Summary Tables of Texas Adult Education Content Standards & Benchmarks

(W1.1) Write for a basic purpose as directed with minimal attention to audience.

Example: Appropriately use writing instruments to reproduce letters, highly familiar words, symbols, and numbers.

(W1.2) Write for a purpose as directed with limited attention to audience.

Example: Create a “to do” list for another person to use.

(W1.3) Write for a purpose as directed with increasing attention to audience.

Example: Briefly explain your suggestion on suggestion card that includes your name, address, and telephone number.

(W1.4) Write for a specified purpose and audience as directed.

Example: Write a note to a school to explain a child’s absence.

(W1.5) Write for a self-determined purpose and audience for communicating with limited instructional support.

Example: Write a thank you note to a friend.

(W1.6) Write for a self-determined purpose and audience for communicating in writing independently.

Example: Write a landlord explaining a needed repair.

(W2.1) Organize information following a structured format.

Example: Write entries in a personal address book.

(W2.2) Organize information following a format with limited structure.

Example: Complete a sign in sheet for a doctor’s office visit.

(W2.3) Organize information into simple and compound sentences following a minimally structured format.

Example: Fill out a comment section on a form using simple and compound sentences.

(W2.4) Organize ideas around a single familiar topic to produce a short, legible, and comprehensible document.

Example: Demonstrate use of simple graphic organizers.

(W2.5) Organize ideas to support a specific purpose to produce a legible and comprehensible document.

Example: Write to convey a personal experience such as a complaint to a store as to why you are returning an item.

(W2.6) Organize ideas using multiple planning and prewriting strategies to produce a clear and comprehensible document.

Example: Use strategies such as outlining, graphic organizers, and categorization of ideas.

(W3.1) Convey information by writing some highly familiar words and phrases.

Example: Write names, signatures, addresses, phone numbers and prices.

(W3.2) Convey information by writing simple sentences with limited vocabulary, and limited control of grammar, sentence structure, and spelling.

Example: Responding to a prompt from a teacher.

(W3.3) Convey information by writing connected text with moderate control of grammar, sentence structure, and spelling.

Example: Write simple notes and messages about familiar situations.

(W3.4) Convey ideas by writing a simple paragraph with instructional support.

Example: Write a paragraph with a main idea and supporting details on familiar topics with expected grammatical and spelling errors.

(W3.5) Convey ideas with several supporting details and/or examples with appropriate vocabulary.

Example: Write out a complete recipe.

(W3.6) Convey ideas coherently with several supporting facts, details, appropriate vocabulary, and examples, using a variety of simple and complex sentence structures.

Example: Write a persuasive essay.

(W4.1) Recognize the need for revision with instructional support to make appropriate changes.

Example: Recognize mistakes in basic personal information.

(W4.2) Make a few simple content changes with intensive instructional support.

Example: “I am/have 39 years old.”

(W4.3) Make a few simple content changes with moderate instructional support.

Example: Teacher-assisted revisions on subject-verb agreement (present, past, and future).

(W4.4) Make changes in content, organization, and grammar with some independence.

Example: Provide an example or illustration of a general or main point.

(W4.5) Revise writing to organize and develop ideas independently.

Example: Review grammar use and sentence structure.

(W4.6) Revise writing independently to check for coherence and progression of ideas.

Example: Check for transitions between paragraphs.

(W5.1) Make simple edits of handwriting, spelling, punctuation, and capitalization with instructional support.

Example: Write clearly formed letters – from left to right.

(W5.2) Make basic edits, including beginning sentence capitalization, spelling, and punctuation with instructional support.

Example: Write from teacher dictation on familiar material.

(W5.3) Use resources to make basic edits with some instructional support.

Example: Use commas in a series.

(W5.4) Use resources to make simple edits with increasing independence.

Example: Use quotation marks, commas, and apostrophes.

(W5.5) Use resources to make more complex edits with increasing independence.

Example: Exchange a writing sample for peer review followed by self-edit.

(W5.6) Use multiple strategies to edit self-generated text independently.

Example: Reread text and correct as needed.