Effective Expression
The development of effective communication skills is one of the
hallmarks of the CA CCSS for ELA/Literacy and the CA ELD Standards.
This section provides a brief overview of writing, discussing,
presenting, and using language conventions in the grade span.
Additional information is provided in the grade-level sections of this
chapter.
Writing
In transitional kindergarten through grade one, children learned
to compose opinion pieces, informative/explanatory texts, and
narratives. They began by using a combination of drawing, dictating,
and writing to express their ideas and by the end of grade one they
were writing pieces in which they introduced a topic, supplied some details (e.g., a reason for an
opinion, facts about an informative/explanatory piece, and details about the events in a narrative),
and provided some sense of closure (W.K–1, Standards 1–3). With support and guidance from adults,
they learned to focus on a topic, respond to questions and suggestions from peers, and add details
to strengthen their writing. They also learned to use a variety of digital tools to produce and publish
writing, including in collaboration with peers (W.K–1, Standards 5–6). Importantly, they participated in
shared research and writing projects, drawing on texts and other resources and experiences to inform
their work (W.K–1, Standards 7–8).
In grades two and three, students build on previous learning to write more detailed and cohesive
texts of a variety of types for a variety of purposes (W.2–3, Standards 1–3). Among the writing skills
new to the grades two and three span are the following:
- Using linking words in writing (W.2–3, Standards 1–2)
- Writing a well elaborated narrative with descriptive details and, in grade three, dialogue (W.2–
3.3) - With guidance and support from adults, producing writing in which the development and
organization are appropriate to task and purpose (W.2–3.4) - Using feedback from peers to strengthen writing by revising and editing and, in grade three,
planning (W.2–3.5) - Using keyboarding skills in grade three to produce and publish writing (W.2–3.6)
In addition, Writing Standard 10 begins in grade two.
Although students engaged in considerable writing in
transitional kindergarten through grade one, Standard 10
requires that they now and hereafter “Write routinely over
extended and shorter time frames for a range of discipline-
specific tasks, purposes, and audiences.”
A panel charged with examining the research on effective
writing instruction in elementary schools states “students
should develop an early foundation in writing in order to
communicate their ideas effectively and efficiently” and that
“students who develop strong writing skills at an early age
acquire a valuable tool for learning, communication, and
self-expression” (Graham, and others 2012, 6). Thus, it is
imperative that adequate attention is given to writing in the
early years of schooling.
... Writing Standard 10 begins
in grade two. Although students
engaged in considerable writing
in transitional kindergarten
through grade one, Standard
10 requires that they now and
hereafter “Write routinely over
extended and shorter time frames
for a range of discipline-specific
tasks, purposes, and audiences.”
Grades 2 and 3 Chapter 4 | 299