Elementary School Writing Paragraphs, Reports, and Essays Goals

Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section CCSS.ELA-Literacy.W.2.2

• The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better.

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!

After watching a video about sloths and reading a short book, Liu wrote one sentence about the sloths, stating that she liked them. She required significant prompting to go back and add details to her writing. Liu often writes under ten words during classroom writing activities and needs adult support and supervision to write more.

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

•  Given sight words banks and help with spelling, ______ will write informative/explanatory texts about a topic/book discussed in the classroom that is at least three sentences (15 words) long on three of four opportunities as measured by teacher records and observations.

This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support

• Change the amount the student needs to write
  • Given sight words banks, access to a mentor text, and help with spelling, ______ will write informative/explanatory texts about a topic/book discussed in the classroom that is at least five sentences (20 words) long on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.2.
• Change the writing focus
  • Given a topic sentence on a familiar nonfiction topic and access to resources about the topic, ____ will add three detail sentences to the informative/explanatory text on three of four opportunities as measured by teacher observations and records CCSS.ELA-Literacy.W.2.2.
  • Given three detail sentences on a familiar topic. ___ will write a topic sentence for the informative/explanator text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.2.
  • Given sight words banks, a mentor text, and a paragraph writing checklist ______ will write a one paragraph informative/explanatory text about a topic/book discussed in the classroom with a topic sentence and three detail sentences on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.2.2.

Introduce a topic and group related information together; include illustrations when useful to aiding comprehension CCSS.ELA-Literacy.W.3.2a

• The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better.

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!

After watching a video about sloths and reading a short book, D’Wayne wrote three facts about sloths. When prompted to add a topic sentence and given examples of topic sentences, he added, “Sloths are cool.” D’Wayne often needs adult support and supervision to complete classroom writing activities.

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

• Given a text prediction or word processing program, ______ will write a short paragraph (at least four sentences) about a topic/story discussed in the classroom in which he introduces the  topic and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a

This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support

• Change the amount the student needs to write
  • Given a text prediction or word processing program, ______ will write a  paragraph (at least five sentences) about a topic discussed in the classroom in which he introduces the  topic and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a
• Change the writing focus
  • Given a topic sentence on a familiar nonfiction topic and access to resources about the topic, ____ will add three related detail sentences to the  text on three of four opportunities as measured by teacher observations and records CCSS.ELA-Literacy.W.3.2a
  • Given three detail sentences on a familiar topic. ___ will write a topic sentence for the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a.
  • Given sight words banks, a mentor text, and a paragraph writing checklist ______ will write a one short text in which she introduces the topic and groups at least three related facts on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.3.2a.

Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension CCSS.ELA-Literacy.W.4.2a

• The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better.

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!

After watching a video about sloths and reading a short book, D’Wayne wrote three facts about sloths. When prompted to add a topic sentence and given examples of topic sentences, he added, “Sloths are cool.” D’Wayne often needs adult support and supervision to complete classroom writing activities.

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

• Given a text prediction or word processing program, ______ will write a paragraph about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a

This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support

• Change the amount the student needs to write
  • Given a text prediction or word processing program, ______ will write a paragraph of at least 30 words about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a
• Change the writing focus
  • Given three detail sentences on a familiar topic. ___ will write a topic and concluding sentence for the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a
  • Given a text prediction or word processing program, ______ will write a short text of two or more paragraphs about a familiar topic in which she introduces the topic clearly using a topic sentence and groups related information together on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.4.2a

Provide a concluding statement or section related to the information or explanation presented CCSS.ELA-Literacy.W.5.2e

• The first challenge for this standard is to ensure that whatever you are asking the student to write about is a familiar topic. One way to do this is to pair the writing assessment with a reading assessment where the student reads or is read a short, informative text with pictures. Then you can ask them to write about that topic. It is also helpful to pull classroom writing examples– the more examples you have of what the student does when asked to write on a familiar nonfiction topic, the better. You can also provide the student with paragraphs with either topic, detail, or concluding sentences omitted and ask them to complete the paragraphs.

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!

After watching a video about sloths and reading a short book, D’Wayne wrote three facts about sloths. When prompted to add a topic sentence and given examples of topic sentences, he added, “Sloths are cool.” D’Wayne often needs adult support and supervision to complete classroom writing activities.

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

•  Given a text prediction program and a graphic organizer, _____________ will write a short summary of a familiar article or text that has a  topic sentence, at least two supporting details, and a concluding statement or section related to the information or explanation presented on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.2e

This standard can be used to work on the amount students write, the focus of their writing (can they write on one topic?),or paragraph structure. Each can be written at various levels of difficulty, with varying support

• Change the amount the student needs to write
  •  Given a text prediction program and a graphic organizer, ____________ will write a short summary of a familiar article or text that has a  topic sentence, at least three supporting details, and a concluding statement or section related to the information or explanation presented on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.2e
• Change the writing focus
  • Given three detail sentences on a familiar topic. ___ will write a topic and concluding sentence for the text on three of four opportunities as measured by teacher records and observations CCSS.ELA-Literacy.W.5.2e