Writing– Grade 1
Unit of Study: Writing brief stories that have a beginning, middle, end (Escribir relatos breves que tienen principio, medio y final)
Fourth Grading Period – Week 1- 9 CURRICULUM OVERVIEW
Big Idea / Unit RationaleWe want children to know that writers often write about things they know a lot about, things that are very familiar; writers often write about the same topics again and again, in different ways, in different books; and writers often get ideas for writing when they are away from their desks, when they’re not writing. Writers notice, listen, observe, and think like writers all the time. (159) Wood Ray, K. and Cleveland, L. (2004) About the Authors. Heinemann, Portsmouth, NH. / After this study, “Where did you get the idea for this?” will become a standard assessment question for all the children’s writing. We’ll expect students to use the language of the study to be more articulate about why they have chosen to write about the things they write about.” (163) Wood Ray, K. and Cleveland, L. (2004) About the Authors. Heinemann, Portsmouth, NH.
TEKS / TEKS Specificity - Intended Outcome
Concepts / TEKS 1 The student is expected to
17C use phonological knowledge to map sounds to letters to write messages
17E gain an increasing control of penmanship such as pencil grip, paper position, stroke, and posture
17F use word and letter spacing and margins to make messages readable
17G use basic capitalization and punctuation such as capitalizing names and first letters in sentences, using periods, question marks, and exclamation points
18D write to discover, develop, and refine ideas
18E write to communicate with a variety of audiences
18F write in different forms for different purposes such as lists to record, letters to invite or thank, and stories or poems to entertain
19A generate ideas before writing on self-selected topics
19B generate ideas before writing on assigned tasks
19C develop drafts
19D revise selected drafts for varied purposes, including to achieve a sense of audience, precise word choices, and vivid images
19E use available technology to compose text
20A write with more proficient spelling of regularly spelled patterns
20D use resources to find correct spellings, synonyms, and replacement words
21A use nouns and verbs in sentences
21B compose complete sentences in written texts and use the appropriate end punctuation
20E use conventional spelling of familiar words in final drafts
22B respond constructively to others' writing / ” I CAN” statements highlighted in yellow should be displayed for students.
I can:
· match sounds to letters to make words (17C)
· write neatly (17E)
· leave spaces between words (17F)
· use the editing checklist to check for capital letters and end marks (17G)
· write about my ideas (18D)
· write a story for others to enjoy (18E, 18F)
· think of some ideas for writing (19B)
· choose my own topic (19A)
· put my ideas/sentences in order (19C)
· make my writing better by adding or taking away a word, phrase, or sentence (19D)
· write my story using the computer (19E)
· spell words with patterns correctly (20A)
· use the word wall, picture dictionary, and other resources to find correct spelling (20D)
· spell words correctly in my final draft (20E)
· use nouns and verbs in sentences (21A)
· write sentences with correct end punctuation (21B)
· listen to others’ writing and make helpful comments (22B)
Yo puedo:
· asociar los sonidos y las letras para formar palabras (17C)
· escribir en mi mejor letra (17E)
· dejar espacios entre las palabras (17F)
· utilizar la Tabla de redacción para hacer una revision de las mayúsculas y la puntuación (17G)
· escribir sobre mis ideas (18D)
· escribir para persuadir (18E, 18F)
· generar ideas para escribir (19B)
· escoger mi propio tema (19A)
· ordenar mis ideas/oraciones (19C)
· mejorar mi escritura al añadir o quitar una palabra, frase u oración (19D)
· escribir mi cuento en la computadora (19E)
· utilizar los patrones ortográficos para deletrear las palabras (20A)
· utilizar la pared de palabras, un diccionario ilustrado u otro recurso para hallar el deletreo correcto (20D)
· deletrear las palabras correctamente en el borrador final (20E)
· utilizar los sustantivos y verbos en las oraciones (21A)
· usar la puntuación correcta al comienzo y al final de la oración (21B)
· escuchar a los relatos de otros y hacer comentarios útiles (22B)
Evidence of Learning
Given a choice of topics, students will write brief compositions that score at least a 3 on a student friendly rubric.
