a. Selects a focus, an organizational structure, and a point of view based onc. Uses traditional structures for conveying information (e.g., chronological order,ELA4W2 The student demonstrates competence in a variety of genres.c. Creates an organizing structure.Dell, S. (2006). Prewriting checklist. Unpublished manuscript, Valdosta State University, GA.(2006). How to write a research paper: Organize your ideas. Pearson Education. Retrieved May27, 2006, fromhttp://www.factmonster.com/homework/t5organize.htmlLipkewich, A.E. & Mazurenko, R. (1999). ABC’s of the writing process. Retrieved May 25, 2006, from http://www.angelfire.com/wi/writingprocess/This website takes the teacher through each stage of the writing process.Root, T. Narrative process writing checklist. Retrieved May 20, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.docHouston, G. (2004). How writing works: Imposing organizational structure within the writingAny student with linguistic trouble, who does not speak Standard English due to cultural or socioeconomic standing, will be asked to fill in their graphic organizer using the form of language that they are most familiar with. By asking the student to write using the language form that they know, the teacher will be able to work with the student throughout the writing stages to teach the student the Standard English form of writing. The teacher will also build culturally diverse students background knowledge prior to starting this unit. Background knowledge will be built by presenting the student with magazines, videos and pictures that will help them have a better understanding of the Lewis and Clark expeditions.Houston, G. (2004). How writing works: Imposing organizational structure within the writingprocess. New York: Person Education.Prewriting ChecklistName: _________________ Date: _________________ Have you filled out the entire graphic organizer_____ All ideas are written in phrasesDell, S. (2006). Prewriting checklist. Unpublished manuscript, Valdosta State University, GA.Prewriting Scoring GuideELA4W2 The student demonstrates competence in a variety of genres.ELA4W4 The student consistently uses a writing process to develop, revise,a. Plans and drafts independently and resourcefully.Dell, S. (2006). Drafting checklist. Unpublished manuscript, Valdosta State University, GA.Lipkewich, A.E. & Mazurenko, R. (1999). ABC’s of the writing process. Retrieved May 25, 2006, from http://www.angelfire.com/wi/writingprocess/Houston, G. (2004). How writing works: Imposing organizational structure within the writingprocess. New York: Person Education.Any student with linguistic trouble, who does not speak Standard English due to cultural or socioeconomic standing, will be asked to write their rough draft using the form of language that they are most familiar with. By asking the student to write using the language form that they know, the teacher will be able to work with the student throughout the writing stages to teach the student the Standard English form of writing. The teacher will also build culturally diverse students background knowledge prior to starting this unit. Background knowledge will be built by presenting the student with magazines, videos and pictures that will help them have a better understanding of the Lewis and Clark expeditions.Houston, G. (2004). How writing works: Imposing organizational structure within the writingprocess. New York: Person Education.Modifications and/or Accommodations of Instructional MethodsDell, S. (2006). Drafting checklist. Unpublished manuscript, Valdosta State University, GA.Drafting Scoring GuideGrade Level: 4th GradeContent AreaEnglish Language Arts GPSStudent MaterialsRoot, T. Narrative process writing checklist. Retrieved May 20, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.docLipkewich, A.E. & Mazurenko, R. (1999). ABC’s of the writing process. Retrieved May 25, 2006, from http://www.angelfire.com/wi/writingprocess/Root, T. Narrative process writing checklist. Retrieved May 20, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.docHouston, G. (2004). How writing works: Imposing organizational structure within the writingprocess. New York: Person Education.Grouping ArrangementsAny student with linguistic trouble, who does not speak Standard English due to cultural or socioeconomic standing, will be asked to revise their rough draft using the form of language that they are most familiar with. By asking the student to write using the language form that they know, the teacher will be able to work with the student throughout the writing stages to teach the student the Standard English form of writing. The teacher will also build culturally diverse students background knowledge prior to starting this unit. Background knowledge will be built by presenting the student with magazines, videos and pictures that will help them have a better understanding of the Lewis and Clark expeditions.Houston, G. (2004). How writing works: Imposing organizational structure within the writingprocess. New York: Person Education.ModelingPractice ActivityModifications and AccommodationsModified by Suzannah Dell from:Root, T. Narrative process writing checklist. Retrieved May 20, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.docEditingGrade Level: 4th GradeContent AreaUnit GPS: Social StudiesStudent MaterialsRoot, T. Narrative process writing checklist. Retrieved May 20, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.docLipkewich, A.E. & Mazurenko, R. (1999). ABC’s of the writing process. Retrieved May 25, 2006, from http://www.angelfire.com/wi/writingprocess/Root, T. Narrative process writing checklist. Retrieved May 20, 2006 from http://coefaculty.valdosta.edu/troot/read7140/Narrative%20Process%20Writing%20Checklist.docHouston, G. (2004). How writing works: Imposing organizational structure within the writingprocess. New York: Person Education.Any student with linguistic trouble, who does not speak Standard English due to cultural or socioeconomic standing, will be asked to edit their rough draft using the form of language that they are most familiar with. By asking the student to write using the language form that they know, the teacher will be able to work with the student throughout