Beginning writing skills: the ability to form sentences, knowledge of word order and sentence structure, knowledge of how ideas are organized and connected, and awareness of audience and purpose. Specific Indicator (the student will) Illustrative examples Copy letters and numerals. Self-explanatory. Understand alphabetic principles. Knowledge of alphabet, in order (alphabet song); upper and lower case. Able to convert sound into text (vowels, consonants, blends, etc.) Onset and rime (word beginning and ending – different than syllabication. E.g. ‘bl’ is not a syllable, but an onset; ‘ack’ is not a syllable, but a rime. E.g. book, cat, pen, banana, etc. Understand the phonology of print. Understand the phonology of vowel/consonant clusters and blends. Spell sight words with increasing accuracy. Spell high frequency words with increasing accuracy. Write singular and plural forms. E.g. the, a, an, etc. E.g. apple/apples; man/men hand Correctly label visuals. E.g. Write words in common combinations. Experiment with the use of words. E.g. I like…; you like…; I am…; He sees…, etc. Construct new words using knowledge of common root words, prefixes, and suffixes E.g. ‘open the light’ instead of ‘turn on the light’; ‘I want to play computer’ instead of ‘I want to play on the computer’. Affixes: un-, re-, dis-, -able, -ness, -less, -ly, -ful, -ing, etc. Roots: walk, friend, happy, hurt, eat, know, do, etc. Reproduce conventional text features in own writing. Construct simple sentences with correct word order (linguistic syntax). Forms letters and numbers with attention to spacing, line, and direction. S-V-O (The dog ate the bone); Can construct 4-5 sentences that shows controlling idea, sequencing, and a conclusion. Construct simple sentences using correct grammar. Understand text components of main ideas and sub ideas. Create text independently with text components of main ideas and supporting ideas. Create simple narrative text. E.g. noun-verb agreement, plurals, etc. Apply knowledge of conventions E.g. Capitalizes words that begin sentences, names of people Co-creates text in a shared writing environment (possibly with graphic organizers). Self-explanatory Language experience approach. Apply knowledge of word parts and places, etc.; uses correct punctuation. E.g. Contractions, compound words, etc. Use technology tools to express ideas. Increase use of more advanced vocabulary. Describe things in greater detail E.g. iPad, Microsoft word, powerpoint, SMARTboard, etc. Use transitional devices and vocabulary. Edit using clues in the environment Uses sequencing words (E.g. first, next, finally, etc.) Edit using re-reading strategies and meta-cognition Develop voice in writing. Knows when the word looks ‘wrong’ and attempts to correct; identifies errors when reading aloud and attempts to correct. Uses humour, dialogue, creativity, vernacular, irony, etc. Generate text with some understanding of audience and purpose Construct a variety of expository text with attention paid to structure and format. E.g. “Love, your son” (on a Mother’s Day card); journal entry, etc. Uses colourful/multisyllabic words: E.g. instead of ‘good’: ‘fantastic’. (western-based literature) Uses adjectives and adverbs. Classroom word wall, dictionaries, etc. Memos, friendly letters, texting on a phone, etc.
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