Grade 1 Writing

We are all writers.

Writers can get ideas in many ways.

Writers use tools to help themselves write.

Writers get ideas and turn them into stories and books.

We can read a book "like a writer" and use what we've noticed in our own writing.

We can be partners to one another in a classroom community of writers.

Writers can also be illustrators.

Writers read their books to others.

engage in short mini-lessons (sit still, pay attention, state daily lesson target)

effectively transition from mini-lesson to workshop time

collect necessary materials for writing in the classroom

effectively use classroom routines during the workshop

rules and expectations during independent writing time

use writing folders, writing tools, and anchor charts to support writing

use turn and talk as a method for sharing

use drawings, words and sentences to tell a story

write increasing stamina

sounding out words while writing

give and receive feedback and support in writing from partners

attempts to use capital/lowercase letters and punctuation

Identifying authors' craft allows writers to use a variety of techniques in their own writing.

Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

With guidance and support from adults, focus on a topic, respond to questions and suggestions from peers, and add details to strengthen writing as needed

Demonstrate command of the conventions of standard English grammar and usage when writing or speaking

Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing

Distinguish shades of meaning among verbs differing in manner (e.g., look, peek, glance, stare, glare, scowl) and adjectives differing in intensity (e.g., large, gigantic) by defining or choosing them or by acting out the meanings

Writers' lives are full of stories.

Writers use different elements of craft to bring their experience to life for the reader.

Stories have beginnings, middles, and ends.

identify and use a variety of strategies that authors use to make their writing interesting

sequence through the writing process multiple times (planning, drafting, conferring, revising, editing, publishing)

demonstrate increasing independence within the process

demonstrate increasing stamina during independent workshop

generate story ideas from a list

orally tell a story using a story planning technique

plan stories (tell across the fingers, touch and tell, sketching, storytelling, graphic organizers)

write a story beginning, including a simple setting description

describe a personal experience using details about actions and feelings

use temporal words (when, then, after that, afterwards, next, later, etc.)

give and use feedback from partner conversations to revise story

use editing checklist to self-check conventions

choose a piece to edit, publish and share at a writing celebration

print both uppercase and lowercase letters

use grade level appropriate capitalization and punctuation

Communicating information allows people to share and learn new knowledge with others.

Write short sentences to report or summarize important details from a text

Write books and short pieces of writing that are enjoyable to read and at the same time give information

Remember important information about a topic in order to write about it

Communicate clearly the main points intended for the reader to understand

Provide supportive description, details, or examples to explain important ideas

Include facts and details on a topic in a text

Include facts and details in informational writing

Writers use pretending, dialogue and feeling to write realistic fiction.

Writers introduce characters, setting, develop dialogue and include a problem and solution.

Identify words and phrases in stories or poems that suggest feelings or appeal to the senses

Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure

With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers

We all have opinions and reasons for those opinions.

We can share our opinions and reasons through our writing so that we can help others understand how we feel.

Write opinion pieces in which they introduce the topic or name the book they are writing about, state an opinion, supply a reason for the opinion, and provide some sense of closure

Build on others’ talk in conversations by responding to the comments of others through multiple exchanges

Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly

Add drawings or other visual displays to descriptions when appropriate to clarify ideas, thoughts, and feelings

Use singular and plural nouns with matching verbs in basic sentences (e.g., He hops; We hop)

Use personal, possessive, and indefinite pronouns (e.g., I, me, my; they, them, their, anyone, everything)

Use frequently occurring conjunctions (e.g., and, but, or, so, because)

Capitalize dates and names of people

Use end punctuation for sentences

Use conventional spelling for words with common spelling patterns and for frequently occurring irregular words

Spell untaught words phonetically, drawing on phonemic awareness and spelling conventions