Remember something we did
Draw or make marks about a recent classroom or play experience. Tell an adult what happened.
Show learning through student work
These 36 original writing assignments ask learners to plan, compose, revise and explain their choices. Select the grade or grade band, then a writing mode. Teachers can use the criteria to review student work and plan next steps. Pre-K activities support observation during familiar play.
Kindergarten tasks allow drawing, dictation and writing. Grades 9–10 and 11–12 share the writing standards for their respective bands. These tasks add performance evidence; they do not establish full curriculum coverage or automatic mastery.
A sign for our play space
With an adult, make a sign for a pretend store, block area or other play space. Tell someone what the sign says.
Tell me about your drawing
Choose a familiar play activity. Draw it or make marks about it, then tell an adult what your picture or marks mean.
A place to read
Draw two places where you could enjoy a book. Tell or write which place you prefer.
Preparing for a rainy day
Draw or dictate information about clothing or objects you use on a rainy day.
Something I made
Draw or tell about making something with blocks, paper or another familiar material.
Choose a class read-aloud
Choose a book your class has heard. Recommend it to another first-grade class and give a reason.
How to care for classroom materials
Explain how to use and put away one familiar classroom material.
A small problem I solved
Tell about at least two events when you solved a small everyday problem.
Indoor recess choices
Recommend one indoor recess activity. Explain why it would work for your class.
What makes a useful bookmark?
Explain the features of a useful bookmark. Examine two bookmarks or teacher-provided pictures before writing.
The misplaced note
Tell a real or imagined story about a note that goes missing and is found.
Where should a reading corner go?
Compare two possible reading-corner locations in your classroom. Recommend one location using reasons.
How a classroom library is organized
Investigate how books are grouped in your classroom or school library. Explain the organization to a new student.
A plan changes
Write a real or imagined story in which a character changes a plan after something unexpected happens.
Plan a class showcase
Recommend a format for a class showcase: posters, demonstrations or readings. Consider the audience and available time.
Two ways to organize a collection
Compare two ways of organizing the same collection, such as books, rocks or sports cards. Explain how each method helps a user find something.
The missing piece
Write a story in which a character must complete a project while one important piece is missing.
A quieter shared space
Recommend a way to reduce distracting noise in a shared study space. Use classroom observations or teacher-provided evidence; distinguish observations from your preferences.
How a lending system works
Investigate a classroom lending system for books or supplies. Explain its steps, records and possible failure points so a new user can follow it.
A choice with consequences
Write a story in which a character chooses between two reasonable options and experiences an unexpected consequence.
A fair system for shared equipment
Argue for a fair system for borrowing shared classroom equipment. Use evidence from at least two teacher-approved sources or documented classroom observations.
Explain a system to a new user
Explain how a library checkout, school recycling or classroom reservation system works. Investigate its inputs, steps, outputs and limitations.
Two characters, one goal
Write a narrative in which two characters pursue the same goal but initially disagree about how to reach it.
Choosing a school communication method
Argue which method should be the main way a school announces student events. Consider access, timeliness and privacy using teacher-approved sources; acknowledge another position.
Explain an evidence disagreement
Choose a practical school question for which two teacher-approved sources offer different information or recommendations. Explain the differences without pretending either source settles every question.
The same event, different perspectives
Write a narrative in which differing perspectives affect how two characters respond to one event.
Make a recommendation with tradeoffs
Recommend a change to a school space or procedure. Define the problem, compare two feasible options and defend one using relevant evidence. Address a counterclaim fairly.
How evidence supports a decision
Explain how a decision about a school or community resource could be made using evidence. Distinguish measured information, interpretations and information still needed.
An unreliable first impression
Write a narrative in which a first impression changes as a character gains information.
A policy proposal for a shared resource
Analyze a substantive school or community resource problem. Propose a policy, compare credible alternatives and argue for your proposal using sufficient evidence. Address limitations and counterclaims for an identified audience.
Explain a complex process and its limits
Explain a complex process or system relevant to your course, such as evaluating historical evidence, testing a scientific model or allocating a shared resource. Analyze relationships, not just a list of steps.
A decision seen from inside
Write a narrative in which a character faces a difficult decision. Develop the tension through point of view, dialogue, pacing and reflection rather than simply telling the reader what to think.
A defensible decision under uncertainty
Develop an argument about a substantive course-related problem with competing options and incomplete evidence. Establish why the issue matters; evaluate counterclaims and the strengths and limits of evidence for an audience whose values may differ from yours.
Synthesize a contested explanation
Investigate a complex course-related question with multiple credible explanations. Explain areas of agreement and disagreement, how the evidence relates, and what remains uncertain. Keep reporting distinct from advocacy.
A meaningful pattern of events
Develop a narrative in which the arrangement of events builds toward a deliberate tone or outcome. Use reflection, pacing or multiple plot lines to develop a theme without reducing the story to a stated moral.