Beginning writing skills: the ability to form sentences, knowledge of

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.