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Grade 1
Essential Components of a Writing Program
In first grade, students are able to develop an idea or item of information beyond one sentence,
adding some details of description or explanation. Simple sentences are sequenced with some
logical development. Students use some prewriting strategies with support from the teacher.
Although phonetic spelling is common, there is marked increase in the number of words spelled
accurately, and students demonstrate an awareness of some spelling patterns. As Response from Others
understanding of revising and editing develops, students reread what they write, and the clarity Explicit Instruction and
and accuracy of writing increases. Conventions of punctuation, directionality, spacing, and letter Opportunities to
Practice in Essential Academic
formation ensure work is legible. obtain feed back
Learning Requirements and
from others
Grade Level Expectations
(peers, teachers,
Demonstrate Read, discuss and use the other adults)
Drafting writing forms traits of quality writing Authentic
and modes Audiences to
Instruction must discuss writing
Response Discuss, model
be focused and
Prewriting and and use a
intentional
Writer considers Revision writing process
topic, audience, Classroom Environment
purpose and form
Appropriate whole
group, small group
High Expectations, Clear
and individual
Formatting Standards and Continuous
Editing instruction
Evaluation
and Essential Student interaction
And Assessment
Publication Components of and collaboration
Predictable routines
Regular evaluation based on a Writing
clear, consistent criteria and procedures
Program
using Inquiry strategies
6 Trait criteria Use of multiple
Implications from
Grade Level writing tools
Reflection Research
Expectations including technology
Independent
Writing
Students are Portfolio evidence
expected to
Interactive show very
Writing
Students write specific ways I
and teacher
Regular Writing
which the study
Modeled confers, influence d their Variety of Modes, Writing for
Writing
Students and nudging them to writing. Independent
teacher write the next level. Forms and Styles different
together writing
Teacher Narrative audiences
Close Study demonstrates the 3-5 times a week
genre or form of Expository and
Revisit the text 30- 40 minutes
Immersion and discuss
writing.
Persuasive purposes
“How are these Steps to Teach On going daily
The class Inquiry
Set The Stage spends time
text written?” practice
reading and
Students know getting to know a Form Professional Development
Both prompted,
they will be limited choice and
required to
the examples of
the text they
finish a piece of will study.
or Genre On going
free choice writing
writing that Cross curricular application
shows the
influence of the
of Writing Uses consistent vocabulary and
study. materials through out the district Tacoma Public Schools 5/15/06
Grade 1 ELI Writing Plan Draft 7/06
Lesson Design Spelling Grade 1:
Anglo-Saxon regular consonant and
The 6 + 1 Analytic Trait Model
vowel phoneme-grapheme
correspondences.
Connection-
Recommended Lists- Readwell, SIPPS Beginning
Children access prior knowledge and hear the teaching point.
“Yesterday we worked on….” For Writing Assessment Spelling list.
Words from science, math and social studies may
be incorporated. A pretest- practice- test format is
Ideas suggested instruction. Practice could consist of
word sorts (group words with similar patterns from
Ideas are the heart of the message, the content of the piece, the main theme, a list of words), making words, or dictation.
Teaching- together with the details (documented support, elaboration, anecdotes, images) that
We teach students a new tool or concept by modeling, naming enrich and develop that theme .
and labeling in our own piece of writing.
Organization
Organization is the internal structure of a piece, the thread of central meaning, the
logical pattern of ideas.
Level One
Active Engagement-
Children orally rehearse or discuss what has just been taught. Voice
Voice is the heart and soul of a piece, the magic, the wit. It is the writer's unique and capitalize
personal expression emerging through words.
Word Choice p. punctuation
Link Word choice is the use of rich, colorful, precise language that moves and enlightens
We restate our teaching point and then confer with individual word left
the reader.
students as they try to apply the learning to their ongoing work out
that day.