Writing– Grade 1
Unit of Study:Writing brief stories that have a beginning, middle, end (Escribir relatos breves que tienen principio, medio y final)
Fourth Grading Period – Week 1- 3 CURRICULUM GUIDE
Essential Questions / Essential Pre-requisite Skills· How do I get ideas to write a story?
· What are the parts of a story?
· How can I make my story more interesting for my reader?
· How can I expand my sentences?
· Why should I reread my draft? / Kindergarten TEKS
· Use phonological knowledge to map sounds to letters to write messages (14C)
· Write messages that move left-to-right and top-to-bottom on the page (14D)
· Dictate messages such as news and stories for others to write (15A)
· Write to record ideas and reflections (15C)
· Generate ideas before writing on self-selected topics (15D)
· Generate ideas before writing on assigned tasks (15E)
The Teaching Plan
Week 1 / Instructional Model/Teacher Directions
The teacher will… / So students can…
Please Note:
· In Writing Workshop students may be working on any one of the following components on any given day. For example, even though the teacher’s lesson may be on editing, the student may be in the drafting phase of the Writing Workshop.
· Even though there are designated concepts that must be taught within this week, the mini-lessons should be adjusted to meet the needs of the students.
· As each new convention is taught, it should be added (along with the date taught) to the Editing Checklist.
Writing brief stories that have a beginning, middle, end
Prewriting
Source: 6+1 Traits of Writing by Ruth Culham
· bring a basket with six treasured objects from home (thank you note, newspaper clipping, souvenir, seashell, etc.)
· show the objects one at a time and explain why each object is special
· ask students to think about something they have at home that is special to them because it holds a special memory
· read Wilfred Gordon McDonald Partridge (Spanish: Guillermo Jorge Manuel José) by Mem Fox
· ask students to recall the things that Wilfred showed Miss Nancy and how that brought back memories for her.
· tell students to draw pictures of something that is special to them
· have students share their pictures with each other in a small group and tell the story behind the picture
Drafting
· use the object as a topic for writing (seashell- beach, ticket- trip to the movies, cookie cutter-baking with Grandma)
· model writing a story that has a clear beginning, middle, and end
· begin drafting the piece in front of the students, thinking aloud as you write. Model capitalization, punctuation, and the use of invented spelling. Encourage students to skip lines so they can reread and make changes. Model how rereading is important in the drafting process.
· have students select a topic
· confer with students at their desks
Revising
· show students how to reread to see if the writing has a beginning, middle, and end
· stretching sentences (Teacher Toolkit: Stretching Sentences)
· demonstrate the cut and grow strategy (Teacher Toolkit: Cut and Grow)
· model adding time transitions (Teacher Toolkit: Time Transitions)
· model adding sensory details (Teacher Toolkit: Sensory Details)
· show students how to use a caret/signo de intercalación (^) to add a word or phrase (Teacher Toolkit: Modeling Revision)
Editing
· remind students to use the editing checklist
· direct students to use class resources to find correct spelling
Sharing/Publishing
· select students to read their writing from the author’s chair
· demonstrate how to ask questions and give feedback
· encourage good listener response, questions and answers, compliments, and suggestions
· display stories on a bulletin board or compile stories in a class book / Prewriting
(TEK 19A)
· listen to a story to get ideas for writing
· brainstorm possible topics
Drafting
(TEK 17F)
· write using basic conventions of print, including spacing between words
(TEK 17G)
· use basic capitalization and punctuation
(TEK 17C)
· use invented spelling to spell unknown words
(TEK 18D,19C)
· write a story with a beginning, middle, end
(TEK 19E)
· write a story using the computer
(TEK 20A)
· spell words with patterns correctly
(TEK 21A)
· use nouns and verbs in sentences
(TEK 21B)
· write sentences with correct end punctuation
Revising
(TEK 19D)
· reread story to see if it makes sense
· cut and grow to develop ideas
· add time transitions
· revise story by adding sensory details
· revise story by adding words or phrases
Editing
(TEK 17G)
· edit for the items posted on the editing checklist
(TEK 20D)
· use resources to find correct spelling
Sharing/Publishing
(TEK 17E)
· write neatly
(TEK 20E)
· use correct spelling in final draft
(TEK 18E, 18F)
· write a story for others to enjoy
(TEK 22B)
· listen to others’ writing and make helpful comments
Week 2 / Instructional Model/Teacher Directions
The teacher will… / So students can…
Writing brief stories that have a beginning, middle, end
Prewriting
Source: Marvelous Minilessons for Teaching Beginning Writing, K-3 by Lori Jamison Rog
· play Writing Ideas Bingo with the students (Teacher Toolkit: Writing Ideas Bingo)
· read each of the topics on the Bingo card and show students how to complete the sentence stem with phrases or pictures
· allow enough time for all students to complete the card
· ask each student to share one idea from his or her card
Drafting
· select one of the topics from the list, explaining the reason for the selection
· model writing a story that has a clear beginning, middle, and end
· begin drafting the piece in front of the students, thinking aloud as you write. Model capitalization, punctuation, and the use of invented spelling. Encourage students to skip lines so they can reread and make changes. Model how rereading is important in the drafting process.
