WA.2. Writing: The student writes in a variety of forms for different audiences and purposes.
2.2. Writes for different purposes.
2.2.1. Demonstrates understanding of different purposes for writing.
2.2.1.b. Writes to learn (e.g., math learning logs, reflections, double-entry logs, steps/strategies used to solve math problems), to tell a story, to explain, and to persuade.
2.2.1.c. Writes for more than one purpose using the same form (e.g., a letter used to explain, to request, or to persuade).
2.2.1.d. Includes more than one mode within a piece to address purpose (e.g., descriptive details or narrative anecdote within an explanation).
2.3. Writes in a variety of forms/genres.
2.3.1. Uses a variety of forms/genres.
2.3.1.a. Includes more than one form/genre in a single piece (e.g., a report about salmon that includes a poem, fact box, and story).
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 extend ideas and develop elaboration (e.g., specific words and phrases, reasons, anecdotes, facts, descriptions, examples).
3.1.2. Uses an effective organizational structure.
3.1.2.d. Varies leads and endings in narratives.
3.1.2.f. Organizes clearly: comparisons (e.g., point-by-point); explanations (e.g., save most important point for last); persuasion (e.g., if-then); narratives (e.g., problem-solution-outcome)
3.2. Uses appropriate style.
3.2.1. Applies understanding that different audiences and purposes affect writer's voice.
3.2.1.b. Writes in appropriate and consistent voice in narrative, informational, and persuasive writing (e.g., a ''how to'' paper vs. a persuasive piece).
3.2.2. Uses language appropriate for a specific audience and purpose.
3.2.2.a. Uses precise language (e.g., powerful verbs, specific descriptors).