, and cites
sources in a bibliography with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write expository compositions and reports with appropriate tone and
voice for the purpose, audience and subject matter and conveys information from primary and
secondary sources with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write short narratives appropriate for language arts and other content
areas (e.g., math, science, social studies) with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will write short narratives appropriate for language arts and other content
areas (e.g., math, science, social studies) with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will write persuasive expository compositions that include a clear thesis,
describe organized points of support and address counterarguments with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write persuasive expository compositions that include a clear thesis,
describe organized points of support and address counterarguments with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write a persuasive composition using standard grammatical forms with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write narrative, expository, persuasive and/or descriptive essays with a
variety of elements of discourse (e.g., purpose, speaker, audience, form) with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write essays that establish a controlling impression or thesis with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write short narratives that describe the setting, characters, objects, and
events with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
By (date) , (student) will write narratives that describe the setting, characters, objects, and
events with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write paragraphs using appropriate language variations and genres for
language arts and other content areas (e.g., math, science, social studies) with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write paragraphs with structured ideas and arguments supported with
relevant examples with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write pieces related to career development (e.g., business letter, job
application, letter of inquiry, memorandum) with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will complete job applications and write resumes that follow the
conventional format for the type of document with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .

By (date) , (student) will write independently using correct grammatical forms with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write multiple-paragraph narrative and expository compositions using
standard grammatical forms with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write responses to literature that develop interpretations, and cite
specific parts of the text with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
 By (date) , (student) will write narrative, expository, persuasive and/or descriptive essays with a
variety of elements of discourse (e.g., purpose, speaker, audience, form) with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write sentences and paragraphs that remain on topic with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write sentences and paragraphs that remain on topic with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will write an essay with a clear thesis supported by analogies, quotations,
facts, statistics and comparisons with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will write an essay with assertions supported analogy, case study, and logic
through reasoning with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will write essays from structured drafts supported by note taking, outlining
and summarizing and with consistent use of standard grammatical forms with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write essays from structured drafts supported by note taking, outlining
and summarizing and with consistent use of standard grammatical forms with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                             Santa Barbara County SELPA
By (date) , (student) will write fictional biographies, autobiographies, short stories, and
                                                        2010
narratives that include plot development, characterization, setting and literary strategies (e.g.,
dialogue, suspense) with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will write analytical essays and research reports with evidence that supports
a thesis and related claims in the area language arts and other content areas with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student) , after using various methods of investigation and research, will write an
essay or report that balances information, has original ideas, and a bibliography with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write essays that support a position with facts, expert opinions,
quotations, and/or expressions of commonly accepted beliefs and logical reasoning with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) , will write one's own name using capitalization with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will use capitalization when writing one's own name and at the beginning of
sentences with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will use a period at the end of a sentence and a question mark at the end of
a question with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit one's own work and correct the punctuation with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit one's own work and correct the punctuation with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .

By (date) , (student) , when reviewing a piece of writing, will identify basic vocabulary,
mechanics, and sentence structures with ___ accuracy on ___ consecutive trials as demonstrated
by _______________ .

By (date) , (student) , when reviewing a piece of writing, will identify basic vocabulary,
mechanics, and sentence structures with ___ accuracy on ___ consecutive trials as demonstrated
by _______________ .

By (date) , (student) will revise their writing for proper use of final punctuation, capitalization,
and correct spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will revise their writing for proper use of final punctuation, capitalization,
and correct spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
By (date) , (student) will use capitalization to begin sentences and for proper nouns with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will use capitalization to begin sentences and for proper nouns with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will use a period at the end of a sentence and a question mark at the end of a
question with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will use a period at the end of a sentence and use comma appropriately
with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit their writing and make corrections of errors on capitalization and
use of periods with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will edit their writing and make corrections of errors on capitalization,
punctuation, and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will edit their writing and make corrections of errors on capitalization,
punctuation, and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .
By (date) , (student) will edit their writing and make corrections of errors on capitalization,
punctuation, and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) , with teacher assistance, will revise writing to clarify meaning and improve
mechanics and organization with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student), with teacher assistance, will revise writing to clarify meaning and improve
mechanics and organization with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .


