Both I Can and I Will Statements Help Students Know What Is Expected and Understand Where
24. 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...).
25. 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.
26. 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.
Essential Question:
How can my writing communicate my ideas to others?
Unpacking: What does this standard mean that a student will know and be able to do?
Kindergarten students must be able to express their opinion and demonstrate the ability to share their opinion with others. In kindergarten, students learn to dictate their thinking, illustrate their ideas, and write their thoughts across various genres (opinion, informative/explanatory, narrative). In order to do so, students will need multiple opportunities to express opinions and develop writing behaviors.
Students will need to engage in behaviors (turn and talk, small group discussion, and emergent writing and speaking learning centers) that lead to the natural expression of ideas both verbally and in writing. Students will also need a purposeful focus on choice‐making throughout
ELA.
• For example, kindergarten students need to be able to choose words or illustrations to use within their writing that show their thinking. Whether dictating, drawing, or writing, students must be able to articulate their ideas in a way that is purposeful and appropriate to the audience
Use questions and prompts such as:
.
Essential Vocabulary:
sequence, events, feelings, reactions, dictate, express, opinion, compose, genre
Both “I can” and “I will” statements help students know what is expected and understand where they are going.
Learning Targets: “I Can” (skills) / Criteria For Success: “I Will” (activity)24a. I can draw a picture to explain what I think about a book. / I will draw a picture to tell what I think about a book.
24b. I can tell what I think about a book. / I will tell someone what I think about a book.
24c. I can write what I think about a book. / I will write what I think about a book.
25a. I can draw a picture to share information about a book. / I will draw a picture to share information about a book.
25b. I can tell more information about a book. / I will tell someone more information about the topic of a book.
25c. I can write more information about a book. / I will write more information about the topic of a book.
26a. I can draw the sequence of events. / I will draw the events in the correct order.
26b. I can tell the sequence of events. / I will tell the events in the correct order.
26c. I can write the sequence of events. / I will write the events in the correct order.
26d. I can have reactions about events. / I will express my feelings about an event.
1st / 2nd / 3rd / 4th / Kindergarten CCRS‐Writing: Production and Distribution of Writing
27. With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed
28. With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Essential Questions:
How can I use resources to improve my writing?
How can I use resources to publish my writing?
Unpacking: What does this standard mean that a student will know and be able to do?
With assistance from adults and peers, students should be able to respond to questions and suggestions about their writing. In order to do so, students need to understand how to add descriptive words to their writing to strengthen their piece. They also need to develop the ability to recognize spelling, grammar, and punctuation errors and have strategies for correcting these errors with assistance (during conferences and peer editing).
Students in kindergarten are developing strategies with peers and adults to explore the use of digital tools to publish their writing (use of keyboarding and technology). At this grade level, students are learning to “log on” to programs, computer stations, and hand‐held devises and engage with digital media.
Use questions and prompts such as:
Essential Vocabulary:
descriptive or “sparkle” words, produce, publish, digital tools, adjectives, peer-editing, conferencing
Both “I can” and “I will” statements help students know what is expected and understand where they are going.
Learning Targets: “I Can” (skills) / Criteria For Success: “I Will” (activity)27a. I can ask for help to make my writing better / I will ask peers or adults for help in writing to make it better.
27b. I can add details to my writing to make it better. / I will use “sparkle” words in my writing.
28. I can use digital tools to produce and publish writing. / I will use technology from my school to write. I will use technology from my school to publish my writing.
1st / 2nd / 3rd / 4th / Kindergarten CCRS‐Writing: Research to Build and Present Knowledge
29. Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
30. With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question
Essential Questions:
How can collaborate with others in writing projects?
How can I use writing to communicate my ideas to others?
Unpacking: What does this standard mean that a student will know and be able to do?
Kindergarten students are required to participate in shared research projects. Students will need to understand their role (job on the team) and how they will contribute (work they will do) on the project from beginning to end. Items, such as, task charts, check sheets, and graphic
organizers will be helpful to students as they learn to work together.
At this level, students are working with provided research. They need to know how to scan the information provided (words, pictures, digital sources) and/or recall from their own background knowledge the pieces they need to answer research questions. Students do this work with prompting and support.
Use questions and prompts such as:
Essential Vocabulary:
research, job, project, team/group, experiences, participate
Both “I can” and “I will” statements help students know what is expected and understand where they are going.
Learning Targets: “I Can” (skills) / Criteria For Success: “I Will” (activity)29. I can participate in a research or writing project with other. / I will work with others to complete a project. I will understand my
job and help the group.
30. I can use my experiences to answer questions or get information.
I will work with others to complete a project. I will understand my job and help the group. / I will use what I know to answer questions. I will use what I know to
get more information.
CCR Anchor Standards for Writing
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
2. Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
3. Write narratives to develop real or imagined experiences or events using effective technique, well‐chosen details, and well‐structured event sequences
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Begins 3rd grade)
5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach
6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
8. Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
9. Draw evidence from literary or informational texts to support analysis, reflection, and research.
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. (Begins in grade 3)
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