Saturday, April 10, 2021, 9:20 AM
Site: Learnbps
Course: BPSS (ELA) English Language Arts Standards (S-ELA)
Glossary: 1st Grade English
E

ELA-01.SL.06

Under Development

ELA-01 Targeted Standards
(SL) Strand: Speaking and Listening
Cluster: Presentation of Knowledge and Ideas.

ELA-01.SL.06 Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.W

BPSS-ELA logoStrand (W)

Writing

Narrative for the Writing Strand

The standards in this strand include three kinds of writing: opinion, informative, and narrative. Opinion and informative writing will likely start with kids reading one or more books and responding to what they’ve learned. In an opinion piece, your child introduces the book or topic he’s writing about, states his opinion or preference about it, gives a reason or two to support his opinion (e.g. Ramona was wrong because she hurt Susan when she pulled her curls.), and then offers some sort of conclusion to complete his writing.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g.Dinosaurs lived on Earth a long time ago. Some dinosaurs were bigger than people are today…), and, as in an opinion piece, offers some sense of conclusion.

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your first grader’s story should describe two or more events, include some details about what happened, and use sentence order, verb tense, and words to put the events in order (e.g. Then Goldilocks tries the second bowl of porridge. Next she eats the third bowl of porridge.) and give some sense of the story coming to an end — not only by writing “The End,” although that’s a good start.

Students learn and apply the rules of standard written English and to strengthen and expand their vocabulary, use of language, and organization of ideas.  You will find the standards for these skills in the Language Strand.  

 

How can I help my child at home with the writing strand standards?

  • Let your child see you write - notes, letters, memories.  Read aloud what you have written.
  • Establish a place to leave messages for each other such as a wipe-off or cork board.  
  • Talk with your child about their opinion about a topic or book by stating the opinion and giving a reason for his/her thinking. “My favorite book is … because …”.  Model this by giving your own opinions about topics or books.
  • Have your child write about a topic, supply some facts about the topic, and find a way to close/end the writing piece.  
  • Help your child see that order is important in writing about a story or happening, using a proper sequence of events.
  • Help your child to use the computer, pens, crayons, paint, etc. to produce and publish what he/she has written/drawn.  Have them read aloud what they have written.
  • Do simple research about a given topic together – and have your child write and organize the facts you both find.
  • Help your child to recall information about his/her own experiences, or what he/she has read or researched, to answer questions.

 

Resources

Calculation Method for Strands

Strands are larger groups of related standards. The Strand Grade is a calculation of all the related standards. Click on the standard name below each strand to access the learning targets and proficiency scales for each strand's related standards.

ELA-01.W.01

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-01.W.01 Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening of a piece of writing
  • I can identify how a piece of writing should end
  • I can identify my opinion on a topic or book

Reasoning Targets

  • I can choose words that will help convey my opinion on my topic

Skills (Performance) Targets

  • I can identify my opinion on a topic or book
  • I can support my opinion with a reason

Product Targets

  • I can write an opinion piece with an introduction, opinion, supporting reason and a conclusion
  • I can draw pictures to help the reader understand my opinion on the topic

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Write his/her opinion and at least 4 reasons to support the opinion
  • Write a beginning in which the opinion is stated, but also sets the readers up to expect that the writing is going to convince them of the writers opinion
  • Connects parts of the writing piece using words such as: also, another, and because
  • Writes an ending in which the readers are reminded of the opinion
  • Anticipate arguments and use voice to defend the opinion
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to :

  • Write his/her opinion and at least 3 reasons to support the opinion
  • Write a beginning that catches the readers attention
  • Names the topic or text the writing is about and gives his/her opinion
  • Says more about the opinion throughout the piece and uses words such as: and, because, throughout the piece
  • Writes an ending to the piece
The student researches and writes a piece on whether a dog or cat make a better pet.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Write his/her opinion and at least 2 reasons to support the opinion
  • Write a beginning that catches the readers attention
  • Names the topic or text the writing is about and gives his/her opinion
  • Says more about the opinion throughout the piece
  • Writes an ending to the piece
See Level 3 for example of task.
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 content.
1.0

The student:

  • Write his/her opinion and at least 1 reason to support the opinion
  • Names the topic or text the writing is about and gives his/her opinion
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Opinion
  • Sentence
  • Details
  • Topic
  • Word Choice
  • Illustrate
  • Idea

 

ELA-01.W.02

 

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-01.W.02 Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.