Sentence Fluency sp spelling
Sentence fluency is the rhythm and flow of the language, the sound of word patterns,
the way in which the writing plays to the ear- not just the eye. / lowercase
this letter
Share
The teacher chooses student work that illustrates use of the new
Conventions
learning, helping the students to reflect on their practice. Conventions are spelling, grammar, paragraphing, punctuation, etc.- the mechanical
correctness of the writing.
+1 Presentation
Presentation zeros in on the form and layout of the text and its readability: the piece should
be pleasing to the eye.
Tacoma Public Schools 5/15/06
Grade 1 ELI Writing Plan Draft 7/06
Instructional Resources: The essential questions for each section are the essence of what students should examine in a given
Units of Study study. Post the essential questions as the trait is introduced and refer to these questions throughout the
Picture Books study.
Content areas connection To support the writing process, use lessons from Units of Study for each writing session.
Include rich experiences with literature.
Writing is a process that helps students expresses their thinking. Writing skills, lessons, practices learned
during writing instruction should be used through out the other content areas.
September October Mid-October – November December – Mid-January
Launching the Writing Workshop Small Moments: Personal Narrative Writing Writing for Readers: Teaching Skills and Strategies
Essential Questions
What is my message? Essential Questions Part Four Essential Questions
Does my message tell a story? Part Three Do I really like this paper? Session XIV: Revising and Editing with Did I use capital letters in the right places? Part Five- Preparing for
Did I use details? Session XI: Creating a Place for Writing- Does this writing sound like me? Partners Have I used end marks? Publication
in-Progress: Long-Term Projects Did I say what I think and feel? Session XV: Reading Aloud for Visitors: Is the spelling as correct as I can make it? Session XV: Selecting Easy-to-Read
The instructional focus for the first six Session XII: Introducing Booklets My favorite part is? An Author's Celebration Writing
weeks of the school year is to establish Session XIII: Widening Writing GLE’s Session XVI: Sharing and Reflection:
Possibilities: Lists and Letters Session 1.2 Produces draft(s) An Author's Celebration
the GLE’s 1.3 Revises to improve text
XIV: Widening 1.6 Prewrites to generate ideas and plan Conferring 1.4 Edits text
writing workshop in the classroom. Conferring
Writing Possibilities: Real-World 1.7 Produces drafts "Will You Touch Each Page and Say 1.5 Publishes text to share with audience
GLE’s Purposes 1.8 Revises to Improve text
What You'll Write?"
3.1 Develops ideas and organizes writing “Say and Record a Word, Then
1.9 Edits text 3.3 Knows and applies appropriate grade-level writing Reread”
1.1 Prewrites to generate ideas and plan 1.10 Publishes text to share with audience "Let Me Help You Put Some Words conventions
1.2 Produces drafts Part Four 3.1 Develops ideas and organizes writing Down" 4.1 Analyzes and evaluates others’ and own writing “If You Erase that Word and Scoot It
1.3 Revises to Improve text
Session XV: Fixing Up Writing 3.2 Uses appropriate style "As a Reader, I'd Love to Hear More 4.2 Sets goals for improvement Over, It will Be Easier to Read”
1.4 Edits text
1.5 Publishes text to share with audience Session XVI: Editing and Fancying Up
3.3Knows and applies writing conventions
About That" “Famous Writers Use Periods to Tell
appropriate for grade level. Readers When to Stop”
3.1 Develops ideas and organizes writing Writing 4.1 Analyzes and evaluates others’ and own writing Units of Study
3.2 Uses appropriate style Session XVII: Reading into the Circle: An
3.3Knows and applies writing conventions
4.2 Sets goals for improvement Resources for Writing Part One Resources for Writing