· have students select a topic
· circulate among the students and observe them as they write
· confer with students at their desks
Revising
· show students how to reread to see if the writing has a beginning, middle, and end
· demonstrate the cut and grow strategy (Teacher Toolkit: Cut and Grow)
· model adding time transitions (Teacher Toolkit: Time Transitions)
· model adding sensory details (Teacher Toolkit: Sensory Details)
· show students how to use a caret/signo de intercalación (^) to add a word or phrase (Teacher Toolkit: Modeling Revision)
Editing
· remind students to use the editing checklist
· direct students to use class resources to find correct spelling
Sharing/Publishing
· select students to read their writing from the author’s chair
· demonstrate how to ask questions and give feedback
· encourage good listener response, questions and answers, compliments, and suggestions
· display stories on a bulletin board or compile stories in a class book / Prewriting
(TEK 19A)
· listen to a story to get ideas for writing
· brainstorm possible topics
Drafting
(TEK 17F)
· write using basic conventions of print, including spacing between words
(TEK 17G)
· use basic capitalization and punctuation
(TEK 17C)
· use invented spelling to spell unknown words
(TEK 18D,19C)
· write a story with a beginning, middle, end
(TEK 19E)
· write a story using the computer
(TEK 20A)
· spell words with patterns correctly
(TEK 21A)
· use nouns and verbs in sentences
(TEK 21B)
· write sentences with correct end punctuation
Revising
(TEK 19D)
· reread story to see if it makes sense
· cut and grow to develop ideas
· add time transitions
· revise story by adding sensory details
· revise story by adding words or phrases
Editing
(TEK 17G)
· edit for the items posted on the editing checklist
(TEK 20D)
· use resources to find correct spelling
Sharing/Publishing
(TEK 17E)
· write neatly
(TEK 20E)
· use correct spelling in final draft
(TEK 18E, 18F)
· write a story for others to enjoy
(TEK 22B)
· listen to others’ writing and make helpful comments
Week 3 / Instructional Model/Teacher Directions
The teacher will… / So students can…
Writing brief stories that have a beginning, middle, end
Prewriting
· prepare a chart that has three large boxes side by side labeled Beginning/Middle/End (Principio/Medio/Final).
· say: A story has a beginning, middle, and end. I’m going to read you a story. I want you to listen carefully because when I’m finished, I’m going to ask you to tell me about the beginning, middle, and end. (Diga: Una historia tiene principio, medio y final. Les voy a leer una historia. Quiero que escuchen cuidadosamente porque cuando termino, les voy a pedir que me cuenten sobre el principio, medio y final.)
· read Wemberly Worried (Spanish: Prudencia se preocupa) by Kevin Henkes or another mentor text that has a beginning, middle, and end.
· ask students to retell each part of the story, paying attention to the beginning, middle, and end. As the students retell, write the parts in each box.
· say: We are going to write stories that have a beginning, middle, and end. (Diga: Vamos a escribir relatos que tienen principio, medio y final.)
· make a list of topics with the class. To make a connection to the story, have students brainstorm a list of things they like to do on the weekend.
· have students talk about their topic with a buddy. Talking helps students think through connections, remember details, and organize their thoughts.