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Greeley-Evans School District 6 of 17 2016- 2017 1st Grade Writing Curriculum Guide

Writing Resource Packet

“I learned how to write from writers. I didn’t know any personally, but I read.” – Cynthia Rylant

First Grade


Greeley-Evans School District 6 1st Grade

Writing Curriculum Guide

Priority Standard: Text Type and Purposes 1.2 Write informative/explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. 1.3 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.

Priority Standard: Product and Distribution of Writing 1.5 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.

Priority Standard: Language 1.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 1.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.

Priority Standard: Speaking and Listening 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts, with peers and adults in small and larger groups.

Grammar Scope and Sequence: Mentor Sentences: In the first ten minutes in your writing block, one way to teach grammar is to have students notice elements of a well-written sentence. The curriculum allows for two approaches. You may choose to use the 30 lessons in sequence (Skill Practice Teaching Guide page viii

and ix) or when they naturally support the writing being done in a specific genre (Teacher’s Manual Volume 1 page xxv).

Assessment The assessments offered in the Being a Writer program are designed to help you: 1. Make informed instructional decisions as you teach the program 2. Track your students’ writing growth The Being a Writer program provides a comprehensive and flexible set of formative and summative assessments that enable you to track and evaluate your students’ progress and needs, unit by unit and across the year.

Individual Writing Assessment This is designed to help you assess growth. The “Individual Writing Assessment” record sheet consists of two sections: A. Unit Writing Sample B. End of Unit Writing Sample


Part A: Non-Published Writing Purpose: This writing is used to determine whether the writing that the student completes on a day to day basis shows evidence of the unit’s instruction and effort.

Part B: Published Writing Purpose: to compare students’ work to his or her earlier writing rather than to the writing of other students. Helps you score each students’ published or completed piece using a rubric that identifies certain descriptors of successful writing. Selected published or completed pieces of writing to be scored using the appropriate BAW Rubric found in your Assessment Resource Book to inform our standards based report cards.

Conducting the Assessment Teachers will collect a sample of student writing and use the Being a Writer Rubric found in the Assessment Resource Book to score and grade pieces of writing in each genre/unit. For the first two quarters use Being a Writer Rubric found in the Assessment Resource Book in which the first two sections are grayed out and Clarity of Language section has been revised. Students will not be evaluated on Development of Ideas and Organization until 3rd quarter. Assessments are not stand alone events that will happen quarterly rather you will assess your students using a collection of their work. With each collection of work you will use ONE genre rubric per student instead of one rubric for each piece of writing. The samplings of writing will be used to determine overall proficiency. See Body of Evidence for more information. See page XIII of your Assessment Resource Book for an overview of the assessments in your grade, see the Body of Evidence to determine which assessments will be used to inform the report card each quarter.

Student Friendly Checklists The Writing Resource Packet includes student friendly checklists where students can self-assess their writing using the same criteria as teachers will use from the standards based rubrics.




Unit 1: The Writing Community Timeline: Aug 29 – Oct.4

Alignment to Standards: www.devstu.org/ccss

Priority Standard: Text Type and Purposes 1.2 Not addressed in this unit. 1.3 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.

Priority Standard: Production and Distribution of Writing 1.5 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.

Priority Standard: Research to Build and Present Knowledge 1.8 Not addressed in this unit.

Priority Standard: Language See Grammar Knowledge Packet

Priority Standard: Speaking and Listening 1.1 Participate in collaborative conversations with diverse partners about grade 1 topics and texts with peers and adults in small and larger groups.

About the Unit During this 5 week unit, the students begin to see themselves as contributing members of a caring writing community. They hear and discuss examples of good writing, see you model writing and write and illustrate stories. Guided writing practice using sentence starters builds skills and confidence. The students learn cooperative structures as well as other procedures used in the writing community.

Assessment Beginning-of-year Writing Sample, see p.2 in Assessment Resource Book. Complete before August 29th.

Checklists/Rubrics

Being a Writer Rubric in Assessment Resource Book.

Handwriting

Follow Zaner-Bloser See handwriting pacing guide. Plan to begin instruction August 19.

http://www.devstu.org/ccss




Unit 2: Getting Ideas Timeline: Oct. 5 – Nov 9


Priority Standard: Text Type and Purposes 1.2 Write informative explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. 1.3 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.





About the Unit: During this unit, the students generate writing ideas from their own lives and tell stories orally in preparation for writing. They start to write multiple sentences without sentence starters, and learn various strategies for spelling unfamiliar words.

