Grade 1 Writing & Grammar Pacing Guide
Symbol Key
 Split:
This Standard of Learning has
been split into more than one
nine-week block.
Week 1
Week 2
Back to School
Baseline Writing Sample
Writing Focus:
Capital and Lower Case Letter
Shared Writing: Language Experience
stories
 Integrate:
Week 3
This skill should NOT be taught in
isolation. Integrate the skill into
daily lessons.
Week 4
 Review: This skill was taught for mastery in a
previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
Week 5
HM Theme 1/HM English Unit 2
Reading-Writing Workshop: Writing a Class Story (modeling)

Introduce the Writing Process

Focus on One Topic

Organize details
Suggestions for Shared Writing:
The Cat Sat on the Mat: A Class Story
Nan & Fan We Can!: A Class Story
The Big Hit, Big Pig: A Class Story
Grammar Focus: The Sentence (continue throughout 1st nine weeks)
Naming and Action Parts
Telling Sentences
Question Sentences
Capitalization: Names; Beginning Sentences With Capital Letters
^ Punctuation (Period and Question Marks)
Word Order in Sentences
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12d Use complete sentences in final copies.
1.12e Begin each sentence with a capital letter and use
punctuation in final copies.
1.12g Share writing with others
Week 6
Week 7
^ Skill is introduced at this time.
Week 8
Week 9
HM Theme 2
Reading-Writing Workshop: Writing a Class Letter
(modeling)
Suggestions for Shared Writing:
The Box, Wigs in a Box: A Class Letter
What Can a Vet Do?/Hot Fox Soup: A Class message
A Hut for Zip Bug/The Rope Tug: A Diary (Journal Entry)
Grammar Focus: The Sentence (continued
Naming and Action Parts
Telling Sentences
Question Sentences
Capitalization: Names; Beginning Sentences With Capital
Letters
^ Punctuation (Period and Question Marks)
Word Order in Sentences
Pacing
Adjustment and
Quarterly
Writing Prompt
(developed at the
school level)
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12d Use complete sentences in final copies.
1.12e Begin each sentence with a capital letter and use
punctuation in final copies.
 1.12f Use correct spelling for high-frequency sight words
Journal Writing and Shared Writing should be incorporated across the curriculum on a daily basis. Responses for journal writing and guided instruction may be found with each story in the
anthology. Grammar focus should be reinforced daily through the morning message. Incorporate Language Experience stories during LA and/or Science and Social Studies.
September, 2009
Grade 1 Writing & Grammar Pacing Guide
Symbol Key
 Split:
This Standard of Learning has
been split into more than one
nine-week block.
 Integrate:
This skill should NOT be taught in
isolation. Integrate the skill into
daily lessons.
 Review: This skill was taught for mastery in a
previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
Second Nine Weeks
Week 1
Week 2
Week 3
HM Theme 3/HM English Unit 6
Reading-Writing Workshop: Writing a Story
Suggestions for Shared Writing:
Seasons: A Class Description
Mr. C’s Dinner: A Persuasive Letter
What a Trip!: A Class Story
Grammar Focus: Nouns and Pronouns
^Common Nouns
^Plural Nouns
^Proper Nouns (People & Places)
^Pronouns
Capitalization: Proper Nouns
^Recognize and write synonyms
^Contractions- substitute contractions for the two-word meaning
(not, is)
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12e Begin each sentence with a capital letter and use final
punctuation in final copies
1.12f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
Week 4
Week 5
Week 6
Reading-Writing Workshop: Lists, Notes and Messages
Suggestions for Shared Writing:
Who’s In a Family?: A Class Album
Writing Answers to Questions
The Best Pet: A Class Message
Writing Sentences on a Topic
Bud’s Day Out: A Class Letter
Writing Questions
Grammar Focus: Nouns and Pronouns (continued)
Common Nouns
Plural Nouns
Proper Nouns (People & Places)
Pronouns
Capitalization: Proper Nouns
Recognize and write synonyms
Contractions- substitute contractions for the two-word meaning; write the
two-word equivalent of a contraction
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12b Focus on one topic
1.12f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
Week 7
Week 8
Week 9
HM Theme 5 Reading-Writing
Workshop: Personal Narrative

Keeping to the Topic

Telling Enough

Writing Sentences
Suggestions for Shared Writing:
Moving Day: Alternate Endings
Me on the Map: Class Letter/Writing a
Journal Entry
The Kite: Class Paragraph
Grammar Focus: Verbs (Continue into
3rd nine weeks)
Nouns & Verbs
Pronouns & Verbs
Past Tense
Is, Are, Was, Were
Contractions
^Introduce homographs
Pacing
Adjustment
and Quarterly
Writing
Prompt
(developed at
the school level)
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a
capital letter and use final
punctuation in final copies
1.12f Use correct spelling for highfrequency sight words and
phonetically regular words in final
copies
1.12g Share writing with others
Journal Writing and Shared Writing should be incorporated across the curriculum on a daily basis. Responses for journal writing and guided instruction may be found with each story in the
anthology. Grammar focus should be reinforced daily through the morning message. Incorporate Language Experience stories during LA and/or Science and Social Studies.
September, 2009
Grade 1 Writing & Grammar Pacing Guide
Symbol Key
 Split:
This Standard of Learning has
been split into more than one
nine-week block.
 Integrate: This skill should NOT be taught in
 Review:
isolation. Integrate the skill into
daily lessons.
This skill was taught for mastery in a previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
Third Nine Weeks
Week 1
Refer to end of
Second Nine
Weeks
Week 2
Week 3
Week 4
HM Theme 6 Reading-Writing Workshop: Description
(HM English Unit 8)

