Birth to 5 Years - A Framework for Achieving Washington’s EALRs In Early Childhood
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Language Arts - Writing
Standards
What students should know and be able to do
- The student writes clearly and effectively. To meet this standard, the student will:
- develop concept and design: ideas and organization
- express themselves symbolically using painting, drawing and writing materials
- manipulate two small objects at the same time.
- Cuts out shapes with curved lines within ¼ inch of the lines
- Will tie string-type fastener (e.g., shoelace, ribbon, string)
- Copy complex shapes with angular contours
- Print own first name without a model. Letters must be in correct order, but printing errors are permissible
- Copy simple written shapes after demonstration (cross, circle, square)
- use style appropriate to the audience and purpose: voice, word choice, and sentence fluency
- develop concept and design: ideas and organization
- will copy complex shapes with angular contours
- will print own first name without a model. Letters must be in correct order, but printing errors are permissible
- will devise a criterion and sort all objects into groups, according to that criterion. An adult may provide a general cue.
- Begin to write or dictate in a variety of forms (lists, letters, name on artwork, journals, etc.)
- apply writing conventions
- will print own first name without a model. Letters must be in correct order, but printing errors are permissible.
- The student writes in a variety of forms for different audiences and purposes. To meet this standard, the student will:
- write for different audiences
- will devise a criterion and sort all objects into groups, according to that criterion. An adult may provide a general cue.
- will use words, phrases, or sentences to do the following:
- express anticipated outcomes
- describe pretend objects, events, or people
- label own or others' affect/emotions
- describe past events
- make commands to and requests of others
- obtain information
- inform
- write for different purposes
- will devise a criterion and sort all objects into groups, according to that criterion. An adult may provide a general cue.
- write in a variety of forms
- will devise a criterion and sort all objects into groups, according to that criterion. An adult may provide a general cue.
- write for career applications (demonstrate how literacy is used in the workplace)
- write for different audiences
- The student understands and uses the steps of the writing process. To meet this standard, the student will:
- prewrite
- draft
- revise
- edit
- publish
- The student analyzes and evaluates the effectiveness of written work.
- NA
- assess own strengths and need for improvement
- will devise a criterion and sort all objects into groups, according to that criterion. An adult may provide a general cue.
- Will spontaneously or on request tell why a particular solution to a problem that occurred within context would or would not work
- Will make statements and appropriately answer questions that require the child to:
- Give reasons for inferences
- Make predictions about future or hypothetical events
- Determine possible causes for events
- Will communicate personal likes and dislikes about people, objects, and activities.
- seek and offer feedback
- will devise a criterion and sort all objects into groups, according to that criterion. An adult may provide a general cue.
- Will spontaneously or on request tell why a particular solution to a problem that occurred within context would or would not work
- Will make statements and appropriately answer questions that require the child to:
- Give reasons for inferences
- Make predictions about future or hypothetical events
- Determine possible causes for events
- Will communicate personal likes and dislikes about people, objects, and activities