Common Core State Standards for English Language Arts
Kindergarten–Grade 5
Writing
Kindergarten
Text Types and Purposes
W.K.3
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.
Production and Distribution of Writing
W.K.5
With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed.
W.K.6
With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.K.7
Participate in shared research and writing projects (e.g., explore a number of books by a favorite author and express opinions about them).
W.K.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 1
Text Types and Purposes
W.1.3
Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.
Production and Distribution of Writing
W.1.5
With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed.
W.1.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
W.1.7
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a given topic and use them to write a sequence of instructions).
Research to Build and Present Knowledge
W.1.8
With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.
Grade 2
Text Types and Purposes
W.2.3
Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.
Production and Distribution of Writing
W.2.5
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
W.2.6
With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.
Research to Build and Present Knowledge
W.2.7
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record science observations).
W.2.8
Recall information from experiences or gather information from provided sources to answer a question.
Ohio English Language Arts Standards (2001)
Writing Process Standard
Benchmarks (K–2)
A.
Generate ideas for written compositions.
B.
Develop audience and purpose for self-selected and assigned writing tasks.
Grade Level Indicators (Grade Prekindergarten)
2.
Choose a topic for writing related to shared or personal experience.
3.
Begin to determine purpose for writing.
4.
Generate related ideas with assistance.
5.
Dictate or produce "writing" to express thoughts.
Grade Level Indicators (Grade Kindergarten)
1.
Generate writing ideas through discussions with others.
2.
Choose a topic for writing.
Writing Applications Standard
Benchmarks (K–2)
A.
Compose writings that convey a clear message and include well-chosen details.
C.
Write friendly letters and invitations complete with date, salutation, body, closing and signature.
Grade Level Indicators (Grade Prekindergarten)
4.
Dictate words or produce writing approximations for a variety of purposes (e.g., menus in dramatic play, note to friend).
Grade Level Indicators (Grade Kindergarten)
4.
Dictate or write informal writings for various purposes.
Grade Level Indicators (Grade 1)
3.
Write friendly letters or invitations that follow a simple letter format.