appropriate for grade level. Author's Celebration Supply list and recommended Session I: Inspiring Children to Write for Readers
children's literature Supply list
4.2 Sets goals for improvement Units of Study-Small Moments Session II: Examining Readable and Unreadable Assessment Rubric
Conferring Part One Assessment Rubric Writing
Assessment Checklist Assessment Checklist
Units of Study- Launching "What's the Story in This Picture?" Session I: Understanding a Small Moment Introductory letter to parents about
Part One "Where Is Your Writing?" Story Introductory letter to parents Part Two- Recording Sounds, Words, the unit
"Let Me Show You How to Write More" Session II: Discovering One Small Moment about the unit Silences, and Meanings
Session I - Starting the Writing Workshop High frequency word lists for K, 1
Session III: Establishing Long-Term Student artwork and writing Session III: Stretching and Writing Words
Session II- Carrying On Independently as Interactive writing description
Resources for Writing Partnerships samples Session IV: Writing with Sight Words
Writers Phonics and phonemic awareness
Supply list and recommended children's Session IV: Stretching One Small Moment "The Magic Five Rules" chart Session V: Space
Session III- Using Supplies Independently overview
literature "Planning for Children's Growth" Session VI: Checking Content: Focused Small
Session IV- Telling Stories in Illustrations
chart
Session V- Drawing Even Hard- to Make Assessment Rubric Part Two Writing paper templates
Moment Stories Trait : Conventions
Ideas Assessment Checklist Session V: Stretching and Writing Words
Introductory letter to parents about the Session VI: Sketching Rather than Drawing Part Three- Focusing on High Frequency Suggested Picture Books:
unit Session VII: Planning Details Trait : Voice Words
Part Two Student artwork and writing samples Session VII: Learning More Sight Words
Session VI: Using Both Pictures and Session VIII: Internalizing Story Shapes Content areas connection
Words, Like Famous Authors
Alphabet/initial sound chart Session IX: Storytelling with Partners Suggested Picture Books: Session VIII: Using Personal Word Walls
"When I'm Done" checklist Session X: Writing Some Words in a Snap Session IX: Writing More, and More Clearly
Session VII: Stretching and Writing "How to Fix a Piece of Writing" chart
Words
Session VIII: Stretching and Writing Part Three
Words: Initial Sounds
Trait : Ideas Session XI: Focusing on the Most Important Part Four- Writing for Partners
Session IX: Spelling the Best We Part Session X: Writing for Partners
Can…and Moving On Suggested Picture Books: Session XII- Revealing Internal Stories Session XI: Revising with Partners
Session X: Using Writing Tools: The My Little Island Frane Lessac Session XIII- Writing close –In Endings Session XII: Peer-Editing:
Alphabet Chart Corduroy Don Freeman Adding More Sounds
Various titles Donald Crews Session XIII: Peer-Editing: Spelling
Session XIV: Peer-Editing: Punctuation
Ideas
Voice Conventions
Tacoma Public Schools 5/15/06
Mid-January – February March –April May- June
The Craft of Revision Nonfiction Writing: Procedures and Reports Authors as Mentors
Essential Questions Conferring Essential Questions Conferring Essential Questions
How does my paper begin? “This part Is Confusing to Me” Have I used some words I really love? “Make a Mental Movie of Yourself How does my paper begin? Conferring
Did I tell things in good order? “Can You Reenact that Part in a Way Have I used any new words? Following your Directions to See If Did I tell things in good order? “You Can Use Ellipses to
How does my paper end? That Shows Me How You Felt?” Did I try not to repeat words too many they’re Clear” How does my paper end? Show Waiting”
“Study an Example to Get Ideas for times? “What Will you Write in Your Table of “Use a Refrain”
