Elementary School Narrative Writing Goals

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 CCSS.ELA-Literacy.W.1.3

• My assessment for this is typically to just have students write me a story on a familiar topic such as the first day of school, their dog, or the first day of school. When they are done, I will ask them to read me back their story both to help me decipher their spelling and to see what additional details appear in the oral version of the story.

Need more ideas? Check out the PreK-2 Writing Present Levels and Assessments 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 response to a prompt about a familiar topic, Paola can write a three sentences about the topic and draw a picture to match. She can tell a more complete story, including a beginning and multiple related events in her oral story.

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

• Given word banks and a writing prompt, ______ will write a narrative in which she recounts two or more appropriately sequenced events, include some details regarding what happened on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3

This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.

• Change the amount the student needs to write
  • Given word banks and a writing prompt, ______ will write a narrative of at least four sentences in which she recounts two or more appropriately sequenced events, include some details regarding what happened on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3
• Change the story element focus
  • Given word banks and a writing prompt, ______ will write a narrative in which she includes at two details regarding what happened and has a clear end to the story on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3
• Includes a focus on language
  • Given word banks, an editing checklist, and a writing prompt, ______ will write a narrative in which she recounts two or more appropriately sequenced events and uses at least two temporal words (e.g., later, that morning) to signal event order on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.1.3

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 CCSS.ELA-Literacy.W.2.3

• My assessment for this is typically to just have students write me a story on a familiar topic such as the first day of school, their dog, or the first day of school. When they are done, I will ask them to read me back their story both to help me decipher their spelling and to see what additional details appear in the oral version of the story.

Need more ideas? Check out the 2nd-5th Grade Writing Present Levels and Assessment Resources page  or the PreK-2 Writing Present Levels and Assessments 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 response to a prompt about a familiar topic, Paola can write a four sentences that elaborate the event. She can tell a more complete story with more details, although neither her written or oral stories typically have a sense of closure.

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

• Given a word bank and a graphic organizer, _____will write a narrative in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, including details to describe actions, thoughts, or feelings on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3

This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.

• Change the amount the student needs to write
  • Given a word bank and a graphic organizer, _____will write a narrative of at least six sentences in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, including details to describe actions, thoughts, or feelings on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
• Change the story element focus
  • Given a word bank and a graphic organizer, _____will write a narrative in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, and provides a sense of closure on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
• Includes a focus on language
  • Given a word bank and a graphic organizer, _____will write a six or more sentence narrative in response to a writing prompt in which he recounts a well-elaborated event or short sequence of events, including at least two temporal words to indicate event order  on two of three opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.3
  •  

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.3.3

• My assessment for this is typically to just have students write me a story on a familiar topic such as the first day of school, their dog, or the first day of school. When they are done, I will ask them to read me back their story both to help me decipher their spelling and to see what additional details appear in the oral version of the story.

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 response to a story prompt, Pedro can write six or more sentences of events in the story, but needs teacher support to add descriptive language and to include a clear beginning and end.

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

• Given a writing prompt, word processor, and planning time, _______will write a narrative of at least six sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3

This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.

• Change the amount the student needs to write
  • Given a writing prompt, word processor, and planning time, _______will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3
• Change the story element focus
  • Given a writing prompt, word processor, and planning time, _______will write a narrative of at least six sentences that develops real or imagined experiences or events with clear event sequences and a central message or problem experienced by the main character as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3
• Includes a focus on language
  • Given a writing prompt, word processor, and planning time, _______will write a narrative of at least six sentences with descriptive language, including at least two adjectives and two action verbs on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.4.3

• My assessment for this is typically to just have students write me a story on an assigned topic (although I will give options). I then give them time to edit, including a checklist for story elements.

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!

Rashed is a fluent writer, easily writing a full page in response to a writing prompt. He has exciting ideas in his writing and is able to write a story with a clear beginning, middle, and end. He also has good voice in his writing and is beginning to try on some advanced language  like “globlins.” 

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

• Given a writing prompt, word processor, and planning time, _____________________ will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3

This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.

• Change the amount the student needs to write
  • Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least ten sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
• Change the supports
  • Given a writing prompt, a voice dictation program, and an editing checklist, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
• Include a focus on language
  • Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, and include descriptive language (at least three adjectives and three action verbs) on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3
• Modify the measurement
  • Has to do it the first time you ask: Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story as measured by teacher records and observations CCSS.ELA-Literacy.W.4.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences CCSS.ELA-Literacy.W.5.3

• My assessment for this is typically to just have students write me a story on an assigned topic (although I will give options). I then give them time to edit, including a checklist for story elements.

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!

Rashed is a fluent writer, easily writing a full page in response to a writing prompt. He has exciting ideas in his writing and is able to write a story with a clear beginning, middle, and end. He also has good voice in his writing and is beginning to try on some advanced language  like “globlins.” 

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

• Given a writing prompt, word processor, and planning time, _____________________ will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations  CCSS.ELA-Literacy.W.5.3

This standard is fairly flexible. You can use it to focus on the amount written, on story structure (has a beginning, has details, has closure), or on the use of temporal words.

• Change the amount the student needs to write
  • Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least ten sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
• Change the supports
  • Given a writing prompt, a voice dictation program, and an editing checklist, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
• Include a focus on language
  • Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, and include descriptive language (at least three adjectives and three action verbs) on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3
• Modify the measurement
  • Has to do it the first time you ask: Given a writing prompt, word processor, and planning time, ____________will write a narrative of at least eight sentences that develops real or imagined experiences or events with  clear event sequences, including a beginning, middle, and end to the story as measured by teacher records and observations CCSS.ELA-Literacy.W.5.3