Virginia SOL K.W

K.W is a Standards of Learning standard. These are the knowledge and skills expectations under it.

• K.W.1

  Modes and Purposes for Writing

• K.W.1.A

  Use a combination of drawing, dictating, and writing to compose narrative stories in sequential order (beginning, middle, end)

• K.W.1.B

  Use a combination of drawing, dictating, and writing to compose descriptive writing that identifies a topic and provides one or more relevant details

• K.W.1.C

  Use a combination of drawing, dictating, and writing to write in response to texts heard.

• K.W.2

  Organization and Composition

• K.W.2.A.i

  Identifying the audience and purpose of the writing (e.g., letters, stories, “all about” book, etc)

• K.W.2.A.ii

  Composing or dictating simple sentences that include a subject (noun) and predicate(verb) focused on the topic

01

What Students Need to Do

Students use drawing, dictation, and early writing to tell stories, describe a topic, and respond to a read-aloud. They put story events in order and add details that match the topic or text. With help, they plan for an audience and purpose, then compose simple sentences with a noun and verb.

02

What Mastery Looks Like

A student plans with pictures or peer ideas, then draws, dictates, or writes for a clear audience and purpose. Narratives have a beginning, middle, and end. Descriptions and text responses stay on topic, give a relevant detail, and include a simple noun-verb sentence.

03

Common Misconceptions

Students may tell events out of order or draw unrelated details. They may name a topic without adding a detail, or write labels and fragments with no action word. Some think a response must retell the whole book instead of sharing one relevant idea.

04

How to Assess It

After a familiar read-aloud, say, “Draw one important event, then write or dictate a sentence telling what happened and one detail.” Check that the picture and sentence match the text and name who or what acted.

1. 01

   Give students three picture cards from a familiar event; they order them, draw beginning, middle, and end, then dictate or write one sentence.

2. 02

   Ask, “Who will read your piece, and what do you want that person to learn?” Then partners suggest one useful detail.

3. 03

   Make noun and verb cards; students pair one of each, read the sentence aloud, and decide whether it makes sense.

4. 04

   Have students create a thank-you note for a school helper with a drawing, the helper’s name, an action, and one specific detail.

• 3.W

  The student will compose various works for diverse audiences and purposes, linked to grade three content and texts.

• 6.W

  The student will compose various works for diverse audiences and purposes, linked to grade six content and texts.

• 2.W

  The student will write in a variety of forms for diverse audiences and purposes, linked to grade two content and texts.

• 1.W

  The student will write in a variety of forms for diverse audiences and purposes linked to grade one content and texts