GLE’s Revision” Contents?” “What Else Could You Try
1.3 Revises to improve text “If There’s No Punctuation, When I Read GLE’s That Mem Fox Does?”
3.1 Develops ideas and organizes writing Resources for Writing GLE’s Your Writing, It Sounds Like 1.1 Prewrites to generate ideas and plan writing
3.2 Uses appropriate style Supply list and recommended children's 1.1 Prewrites to generate ideas and plan writing Gobbledygook” 1.3 Revises to improve text
3.3 Knows and applies appropriate grade-level writing 1.4 Edits text
conventions literature 1.3 Revises to improve text
1.4 Edits text 1.5 Publishes text to share with audience
4.2 Sets goals for improvement Assessment Rubric Resources for Writing Resources for Writing
1.5 Publishes text to share with audience 3.1 Develops ideas and organizes writing
Assessment Checklist Supply list and recommended children's 3.2 Uses appropriate style Supply list and recommended
3.1 Develops ideas and organizes writing
Introductory letter to parents about the literature 3.3 Knows and applies appropriate grade-level writing children's literature
Units of Study 3.2 Uses appropriate style
conventions
unit 3.3 Knows and applies appropriate grade-level writing Assessment Rubric Assessment Rubric
Part One: Learning the Basics of Student artwork and writing samples conventions Assessment Checklist
4.1 Analyzes and evaluates others’ and own writing
4.1 Analyzes and evaluates others’ and own writing Assessment Checklist
Revision "Ways Writers Revise" chart Introductory letter to parents about the Introductory letter to parents
Session I: Introducing Revision "Why I Revise" checklists unit Units of Study about the unit
Session II: Adding into the Middles of Texts "Show Not Tell" chart Units of Study "How-to Helpers" checklist Part One: Crafting as in Angela Quotations from famous authors
Session III: Adding Dialogue Writing paper templates Part One: Writing How-To Books "All-About Book" checklist Johnson's Books Writing paper templates
Session IV: Revising by Taking Away Session I: Introducing How-To Books Conferring tips for All-About books "Comeback Phrase" list
Session I: Discovering Small Moments
Session V: Planning Revision Trait: Organization Session II: Checking for Clarity Writing paper templates Session II: Stretching Small Moments
Session III: Revising Words and Pictures Graphic organizers Session III: Finding Features: Ellipses
Session IV: Incorporating Features of How-To
Suggested Picture Books: Session IV: Learning from Angela
Suggested Picture
Part Two: Learning Qualities of Writing Session V: Finding Features: Comeback Lines
Session V: Revising: Learning from a Variety of Trait: Word Choice Session VI: Writing Comeback Lines
Books:
Good Writing Any of Angela Johnson's
How-To Writing Session VII: Using Research Details
Session VI: Revising Leads Books or another favored
Session VI: Editing: Using Periods, Parentheses, Session VIII: Studying One Text for Many
Session VII: Teaching Children to Confer author
and Colons Lessons
About Writing
Session VIII: Showing, Not Telling
Part Two: Writing All-About Books
Suggested Picture Books: Part Two: Working with a New Text
Trait: Organization
Session IX: Learning More About Showing,
Not Telling Session VII: Introducing All-About Books Structure
Session X: Revising Endings Session VIII: Structuring All-About Books: The Session IX: Noticing a New Text Structure
Session XI: Revising While Writing Table of Contents Session X: Trying a New Text Structure Content areas connection
Session XII: Partnering for Revision Session IX: Planning Each Chapter: Choosing Session XI: Trying a New Text Structure
Session XIII: Revising One's Genre Papers and Structures
Session XIV: Learning Revision from Authors Content areas connection Session X: Making Labeled Diagrams Part Three: Finding Writing Mentors
Session XI: Making Texts that Teach in All Authors
Session XII: Learning from Each Other's Writing
Part Three: Preparing for Session XIII: Revising: Fitting Information into
Session XII: Studying New Authors as Mentors
Publication Content areas connection Session XIII: Choosing Mentors for Particular
Writing Reasons
Session XV: Preparing to Celebrate Session XIV: Editing: Becoming Resourceful Session XIV: Letting Writing Purposes Drive
Session XVI: Setting Up a Revision Museum: Word Solvers Mentor Choices
An Author's Celebration Session XV: Celebrating Nonfiction Writing:
Ceremonial Book Placement Part Four: Preparing for Publication
Session XV: Editing for Publication
Session XVI: Writing About-the-Author Blurbs
Session XVII: An Author Celebration: Talking
and Reading to an Audience
Organization
Ideas, Voice, Conventions Tacoma Public Schools 5/15/06