Checklists/Rubrics

Being a Writer Rubric in Assessment Resource Book on Pg 41 (Part B).

Handwriting Continue to practice/review as needed





Unit 3: Telling More Timeline: Nov 10 – Dec 20







About the Unit: During this unit, students explore telling more by adding to their writing. Before they write, the students think and talk about what they want to say, and partners share stories to help each other tell more. Students continue to practice strategies for spelling unfamiliar words.

Checklists/Rubrics Being a Writer Rubric in Assessment Resource Book Pg 57 (Part B).

Handwriting Continue to practice/review as needed





Unit 4: Writing Stories About Me Timeline: Jan 4 – Feb 3 Performance Task Preparation:







About the Unit: During this unit, students explore personal narrative by telling and writing true stories about their own lives. They learn that stories have a beginning, middle and end, and they tell more by including feelings in their stories. Students explore temporal words, learn to use exclamation points and review capitalizing proper nouns.

Checklists/Rubrics Being a Writer Rubric in Assessment Resource Book Pg 74 (Published Writing Section).





Unit 5: Writing Nonfiction Timeline: Feb 7 – Mar 17 Performance Task Preparation:


Priority Standard: Text Type and Purposes . 1.2 Write informative explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. 1.3 Not addressed in this unit.





About the Unit: During this unit, students explore nonfiction by writing nonfiction about themselves, the class, a place in school, their partners, and their favorite objects. They learn about characteristics of nonfiction by reading and discussing nonfiction books. They learn how to use question marks and write opening and closing sentences.

Checklists/Rubrics

Being a Writer Rubric in Assessment Resource Book Pg 90 (Published Writing).





Unit 6: Exploring Words Through Poetry Timeline: Mar 27 – Apr 19


Priority Standard: Text Type and Purposes 1.2 Not addressed in this unit. 1.3 Not addressed in this unit.





About the Unit: During this unit, students explore words through hearing, discussing, and writing poems. They discuss interesting words they hear in poems, generate lists of interesting words to use in their own poems, and informally explore figurative language.

Checklists/Rubrics






Unit 7: Opinion Writing Timeline: Apr 20- May 12


Priority Standard: Text Type and Purposes 1.2 Not addressed in this unit. 1.3 Not addressed in this unit.





About the Unit: During this unit, students hear and discuss examples of opinion writing. They learn what an opinion is, generate opinions, and write opinion pieces. They explore stating their opinions in opening sentences, providing reasons to support their opinions, and writing closing sentences.

Checklists/Rubrics






Unit 8: Revisiting the Writing Community Timeline: May 15 –May 23


Priority Standard: Text Type and Purposes 1.2 Write informative explanatory texts in which they name a topic, supply some facts about the topic and provide some sense of closure. 1.3 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.

Priority Standard: Product and Distribution of Writing 1.5 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.




About the Unit: During this unit, students reflect on what they enjoyed about writing, think about writing they might do over the summer and write lists of ideas in their summer writing books. They have opportunities to reflect on the classroom writing community.

Assessments End-of-year Writing Sample, see p.124 in Assessment Resource Book.

Checklists/Rubrics Being a Writer Rubric in Assessment Resource Book.



Quick Reference Pacing Guide Being a Writer

2016 - 2017

Grade 1

Unit Title Instructional Days

Additional TRE Days

Dates

1 The Writing Community

25 0 Aug. 29 – Oct. 4

2 Getting Ideas 25 0 Oct. 5 – Nov. 9

3 Telling More 25 0 Nov. 10 – Dec. 20

4 Writing Stories About Me

20 2 Jan. 4 – Feb. 3

5 Writing Nonfiction 25 3 Feb. 7 – Mar. 17

6 Exploring Words Through Poetry

15 2 Mar. 27 – Apr. 19

7 Opinion Writing 16 Apr. 20 – May 12

8 Revisiting the Writing Community

5 0 May 15 – May 23

Suggested Handwriting Pacing Guide*

Week Starts Unit (s) 1 August 22 Numbers 1 – 10

Write: lL, iI, tT, 2 August 29 oO, aA, dD, cC, eE, fF, gG, jJ, qQ, uU

3 September 6 sS, bB, pP, rR, nN, mM

4 September 12 hH, vV, yY, wW

5 September 20 xX, kK, zZ

*See District 6 Handwriting Guidelines (next page)


District 6 Handwriting Guidelines Why do we teach handwriting?

