Kindergarten

Informational Writing 

Writing Literary Text

Persuasive Writing

Progress Indicator: generating ideas using a range of responses (e.g., discussion, dictation, drawing, letters/invented spelling, writing), when responding to a topic, text, or stimulus (e.g., event, photo, etc.)

Progress Indicator: describing information about a topic or text using drawings with details, written words (e.g., labels, names), and fact statements (e.g., “Spiders make webs”) and ‘reading back’ what they have written

Progress Indicator: representing facts and descriptions through a combination of illustrations, captions, and simple sentences that often connect two clauses; applying basic capitalization and end punctuation

Progress Indicator: with support, using various information retrieval sources (e.g., word wall, book talks, visuals/images, Internet) to obtain facts and compose information on a topic

Progress Indicator: with support, using simple note-taking strategies to record and group facts (e.g., numbering, T- chart, graphic organizer) to plan writing

Progress Indicator: selecting and ordering fact statements, using domain-specific vocabulary to describe a sequence of events or to explain a procedure (e.g., list necessary materials and tell steps in logical order)

Progress Indicator: presenting factual information describing subtopics of larger topics using sentences in somewhat random order (e.g., listing fact statements rather than connecting or relating ideas)

Progress Indicator: organizing factual information about subtopics of larger topics using relevant details in several related sentences

Progress Indicator: E.WI.i with support, revising by adding concrete details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (e.g., high frequency words), and mechanics

Progress Indicator: generating story ideas using discussion, dictation, drawing, letters/ invented spelling, writing when responding to a stimulus (e.g., event, photo, text, daily writing log, etc.)

Progress Indicator: conveying meaning with illustrations/dictation to describe event, personal/imagined experience

Progress Indicator: telling a story/event using drawings with details, written words (e.g., nouns, names), and simple sentences; ‘reading back’ what they have written

Progress Indicator: logically sequencing events (e.g., beginning/middle/end) using some, signal words (e.g., first, then, next); applying basic capitalization and end punctuation

Progress Indicator: writing about a situation; describing characters by what they do, say, and think and what others say about them

Progress Indicator: organizing texts with title and focus (introduce who, what, why) and connecting problem-solution

Progress Indicator: with support, revising by adding concrete details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (e.g., high frequency words), and mechanics

Progress Indicator: generating ideas about a topic, text, or stimulus shared (event, photo, video, peers, etc.) using a range of responses (e.g., discussion, dictation, drawing, letters/invented spelling, writing)

Progress Indicator: With prompting and support, connecting information/facts with personal opinions about a topic or text (e.g., I think it is an informational text because it has facts.) using discussion, drawings with details, written words (labels, nouns) or completing statements (e.g., This is what I like about dogs…; That character was funny because…) and ‘reading back’ what they have written

Progress Indicator: reading a variety of texts and distinguishing among text genres and their purposes (e.g., stories- entertain, texts that teach or give information, ads- convince you to buy, personal messages/letters- different purposes, include opinions)

Progress Indicator: with support, using simple note-taking strategies to record and distinguish facts/opinions or reasons for/against a real-world topic (e.g., T-chart with reasons why people like/do not like pizza) 

Progress Indicator: locating facts to support stated opinions about a topic (e.g., survey peers) or text; collaboratively describing reasons for/against through illustrations, captions, and simple sentences that connect reasons with evidence; applying basic capitalization and end punctuation

Progress Indicator: selecting a topic or text of personal interest, finding accurate information about the topic/text and generating statements (in somewhat random order) connecting opinion with reasons and supporting evidence (e.g., I like winter because…)

Progress Indicator: developing an opinion on a topic/text with statements that connect the stated opinion (“You will think/agree this story is funny…”) in several related sentences with reasons and relevant details/supporting evidence for an authentic audience

Progress Indicator: with support and audience feedback, revising by adding relevant details, descriptions, and concluding statement/closure; editing using grade appropriate grammar, usage, spelling (high frequency words), and mechanics

Describe familiar people, places, things, and/or events orally or in writing.  

With guidance and support from adults, recall information from experiences to answer a question.

With prompting and support, provide additional details to the description or drawings of familiar people, places, things, and/or events.  

With prompting and support, create a permanent product (e.g., select/generate responses to form paragraph/essay) that contains a main topic and details about an informational topic. 

Use a combination of drawing, dictating, and/or writing in response to a topic, text, or stimulus (e.g., event, photo, etc.). 

Identify various sources (e.g., library books, magazines, Internet) that can be used to gather information or to answer questions (e.g., how do we find out). 

Use provided illustrations or visual displays to gain information on a topic. 

With guidance and support from adults, gather information from provided sources (e.g., highlight, quote, or paraphrase from source) to answer a question.  

Participate in shared research and writing projects (e.g., explore several books by a favorite author and express opinions about them).  

No CCCs were written at this grade level for this PI.

No CCCs were written at this grade level for this PI.

Present orally or in writing, factual information of familiar people places, things, and/or events. 

Organize information on a topic that includes more than one piece of relevant content.

With guidance and support, use feedback on a topic (e.g., additional text, drawings, visual displays, labels) to strengthen informational writing.  

Use a combination of drawing, dictating, and writing when generating story ideas in response to a topic, text, or stimulus (e.g., event, photo, text, daily writing log). 

With guidance and support from adults, recall information from experiences to answer a question.  

Describe familiar people, places, things, and/or events orally or in writing.  

With prompting and support, provide additional details to the description or drawings of familiar people, places, things, and/or events.

Describe a single event or a series of events using drawings or simple sentences.

Write, dictate, or draw about an event in the order in which it occurred.  

No CCCs developed for this PI at Kindergarten

No CCCs developed for this PI at Kindergarten

With guidance and support, use feedback to strengthen narrative writing (e.g., elaborate on story elements).

With guidance and support from adults, recall information from experiences to answer a question. 

Draw, dictate, or write an idea about a topic.  

Describe familiar people, places, things, and/or events orally or in writing.

State an opinion or preference about the topic.

No CCCs were written at this grade level for this PI.

No CCCs were written at this grade level for this PI.

With guidance and support from adults, gather information from provided sources to answer a question.

Write, draw, or dictate an opinion statement about a topic or book of interest.

No CCCs were written at this grade level for this PI.

With guidance and support, use feedback (e.g., drawings, visual displays, labels) to strengthen persuasive writing.