Grade 1 Writing

Writer's Workshop Launch!

Unit Sketch

This is a non-Genre Specific Unit in which students create picture books in the genre of their choice. Stacks include books from various authors across the genres. The unit spans across the first six weeks of school and lessons are stretched and adapted based on the needs of the students. This unit will focus heavily on conventions, i.e. how to make your writing legible and understandable to your readers. It will also focus on setting up the routines necessary for successfully running Writer's Workshop. Each week during the unit will have at least one mini-lesson that focuses on conventions and handwriting - this will tie into our first unit of Word Study.

Enduring Understandings

Students will understand that...

  • 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.

Skills

Students will be able to...

  • 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

Personal Narratives

Unit Sketch

Students will learn to write Personal Narratives in First Person.

Enduring Understandings

Students will understand that...

  • 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.

Skills

Students will be able to...

  • 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

Opinion Writing

Unit Sketch

During this three-week unit will provide an opportunity for students to learn about how to share their opinions and give evidence for those opinions through writing. Students will begin by writing about a favorite toy or object, giving reasons why they like it and why others should like it. They will have the opportunity to write opinion pieces about places, toys, books, movies, etc. and they will "publish" one review for final assessment.

Enduring Understandings

Students will understand that...

  • 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.

Skills

Students will be able to...

  • 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

Informational Writing: "All About" Books

Unit Sketch

Students learn to write nonfiction informational "All About" Picture Books.

Enduring Understandings

Students will understand that...

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

Skills

Students will be able to...

  • 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

Realistic Fiction

Unit Sketch

In this unit, students will learn how to create realistic characters, settings, problems, and resolutions.

Enduring Understandings

Students will understand that...

  • Writers use pretending, dialogue and feeling to write realistic fiction.
  • Writers introduce characters, setting, develop dialogue and include a problem and solution.

Skills

Students will be able to...

  • 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

Mentor Author Craft

Unit Sketch

In this unit, students will have the opportunity to be inspired by Mentor Authors and use craft techniques that their Mentors use in their own writing. Students will begin by studying different authors and noticing author craft. They will learn to read like a writer and notice what writers do in their books before writing their own pieces.

Enduring Understandings

Students will understand that...

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

Skills

Students will be able to...

  • 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