Mini-Map for ELA.EE.L.11-12.2.b
Subject: ELA
W
riting
Grade: 11-12
DLM Essential Element: ELA.EE.L.11-12.2.b Page 1 of 4
© 2021 Accessible Teaching, Learning, and Assessment Systems (ATLAS)
Learning Outcome
DLM Essential Element
Grade-Level Standard
ELA.EE.L.11-12.2.b Spell most single-syllable words correctly
and apply knowledge of word chunks in spelling longer words.
ELA.EE.L.11-12.2.b Spell correctly.
Linkage Levels Descriptions
Initial Precursor
Emergent Writing
Distal Precursor
Emergent Writing
Proximal Precursor
Conventional Writing
Target
Conventional Writing
Successor
Conventional Writing
The student can
recognize the sound of
the initial letter in their
first name in words they
hear and see and can
correctly represent this
letter when spelling
words that start with
the same letter.
The student can
produce a string of
letters by combining
random letters.
The student can
accurately select or
write the correct letter
that corresponds with
the initial sound in a
word.
The student can
produce conventional
spellings for single-
syllable words,
including the final -e
rule words, and spell
words phonetically
using their knowledge
of letter-sound
relationships and
common spelling
patterns.
The student can
produce the correct
spellings for words that
do not follow
conventional spelling
patterns.
DLM Essential Element: ELA.EE.L.11-12.2.b Page 2 of 4
Emergent and Conventional Writing Testlets
This Essential Element is tested in an ELA writing testlet. Writing testlets are assessed at two levels: Emergent Writing and
Conventional Writing. The Initial Precursor and Distal Precursor nodes are assessed in the emergent writing testlet in Grade
11-12 with five other Essential Elements: ELA.EE.W.11-12.2.a, ELA.EE.W.11-12.2.b, ELA.EE.W.11-12.2.c, ELA.EE.W.11-12.2.d, and
ELA.EE.W.11-12.2.f. The Proximal Precursor, Target and Successor nodes are assessed in the conventional writing testlet in Grade
11-12 with five other Essential Elements: ELA.EE.W.11-12.2.a, ELA.EE.W.11-12.2.b, ELA.EE.W.11-12.2.c, ELA.EE.W.11-12.2.d, and
ELA.EE.W.11-12.2.f.
DLM Essential Element: ELA.EE.L.11-12.2.b Page 3 of 4
Initial Precursor and Distal Precursor Linkage Level Relationships to the Target
How is the Initial Precursor related to the Target? How is the Distal Precursor related to the Target?
Research suggests that the first letter most children learn to
recognize is the first letter of their first name. Over time, they
learn to identify and use more letters and eventually associate
those letters with sounds in decoding and spelling. Teachers
can work on the Initial Precursor skill by asking students to sign
their name to their writing each time they write.
As students learn more about selecting topics, generating ideas,
and using the alphabet to write, they begin to string together
letters into word-like strings. They are not yet demonstrating
understandings of letter-sound relationships, but they
consistently write or select strings of letters when asked to
write about the topics they choose.
Ins
tructional Resources
Writing Testlet FAQs
Instructionally Embedded Assessment
Year-End Assessment
Released Testlets
See the Guide to Practice Activities and Released Testlets.
Using Untested (UN) Nodes
See the document Using Mini-Maps to Plan Instruction.
