This document was designed to follow common core state standards and provide teachers with a specific quantity expectation for each grade level as set by the Common Core State Standards. To be used to create a conformity of expectations by schools and districts.
This document states various levels of progression and should be considered as a developmental expectation.
This document could be used to write IEP goals, determine Tiered Instruction levels, and make adaptations for students.
The author suggests giving a pre assessment at the beginning of the year, determining what level the student is performing at, and then working them through the progression with scaffolding.
(An informative about the child's family is an easy prompt and good indicator of their essay constructing ability level.)
It is expected that students will begin the school year at a level lower than the appropriate grade level and should be introduced to the level beneath their grade level by the end of the year. i.e. A second grade student may begin the year at the beginning level, spend the majority of the year in transitional and begin writing at the developed level by the end of the year.
It is suggested that each grade use Thesis as a term.