Handwriting is a necessary skill in the writing process. In order to develop automaticity in print and cursive, students need adequate time practicing accurate and neat letter formation. Students should also have adequate practice reading in print and cursive in the classroom.

Grade Level Guidelines Resources

Kindergarten Required print instruction-accurate and neat to create automaticity 10 minutes of instruction daily during the writing block or other time period Practice correct letter formation

-Handwriting Foundations-found on schoology -Zaner Bloser- Wonders Schools

First Grade Required print instruction 10 minutes of instruction daily during writing block or other time period

Zaner Bloser

Second Grade

Required review during 1st semester Review on open days during writing block or other time period 15-20 minutes

Zaner Bloser

Third Grade Required Cursive Instruction-accurate and neat to create automaticity August – December Instruction 10 minutes of instruction per day during the writing block or other time period January-May

Application of cursive by teacher and students

Zaner Bloser

Fourth Grade

Review Cursive during 1st quarter Application as applicable

Wonders Handwriting online resource

Fifth Grade Review Cursive during 1st quarter Application as applicable

Wonders Handwriting online resource


Being A Writer: Writing Best Practices

The purpose of this document is to share best instructional practices so all elementary students have access to high quality, consistent teaching.

Best Practice 1: Daily

Writing Lesson - Getting

Ready to Write

● Daily lessons should be about 15 minutes. If more time is needed, continue the lesson the next

day.

● Gather students closely together at a meeting area. Best practice shows that this is superior for

attention and building a community of writers.

● Do Suggested Vocabulary and ELL Vocabulary in the mentor text lesson.

● Use questions within the discussion portion of the lesson as written.

● Post anchor charts as directed in the teacher’s manual.

● Any grammar/skills lessons embedded in Getting Ready to Write are critical to include.

Best Practice 2: Writing

Time

● The expectation is that every child will produce writing.

● Teacher writes for 2-5 minutes. To model that all people are writers, to produce samples to

share with students, and initiate the no-walk/no-talk expectation.

● Randomly pair students for entirety of unit.Working with the same partner over time helps

students build a working relationship.

● There needs to be a quiet environment for writing. Children do get to share their writing at the

end, but quiet allows students thinking time and helps to build stamina.

CONFERRING- conferencing should be happening every day. Consider making a conferencing calendar

to conference with each student at least twice per unit.

○ Initial/Roaming (use the class assessment notes from your assessment book or app)

○ Formal- one-on-one (use the conferencing notes from your assessment book or app)

○ Use Pair Conferring when suggested in the program

Best Practice 3: Sharing

and Reflecting

● Provides lesson closure and supports the writing community.

● Sharing should occur for 3-5 minutes each day.

● Students can share out to whole class, in small groups, or with a partner.

Best Practice 4: Grammar Instruction

● Skill Practice Note: grammar lessons in the purple sidebars should be taught during that week

using one of the following methods:

○ Mentor sentences: In the first 10 minutes of the writing block, one way to teach

grammar is by having students notice elements of a well written sentence.

○ Skills Practice Teaching Guide

Best Practice 5: Performance Task Preparation Guide

● Grades 3-5 ● This takes place of your writing block 3 times a year (1-2 weeks of instruction each)

● Guided practice

Assessments

● Conference Notes

● Part A - Non-Published Writing (use to inform effort grade)

● Part B - Published Writing Rubric- (to be used with completed work, 1 per unit)

● Class Assessment Notes (mandatory for observation but not to be recorded)

● Social Skills Assessment (optional)

● Beginning of Year/End of Year Writing Sample Record (highly encouraged)


1st Grade Modified Narrative

Student Revising/Editing Checklist

Name ________________________________ Date _______________

Revise Student

Do I have complete thoughts?

Do my words make sense?

Edit Student

Did I write neatly so my piece is easy to read?

Do I have spaces between my words?

Did I use an uppercase letter to start each sentence?

Did I capitalize the word “I”?

Did I capitalize names?

Did I end my sentences with the correct punctuation?

Do my spellings match the sounds that I hear?


1st Grade Narrative


Name ________________________________ Date _______________

Revise Student

Do I have complete thoughts?

Do my words make sense?

Edit Student


Do I have spaces between my words?

Did I use an uppercase letter to start each sentence?

Did I capitalize the word “I”?

Did I capitalize names?




1st Grade Informational


Name ________________________________ Date ______________

Revise Student

Do I have a topic sentence?

Do I have facts to support my topic?

Did I use descriptive words in my sentences?

Do I have a conclusion?

Edit Student


Did I use an uppercase letter to start each sentence, for names, and for the title?



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