ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Text Types and Purposes.

ELA-00.W.03 Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

Student Learning Targets:

Knowledge Targets

  • I can identify sequence words (first, next, last)

Reasoning Targets

  • I can describe how I feel about what happened in my story

Skills (Performance) Targets

  • I can tell a story about something that happened
  • I can tell what happened first, next, last

Product Targets

  • I can create drawings and writing to tell about an event in my life

Rubric/Proficiency Scale

Score   Description Sample Activity

Student has:

  • A big idea that is clear and narrowly focused
  • Pictures to enhance the mood of the piece
  • Supporting details that are relevant, accurate and specific
  • A sequence that shows planning and use of temporal words)
  • A variety of sentence beginnings and write sentences that are decodable
  • Expressed feelings about the topic with expressive vocabulary or puntuation
  • Used word choice that contains moments of sparkle, everyday words are used well and support the information
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.

“The Standard.” Student has:

  • A big idea that is clear, involving a simple story on 1 topic
  • Pictures  that offer supporting details (expression on face)
  • Support their writing with details that are present and mostly accurate 
  • A beginning, middle and ending (sequence)
  • Sentence structure present and the sentences are decodable
  • Identifiable feelings are expressed about the topic
  • Word choice that helps convey a simple message
A student writes about a personal experience (going to the zoo, going to Grandmas house....)
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.

The student has:

  • An idea that is conveyed in a general way through pictures or text
  • Uses pictures that connect with a word, label or symbol
  • Minimal supporting details
  • No sense of structure
  • Part of a sentence that is present or decodable
  • Word choice that is limited but makes sense.  The student uses only environmental print
See Level 3 for example of task.
  1.5 In addition to 1.0 content,student has partial knowledge of the 2.0 and/or 3.0 content.

The student:

  • Has no development of an idea
  • Pictures that are not clear (random) and are difficult to interpret
  • Does not provide enough text to support details
  • Does not have enough text to convey a mood or feeling
  • No sense of sequencing
  • Uses random letters that do not correspond with the beginning sounds of the the child's retelling of the story
  • Has no words present or the words are difficult to decode
See Level 3 for example of task.
  0.5 Limited or no understanding of the skill is demonstrated.




  • First, next, last (sequence)
  • Event
  • Details
  • Narrative
  • Introduction
  • Conclusion
  • Sentence


» K Grade English