WA.1. Writing: The student understands and uses a writing process.
1.3. Revises to improve text.
1.3.1. Revises text by adding, deleting, substituting, and moving text.
1.3.1.a. Rereads work several times and has a different focus for each reading (e.g., first reading -- adding specific details for support; second reading -- substituting words for clarity; third reading -- moving text by combining sentences for variety).
1.6. Adjusts writing process as necessary.
1.6.1. Applies understanding of the recursive nature of writing process.
1.6.1.a. Revises at any stage of process.
1.6.1.b. Edits as needed at any stage.
WA.2. Reading: The student understands the meaning of what is read.
2.1. Demonstrate evidence of reading comprehension.
2.1.3. Apply comprehension monitoring strategies during and after reading: determine importance using theme, main ideas, and supporting details in grade-level informational/expository text and/or literary/narrative text.
2.1.3.a. State the main idea of an informational/expository text passage and provide three or more text-based details that support it.
2.1.3.b. State the main idea of a literary/narrative text passage and support with three details from the story.
2.1.3.c. Select, from multiple choices, the main/major idea of a passage, poem, or selection.
2.1.3.d. State the theme/message in culturally relevant literary/narrative text and support with text-based evidence.
2.2. Understand and apply knowledge of text components to comprehend text.
2.2.3. Understand and analyze story elements.
2.2.3.b. Identify the main events in a plot, including the cause and effect relationship in problem solving.
WA.3. Writing: The student writes clearly and effectively.
3.1. Develops ideas and organizes writing.
3.1.1. Analyzes ideas, selects a narrow topic, and elaborates using specific details and/or examples.
3.1.1.b. Selects details relevant to the topic to elaborate (e.g., adds detail to each main point using more than one sentence; uses specific words and phrases, reasons, anecdotes, facts, descriptions, and examples).
3.1.1.c. Uses personal experiences, observations, and/or research to support opinions and ideas (e.g., collects, organizes, and uses data to support conclusions in math, science, or social studies).
3.1.2. Organizes writing using a logical organizational structure.
3.1.2.a. Writes in a logically organized progression of unified paragraphs.
3.1.2.c. Uses a variety of transitional words and phrases to make connections between and within paragraphs: chronological (e.g., next, after); spatial (e.g., over, under, next to); ordinal (e.g., first, second, third)
3.2. Uses appropriate style.
3.2.2. Uses language appropriate for a specific audience and purpose.
3.2.2.a. Uses precise words (e.g., vivid verbs -- screeched, hovered, absorbed; specific nouns -- granite, longhouse, cedar).
3.3. Knows and applies writing conventions appropriate for the grade level.
3.3.4. Applies punctuation rules.
3.3.4.b. Uses comma to set off titles or initials (e.g., Dr. Smith, M.D.).
3.3.4.c. Uses comma in complete address (e.g., 12345 67th Ave., Spokane, WA).
3.3.4.d. Uses comma after an introductory phrase (e.g., After the scary movie, she wished she had read the book.) or clause (e.g., After she went to the movie, she wanted to read the book.).
3.3.5. Applies usage rules.
3.3.5.b. Uses single/plural agreement between nouns and modifiers (e.g., one child and two children).
3.3.5.c. Uses correct placement of pronouns. Correct examples: Juanita and I went to the store. She gave candy to Juanita and me. Incorrect examples: Me and Juanita went to the store. She gave candy to me and Juanita. She gave the candy to Juanita and I.
3.3.6. Uses complete sentences in writing
3.3.6.a. Does not use comma splices (e.g., They went to the store, they bought groceries.).