Student Learning Targets:

Knowledge Targets

  • I can identify how to start a to a writing piece
  • I can identify how to end a writing piece
  • I can identify words that match my topic

Skills (Performance) Targets

  • I can select a topic and identify facts to share
  • I can illustrate my writing to help my reader learn about my topic
  • I can use words in my writing that match my topic

Product Targets

  • I can write an informative paper with a topic, facts and an opening and closing sentence

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Teach the reader some important points about a subject/topic
  • Writes a beginning in which he/she named a subject/topic
  • Uses words such as:  and, also to show he/she had more to say
  • Writes sentences or a section at the end to wrap up the writing piece
  • Has different parts to the writing.  Each part told different information about the topic
  • Used different kinds of information in his/her writing such as facts, definitions, details, steps and tips
  • Tries to include the words that showed he/she was an expert on the subject/topic
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to:

  • Teach his/her readers about a topic
  • Names his/her topic in the beginning and got the reader's attention
  • Tells different parts about his/her topic on different pages
  • Tells about the topic part by part (grouping like information together)
  • Writes an ending to the piece
  • If applicable, uses pictures that pertain to the topic
  • Uses facts in the writing to teach about the topic
  • Used labes and words to give facts
The student researches and writes about a topic that they are in interested in (firemen the ocean, horses.....) 
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Teach his/her readers about a topic
  • Tells different parts about his/her topic on different pages
  • Tells about the topic part by part (grouping like information together)
  • If applicable, uses pictures that pertain to the topic
  • Uses facts in the writing to teach about the topic
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Teach his/her readers about a topic
  • If applicable, uses pictures that pertain to the topic
  • Uses facts in the writing to teach about the topic

 

See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Informative
  • Topic
  • Details
  • Facts
  • Research
  • Illustrate
  • Diagram
  • Label

 

ELA-01.W.03

 

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-01.W.03 Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

Student Learning Targets:

Knowledge Targets

  • I can identify an opening to a piece of writing
  • I can identify a closing to a piece of writing
  • I can identify sequence words

Reasoning Targets

  • I can place story events in the correct order

Skills (Performance) Targets

  • I can use details to describe  what happened in my story
  • I can use words (before, during and after) to show event order in my story

Product Targets

  • I can write an ending for my story that provides a sense of closure (ties up the story)
  • I can illustrate my story with pictures that match my writing

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student is able to:

  • Write about one focused event
  • Show their thinking about how to write a good beginning and chose a way to start his/her story (chose the action, talk, or setting that would make a good beginning)
  • Told the story in order by using words such as:  when, then and after
  • Chose the action, talk or feeling that would make a good ending
The student may write about the same topics, but the writing style is advanced according to the indicators for a Level 4.
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0

“The Standard.” Student is able to:

  • Write about one focused event
  • Writes a beginning, middle and end for his/her story
  • Writes about three or more events in the correct sequence using temporal words
  • Uses pictures in the writing (if applicable) that putes the picture from his/her mind onto the page (that matches the story)
The student writes a narrative about their favorite summer memory.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student:

  • Write about one focused event
  • Tries to write a beginning, middle and end for his/her story
  • Writes about two  events in the correct sequence
  • Uses pictures in the writing (if applicable) that putes the picture from his/her mind onto the page (that matches the story)
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 content.
1.0

The student:

  • Writes about more than one event
  • Uses pictures in the writing (if applicable) that putes the picture from his/her mind onto the page (that matches the story)
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.

Resources

Websites

Vocabulary

  • Narrative
  • Story
  • Event
  • Sequence
  • Temporal Words
  • Illustrate

 

ELA-01.W.04

Under Development

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-01.W.04 (Begins in grade 3)

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.W.05

Under Development

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-01.W.05 With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.W.06

Under Development

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-01.W.06 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.W.07

Under Development

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-01.W.07 Participate in shared research and writing projects (e.g., explore a number of how-to books on a given topic and use them to write a sequence of instructions).

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List

 

ELA-01.W.08

Under Development

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-01.W.08 With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Product Targets

  • I can

Proficiency (Rubric) Scale

Score   Description Sample Activity
4.0 Student is able to
-
  3.5 In addition to Score 3.0 performance, the student demonstrates in-depth inferences and applications regarding the more complex content with partial success.
3.0 “The Standard.” Student is able to
-
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0 Student is able to -
  1.5 In addition to 1.0 content, student has partial knowledge of the 2.0 and/or 3.0 content.
1.0 Student is able to
-
  0.5 Limited or no understanding of the skill id demonstrated.

Resources

Websites

  • Add resources with links, youtube or PDF

Vocabulary

  • List