Using Sensory Language

Using Exact Words

Writing Sentences
Suggestions for Shared Writing:
The Sleeping Pig: A Letter of Persuasion
Eek! There’s a Mouse in the House: A Class Story
Red- Eyed Tree Frog: Writing a Summary
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a capital letter and use final
punctuation in final copies
1.12f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
1.12g Share writing with others
Week 5
Week 6
Week 7
Week 8
Week 9
HM Theme 7 Reading-Writing Workshop: Story

Beginning, Middle, and End

Writing a Title

Capitalizing the Names of People
Reading-Writing Workshop Focus: Poetry
(Use outside resources to supplement HM
Reading and English)
Suggestions for Shared Writing:
That Toad is Mine: Writing an Opinion
Lost!: Writing a Description
If You Give a Pig a Pancake: Writing an Invitation/ A Class
Poem
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a capital
letter and use final punctuation in final
copies
1.12f Use correct spelling for highfrequency sight words and phonetically
regular words in final copies
1.12g Share writing with others
1.12h Use available technology
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a capital letter and use final
punctuation in final copies
1.12f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
1.12g Share writing with others
1.12h Use available technology
Quarterly Writing Prompt (developed at
the school level)
Weeks 1-2
Weeks 3-5
Weeks 6-9
Grammar Focus: Verbs (continued)
Grammar Focus: Adjectives
Grammar Focus: Review
Nouns and Verbs
Sensory Adjectives
Nouns
Pronouns and Verbs
Comparative Adjectives
Pronouns
Past Tense
Antonyms
Verbs
Is, Are, Was, Were
Contractions
Homographs
Journal Writing and Shared Writing should be incorporated across the curriculum on a daily basis. Responses for journal writing and guided instruction may be found with each story in the
anthology. Grammar focus should be reinforced daily through the morning message. Incorporate Language Experience stories during LA and/or Science and Social Studies.
September, 2009
Grade 1 Writing & Grammar Pacing Guide
Symbol Key
 Split: This Standard of Learning has
 Integrate: This skill should NOT be taught in
 Review:
isolation. Integrate the skill into
daily lessons.
been split into more than one
nine-week block.
This skill was taught for mastery in a previous nine-week
block. Continue to review this mastered skill, with heavy
emphasis, in the listed nine-week block.
^ Skill is introduced at this time.
Fourth Nine Weeks
Week 1
Week 2
HM Theme 8 Reading-Writing
Workshop: Research Report

Finding Information

Taking Notes

Summarizing

Capitalizing Names of Places
and Things
Suggestions for Shared Writing:
The Forest: Class Summary
Butterfly: Informational Paragraph
Johnny Appleseed: Character Sketch
Week 3
Week 4
Week 5
Week 7
Week 8
HM Theme 10 Reading-Writing Workshop: Instructions

Sequencing Steps

Using Time-Order Words

Writing Clear Sentences
Suggestions for Shared Writing:
When I Am Old With You: Writing a Solution
The New Friend: A Class Newsletter
The Surprise Family: Writing Another Version
Suggestions for Shared Writing:
Two Greedy Bears: Book Report/Writing an Opinion
Fireflies for Nathan: Class Poem
The Hat (Frog and Toad): Thank-You Note/Writing an Alternate
Ending
Grammar Focus: Review
Using “is” and “are”
Using “was” and “were”
Grammar Focus: Review
Verbs (Present and Past Tense)
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a capital
letter and use final punctuation in final
copies
1.12f Use correct spelling for highfrequency sight words and phonetically
regular words in final copies
1.12g Share writing with others
1.12h Use available technology
Week 6
HM Theme 9 Reading-Writing Workshop: Friendly Letter

Parts of a Letter

Using Details

Using Commas in Dates
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a capital letter and use final
punctuation in final copies
1.12f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
1.12g Share writing with others
1.12h Use available technology
Week 9
Grammar Focus: Review
Adjectives
Comparing (using –er, -est endings)
1.11 The student will print legibly
a) Form letters
b) Space words and sentences
1.12a Generate ideas
1.12b Focus on one topic
1.12c Use descriptive words
1.12d Use complete sentences
1.12e Begin each sentence with a capital letter and use final
punctuation in final copies
1.12f Use correct spelling for high-frequency sight words and
phonetically regular words in final copies
1.12g Share writing with others
1.12h Use available technology
Pacing
Adjustment and
Quarterly Writing
Prompt
(developed at the
school level)
Journal Writing and Shared Writing should be incorporated across the curriculum on a daily basis. Responses for journal writing and guided instruction may be found with each story in the
anthology. Grammar focus should be reinforced daily through the morning message. Incorporate Language Experience stories during LA and/or Science and Social Studies.
September, 2009
September, 2009