K Grade English


(W) Writing

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ELA-00.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. Goldilocks was wrong to go into the home of the 3 bears.)  The kindergarten writer is also learning to use conclusions.

In an informative piece, your child names what he’s writing about and gives some information, facts, or details about it (e.g. Dogs bark and come in many sizes).

Writing a narrative is like writing a story, and your child’s story may be inspired by books, experiences, or pure imagination. Your child's story should describe an events with some details about the event  (e.g. I went to the circus and I saw a clown) and give some sense of the story coming to an end (It was fun).

In kindergarten written language skills are emerging. Students will be using thier inventive spelling as they emerge as writers (bunny may first be spelled with the beginning sound "b" or spelled "bne"). Written language skills are addressed in the Language standards 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 (your child may draw you a picture message to begin with)
  • 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/draw about a topic, supply some facts about the topic, and find a way to close/end the 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 – write down the facts and details you find about the topic
  • 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-00.W.01

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

ELA-00.W.01 Use a combination of drawing, dictating, and writing to compose opinion pieces in which they tell a reader the topic or the name of the book they are writing about and state an opinion or preference about the topic or book (e.g., My favorite book is. . .).

Student Learning Targets:

Knowledge Targets

  • I can identify the topic or name of a book
  • I can identify an opening to a piece of writing
  • I can identify a closing to a piece of writing

Reasoning Targets

  • I can determine my opinion or preference about a topic or book

Product Targets

  •  I can use drawings and words to share my opinion about a topic or book

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student has:

  • A topic that is clear and narrowly focused
  • Pictures or diagrams that enhance the text
  • Uses supporting details that are relevant, accurate and specific
  • An inviting lead that is developed and have a strong sense of closure
  • A variety of sentence beginnings and write sentences that are decodable
  • Expressed an opinion about the topic using vocabulary or punctuation
  • 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.
3.0

“The Standard.” Student has:

  • A topic that is clear and named
  • Pictures and diagrams that offer supporting details
  • Details that are present and mostly accurate and support their topic
  • An introduction to the topic
  • Sentence structure present and the sentences are decodable
  • States an opinion about the topic
  • Word choice that helps support the information shared
The student writes a piece on why they think _____ is the best pet.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student has:

  • A topic 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
  • No opinion stated about the topic
  • 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 content.
1.0

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 provide enough text to show any structure
  • Does not provide enough text to convey an opinion
  • 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.

Resources

Websites

Vocabulary

  • Opinion
  • Topic
  • Sentence
  • Word choice
  • Opening
  • Closing
  • Text

 


ELA-00.W.02

 

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

ELA-00.W.02 Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.

Student Learning Targets:

Knowledge Targets

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

Skills (Performance) Targets

  • I can select a topic and information to share

Product Targets

  • I can use drawings and words to name and give information about a topic

Rubric/Proficiency Scale

Score   Description Sample Activity
4.0

Student has:

  • A topic that is clear and narrowly focused
  • Draw pictures or diagrams that enhance the text
  • Supporting details that are relevant, accurate and specific
  • An inviting lead that is developed and have a strong sense of closure
  • A variety of sentence beginnings and write sentences that are decodable
  • 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.
3.0

“The Standard.” Student has:

  • A topic that is clear and named
  • Pictures and diagrams that offer supporting details
  • Support their writing with details that are present and mostly accurate 
  • Provide an introduction to the topic
  • Use sentence structure present and the sentences are decodable
  • Word choice that helps support the information shared
The student researches (books, or through technology) on a topic that is of interest to them.  They use this information to write about the topic.
  2.5 No major errors or emissions regarding 2.0 content and partial knowledge of the 3.0 content.
2.0

The student has:

  • A topic 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
  • No opinion stated about the topic
  • 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.
1.0

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 provide enough text to show any structure
  • Uses random letters or scribbles 
  • 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.

Resources

Websites

Vocabulary

  • Topic
  • Key details
  • Information
  • Sentence
  • Introduction
  • Closing

 


ELA-00.W.03

 

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
4.0

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.
3.0

“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.
2.0

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.
1.0

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.

Resources

Websites

Vocabulary

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

 


ELA-00.W.04

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-00.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-00.W.05

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-00.W.05 With guidance and support from adults, 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-00.W.06

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Production and Distribution of Writing.

ELA-00.W.06 With guidance and support from adults, explore 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-00.W.07

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-00.W.07 Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).

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-00.W.08

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-00.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

 


ELA-00.W.09

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge.

ELA-00.W.09 (Begins in grade 4)

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

 



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