1st Grade English


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(W) WRITING

ELA-01.W.02

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

a. name a topic
b. supply some facts about the topic
c. 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.

Reasoning Targets

  • I can

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.

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:
    • fact, opinion, topic, closure
  • perform basic processes, such as:
    • write an informative piece using a prompt or scaffold
    • state a fact about a topic
    • differentiate fact from opinion
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 texts that
    • name a topic
    • supply facts about the topic
    • provide a sense of closure
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a complex informational text that
    • uses logical order with transitions
    • exhibits an organized flow using definitions, complex facts, action words, etc.
    • provides multiple facts about the topic
    • provides a strong sense of closure
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites



ELA-01.W.03

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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.

Sub-Standards:

a. recount two or more appropriately sequenced events
b. include some details regarding what happened
c. use transitional words to signal event order
d. 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.

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, transition words, topic, closure
  • perform basic processes, such as:
    • write a narrative piece with a prompt or scaffold
    • identify a sequence of events connected to a shared event or story
    • name transitional words such as first, then, next, last
    • draw and retell an event from a story
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 that
    • recount two or more sequenced events
    • include details regarding what happened
    • use transitional words to signal event order
    • provide a sense of closure
4 Advanced
... demonstrates in-depth inferences and applications regarding more complex material that go beyond end of instruction expectations.
  • write a complex narrative that
    • uses many interesting details showing thoughts, feelings, and actions
    • provides three or more appropriately sequenced events
    • provides a strong sense of closure
Teacher Proficiency Scale

Resources

Vocabulary

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

Websites


ELA-01.W.04

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Production and Distribution of Writing

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

ELA-01.W.05

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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

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-01.W.06

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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

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-01.W.07

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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

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-01.W.08

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(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

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-01.W.09

ELA Writing Strand Logo 1st Grade (ELA) Targeted Standard
(W) Strand: Writing
Cluster: Research to Build and Present Knowledge

ELA-01.W.09 (Begins in grade 4)

ELA-01.W.10

Under Development

ELA-01 Targeted Standards
(W) Strand: Writing
Cluster: Range of Writing.

ELA-01.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

 



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