By (date) , (student) , will write paragraphs using clauses, phrases, and proper mechanics with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .


By (date) , (student) will write paragraphs using clauses, phrases, and proper mechanics with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will independently write sentences using capitalization, periods, and
correct spelling with ___ accuracy on ___ consecutive trials as demonstrated by _______________
.

By (date) , (student) will independently write sentences using capitalization, periods, and correct
spelling with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .


  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                              Santa Barbara
                                                            word SELPA
By (date) , (student) will write sentences using standardCounty order (may have inconsistent
                                                         2010
grammatical forms, e.g., subject/verb without inflections) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will write sentences using standard word order (may have inconsistent
grammatical forms, e.g., subject/verb without inflections) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will revise writing for appropriate word choice and organization with
variation in grammatical forms and spelling with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .
By (date) , (student) will revise writing for appropriate word choice and organization with
variation in grammatical forms and spelling with ___ accuracy on ___ consecutive trials as
demonstrated by _______________ .

By (date) , (student) will edit and correct basic grammatical structures, punctuation,
capitalization, and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will edit and correct basic grammatical structures, punctuation,
capitalization, and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will independently write sentences that include periods, correct spelling, and
capitalization with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will independently write sentences that include periods, correct spelling, and
capitalization with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write paragraphs with effective transitions with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .

By (date) , (student) will write paragraphs with effective transitions with ___ accuracy on ___
consecutive trials as demonstrated by _______________ .
By (date) , (student) will write sentences using standard word order (may have inconsistent
grammatical forms, e.g., subject/verb without inflections) with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .

By (date) , (student) will write sentences using standard word order including inflections with ___
accuracy on ___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will revise writing for appropriate word choice, organization, point of view,
spelling, transitions, and variation in grammatical forms with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .
By (date) , (student) will revise writing for appropriate word choice, organization, point of view,
spelling, transitions, and variation in grammatical forms with ___ accuracy on ___ consecutive
trials as demonstrated by _______________ .

By (date) , (student) will edit and correct errors of capitalization and periods with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .
  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
By (date) , (student) will edit and correct errors of punctuation, capitalization and spelling with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit and correct grammatical structures, punctuation, capitalization, and
spelling with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit and correct grammatical structures, punctuation, capitalization,
and spelling with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write complete sentences using correct word order with ___ accuracy
on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write complete sentences using correct word order with ___ accuracy on
___ consecutive trials as demonstrated by _______________ .
By (date) , (student) will revise writing for appropriate word choice, organization, point of view,
spelling, transitions, and standard grammatical forms with ___ accuracy on ___ consecutive trials
as demonstrated by _______________ .
By (date) , (student) will revise writing for appropriate word choice, organization, point of view,
spelling, transitions, and standard grammatical forms with ___ accuracy on ___ consecutive trials
as demonstrated by _______________ .

By (date) , (student) will write sentences using correct parts of speech including subject/verb
agreement with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write sentences using correct parts of speech including subject/verb
agreement with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write paragraphs with effective transitions and parallel constructions
with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will write paragraphs with effective transitions and parallel constructions
with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit and correct errors of punctuation, capitalization and spelling with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit and correct errors of punctuation, capitalization and spelling with
___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit and correct grammatical structures, punctuation, capitalization, and
spelling with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .

By (date) , (student) will edit and correct grammatical structures, punctuation, capitalization, and
spelling with ___ accuracy on ___ consecutive trials as demonstrated by _______________ .



  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA
                                                ELD Writing Goal Bank
                           Developed by Jarice Butterfield, Claudia Echavarria, and Laura Tripp
                                               Santa Barbara County SELPA
                                                          2010
By (date) , (student) will write sentences with correct sentence structure, grammar, punctuation,
capitalization and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .

By (date) , (student) will write sentences with correct sentence structure, grammar, punctuation,
capitalization and spelling with ___ accuracy on ___ consecutive trials as demonstrated by
_______________ .




  This document may be distributed or reproduced for use in or by Local Education Agencies in California. No part of this
   document or work may be utilized in any form for commerical purposes without prior written permission of SBC SELPA

								
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