Kindergarten Expectations
Composition Skills | Transcription Skills |
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Composition is expressed primarily through speaking, dictating, or drawing. | Students know that writing differs from drawing, has distinct letter forms, and can be read back. |
Students may attempt to write messages of their own and read them back. | Students know how to write at least some letter forms. |
Students produce complete sentences when speaking. | Students know that spaces are between words. |
Students use frequently occurring nouns, verbs, and question words while composing. | Students know that writing goes from left to right and is organized from top to bottom of the page. |
Students capitalize the first word when writing a sentence. | Students may or may not know the alphabetic principle and produce early phonetic spellings of some sounds in words. |
Grade 1 Expectations
Composition Skills | Transcription Skills |
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Composition is expressed primarily through speaking, drawing, words, and gradually written sentences. | Students know the alphabetic principle and spell by sound using alphabet letter names and sound-letter correspondences. |
Students begin to produce the four types of sentences (declarative, interrogative, imperative, exclamatory) and compound sentences when speaking. | Students remember the spellings of commonly used high-frequency words. |
Students use a wider variety of nouns, pronouns, conjunctions, prepositions, and verb tenses while composing. | Students begin to write words in sequence with word spaces, capitalize the first word, and use punctuation at the ends of sentences. |
Students may be amenable to adding details to drawings and text in response to feedback from peers and adults. |
Grade 2 Expectations
Composition Skills | Transcription Skills |
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Composition is expressed primarily through speaking and writing sentences. | Spelling and handwriting are becoming more sufficient to focus more on the demands of composing. |
Students write compound and complex sentences, and all four types of sentences. | Students apply basic capitalization rules and begin using more punctuation (e.g., commas in letter greetings, apostrophe for contraction and possessives). |
Students begin to link sentences into a basic paragraph. | |
There is more independence in generating ideas. | |
Students use more complicated forms of nouns and pronouns, irregular verbs, and a variety of adjectives and adverbs when composing. | |
Students begin to be aware of task, audience, and purpose. | |
Students may be amenable to adding details and text revision in response to feedback from peers and adults. |
Grade 3 Expectations
Composition Skills | Transcription Skills |
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Composition is expressed primarily through writing. | Spelling and handwriting are sufficiently fluent to focus on the demands of composing. |
Students write compound and complex sentences. | Students use more complex punctuation (e.g., commas and quotation marks in dialogue). |
Students link sentences into multiple paragraphs. | |
Students use a wider range of vocabulary, including terms that represent abstract concepts, when composing. | |
Students write with an awareness of task, audience, and purpose. | |
Students revise writing with feedback support from peers and adults. |