K Grade English


(W) Writing

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 Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.01 Write opinion pieces using a combination of drawing and writing.

Sub-Standards:

a. Tell a reader the topic or the name of the book they are writing about
b. 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.

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • opinion, nonfiction, facts
  • perform basic processes, such as:
    • orally differentiate facts from opinions
    • form and state an opinion orally
    • write an opinion with drawings and/or words with prompting and support
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write opinion pieces using a combination of drawing and writing.
    • (a) tell a reader the topic or name of the book they are writing about
    • (b) state an opinion or preference about the topic or book (e.g., My favorite book is…)
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an opinion text with:
    • a clear and focused opinion
    • relevant, accurate and specific supporting reasons
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-00.W.02

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.02 Write informative/explanatory texts using a combination of drawing and writing.

Sub-Standards:

a. Name what they are writing about.
b. 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.

Reasoning Targets

  • I can

Skills (Performance) Targets

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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • nonfiction, facts, research, labels, diagrams, captions
  • perform basic processes, such as:
    • focus on a topic
    • identify accurate facts about the topic (using background knowledge or research)
    • orally retell a fact(s)
    • write information using drawings and/or words with prompting and support
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write informative/ explanatory texts using a combination of drawing and writing.
    • (a) name what they are writing about
    • (b) supply some information about the topic
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write an informative/ explanatory text with:
    • clear and focused topic
    • relevant, accurate and specific information
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-00.W.03

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Text Types and Purposes

ELA-00.W.03 Write narratives using a combination of drawing and writing.

Sub-Standards:

a. Narrate a single event or several loosely linked events.
b. Tell about the events in the order in which they occurred.
c. 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.
  • I can create drawings and writing to tell about an event in my life.

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start
2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
  • recognize or recall specific terminology, such as:
    • narrative, sequence, event, detail, reaction or feeling, beginning, middle, end, personal experience, story, fiction
  • The student will perform basic processes, such as:
    • generate an idea to write about
    • focus on one idea or event
    • orally retell an event in order using beginning, middle and end
    • write an idea using pictures or words with prompting and support
    • reflect and share a reaction or feeling orally
3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
  • write narratives using a combination of drawing and writing.
    • (a) narrate a single event or several loosely linked events.
    • (b) tell about the events in the order in which they occurred.
    • (c) provide a reaction to what happened.
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a narrative text with:
    • a clear and focused main idea
    • relevant, accurate and specific supporting details
    • varied sentence structure and word use
    • words and pictures that enhance the meaning of the text
Teacher Proficiency Scale

Resources

Vocabulary

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

ELA-00.W.04

ELA Writing Strand Logo Kindergarden (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

ELA-00.W.04 (Begins in grade 3)

ELA-00.W.05

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.06

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.07

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.08

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(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

Proficiency Scale

The student can ...
1 Beginning
... with help, demonstrates a partial understanding of some of the simpler details and processes (Score 2.0 content) and some of the more complex ideas and processes (Score 3.0 content).
Start

2 Developing
... demonstrates no major errors or omissions regarding the simpler details and processes but exhibits major errors or omissions regarding the more complex ideas and processes (Score 3.0 content).
Simple

3 Proficient
“The Standard.”
... demonstrates no major errors or omissions regarding any of the information and processes that were end of instruction expectations.
Target

4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
Complex

Resources

Vocabulary

  • LIST
  • LIST
  • LIST

Websites

  • Links to sites that open in a new window

ELA-00.W.09

ELA Writing Strand Logo Kindergarten (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

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

ELA-00.W.10

Under Development

ELA-00 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-00.W.10 (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