Elementary School Descriptive Language Goals

Choose words and phrases for effect. CCSS.ELA-LITERACY.L.3.3.A

• When I am looking at student’s writing samples, one of the things that I check for is their use of language. Are they using interesting words or just “said,” and “like?” Are there any adjectives, strong verbs, or details in the sentences?

Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.

Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

In a writing sample, Suanna wrote a few words with some repetition of sight words and other familiar words, and sentences that were repetitive in structure.

For more baseline ideas, check out the IEP Success Kit!

• When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the use of at least two verbs other than said, went, and like and the inclusion of at least two adjectives. CCSS.ELA-LITERACY.L.3.3.A

The challenge with this goal is defining what you mean by choosing words for effect. The goal is broad, so define it based on what you see as the student’s greatest needs. 

• Change the target area from verbs to sensory language 
  • When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the inclusion of at least three sensory details such “dry like sandpaper,” “sizzled,” “like a rotten egg.” CCSS.ELA-LITERACY.L.3.3.A
• Change target area to action verbs
  • When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” CCSS.ELA-LITERACY.L.3.3.A
• Change target area to figurative language
  • When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the inclusion of at least examples of figurative language in the piece such as, “eyes like an eagle,” or “bite off more than you can chew.” CCSS.ELA-LITERACY.L.3.3.A
• You can also change how this is measured to having the student edit a “boring” sentence to make it more interesting.
  • Given a simple sentence to edit, ____ will choose words and phrases for effect as measured by the addition of a verb other than said, went, and like and the inclusion of at least two adjectives. CCSS.ELA-LITERACY.L.3.3.A
  •  

• If what you want is an intervention series focused on helping students learn to use action verbs, to add sensory details, and descriptive language, check out the Descriptive Writing Intervention in the store!
• An easy intervention is to  have students go back to their own writing and, as part of editing, to identify ways to make their sentences more interesting. Having a handout on techniques for creating interesting sentences is helpful for this!

There are actually two relevant standards for descriptive writing in fourth grade:

Use concrete words and phrases and sensory details to convey experiences and events precisely CCSS.ELA-LITERACY W.4.3.D.

Choose words and phrases to convey ideas precisely CCSS.ELA-LITERACY.L.4.3.A

• When I am looking at student’s writing samples, one of the things that I check for is their use of language. Are they using interesting words or just “said,” and “like?” Are there any adjectives, strong verbs, or details in the sentences?

Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.

Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

In a writing sample, Suanna wrote multiple paragraphs; with some transition words, one action verb, and sentences that were varied in structure; repetitive in structure.

For more baseline ideas, check out the IEP Success Kit!

• Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.4.3.D.
• When given time to edit his/her own writing and a multi-sentence writing sample, ___ will choose words and phrases to convey ideas precisely as measured by the use of three or more action verbs in the final writing sample CCSS.ELA-LITERACY.L.4.3.A

The challenge with this goal is defining what you mean by choosing words for effect. The goal is broad, so define it based on what you see as the student’s greatest needs. 

• Focus on sensory language
  • Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least three sensory details such “dry like sandpaper,” “sizzled,” “like a rotten egg”  CCSS.ELA-LITERACY W.4.3.D.
• Change target area to action verbs
  • When given time to edit his/her own writing and a multi-sentence writing sample, ____ will choose words and phrases for effect as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” CCSS.ELA-LITERACY.L.3.3.A
  • Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” in the final writing sample CCSS.ELA-LITERACY W.4.3.D.
  • When given time to edit his/her own writing and a multi-sentence writing sample, ___ will choose words and phrases to convey ideas precisely as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced” CCSS.ELA-LITERACY.L.4.3.A
• Change target area to figurative language
  
  • Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.4.3.D.
  • When given time to edit his/her own writing and a multi-sentence writing sample, ___ will choose words and phrases to convey ideas precisely as measured by the inclusion of at least examples of figurative language in the piece such as, “eyes like an eagle,” or “bite off more than you can chew.”CCSS.ELA-LITERACY.L.4.3.A
• You can also change how this is measured to having the student edit a “boring” sentence to make it more interesting.
  • Given five simple sentences to edit, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the addition of at least two sensory details  CCSS.ELA-LITERACY W.4.3.D.
  • Given five simple sentences to edit, ___ will choose words and phrases to convey ideas precisely as measured by the addition of three or more action verbs  CCSS.ELA-LITERACY.L.4.3.A
  •  

• If what you want is an intervention series focused on helping students learn to use action verbs, to add sensory details, and descriptive language, check out the Descriptive Writing Intervention in the store!
• An easy intervention is to  have students go back to their own writing and, as part of editing, to identify ways to make their sentences more interesting. Having a handout on techniques for creating interesting sentences is helpful for this!

There are actually two relevant standards for descriptive writing in fifth grade:

Use concrete words and phrases and sensory details to convey experiences and events precisely CCSS.ELA-LITERACY W.5.3.D.

Expand, combine, and reduce sentences for meaning, reader/listener interest, and style CCSS.ELA-LITERACY.L.5.3.A

• When I am looking at student’s writing samples, one of the things that I check for is their use of language. Are they using interesting words or just “said,” and “like?” Are there any adjectives, strong verbs, or details in the sentences?

Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page.

Looking for assessment resources or support with turning assessments into goals and present levels? Check out the IEP Success Kit in the store!

In a writing sample, Suanna wrote a brief paragraph with one example of descriptive language, and sentences that were repetitive in structure.

For more baseline ideas, check out the IEP Success Kit!

• Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.5.3.D.
• When given time to edit his/her own writing and a multi-sentence writing sample, ___ will expand sentences for meaning, reader/listener interest, and style as measured by the use of three or more action verbs in the final writing sample CCSS.ELA-LITERACY.L.5.3.A

The challenge with this goal is defining what you mean by choosing words for effect. The goal is broad, so define it based on what you see as the student’s greatest needs. 

• Focus on sensory language
  • Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least three sensory details such “dry like sandpaper,” “sizzled,” “like a rotten egg”  CCSS.ELA-LITERACY W.5.3.D.
• Change target area to action verbs
  • When given time to edit his/her own writing and a multi-sentence writing sample, ____ will expand sentences for meaning, reader/listener interest, and style  as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” CCSS.ELA-LITERACY.L.5.3.A
  • Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the use of at least three action verbs such as “strolled,” “sprinted” and “raced.” in the final writing sample CCSS.ELA-LITERACY W.5.3.D.
• Change target area to figurative language
  • Given a writing sample to edit and an editing checklist, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the inclusion of at least two sensory details in the final writing sample CCSS.ELA-LITERACY W.5.3.D.
  • When given time to edit his/her own writing and a multi-sentence writing sample, ___ will expand sentences for meaning, reader/listener interest, and style as measured by the inclusion of at least examples of figurative language in the piece such as, “eyes like an eagle,” or “bite off more than you can chew.” CCSS.ELA-LITERACY.L.5.3.A
• You can also change how this is measured to having the student edit a “boring” sentence to make it more interesting.
  • Given five simple sentences to edit, ____ will use concrete words and phrases and sensory details to convey experiences and events precisely as measured by the addition of at least two sensory details  CCSS.ELA-LITERACY W.5.3.D.
  • Given five simple sentences to edit, ___ will expand sentences for meaning, reader/listener interest, and style as measured by the use of three or more action verbs in the final writing sample CCSS.ELA-LITERACY.L.5.3.A
  •  

• If what you want is an intervention series focused on helping students learn to use action verbs, to add sensory details, and descriptive language, check out the Descriptive Writing Intervention in the store!
• An easy intervention is to  have students go back to their own writing and, as part of editing, to identify ways to make their sentences more interesting. Having a handout on techniques for creating interesting sentences is helpful for this!