Standard:
Related CA Standard
W1.1
NA
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.
Essential Skills/Concepts
prerequisites:
-
Teaching Notes/Strategies
-
Concept of opinion (like/dislike)
Be familiar with topic/book
- Name title/topic
Cite details for support
Write in complete sentences
Start with concrete objects
(having an opinion about
broccoli, Batman, Vanilla ice
cream, apples etc.)---start
with an easy concept while
teaching the new skill
-
Anchor Charts
-
Mentor Text (where an author
is writing his/her opinion
about a topic)
-
Writing process
Chunk:
-
-
Structure of opinion piece:
topic/opinion, reasons to support
opinion, some sense of closure
Writing Process
Definitions:
topic, opinion, reason (support,
details), closure (some sense of)
Resources
Questions stems/prompts:
-Name your favorite book or story
- Why is this your favorite?
- What did you like best?
- Tell me three things you like
about________.
- How will you end your writing?
-Thinking Maps
Standard:
Related CA Standard
W1.2
WS 2.2
Write brief expository
description
Write informative/explanatory texts in which they name a topic, supply some facts about the
topic, and provide some sense of closure.
Essential Skills/Concepts
Teaching Notes/Strategies
Resources
Prerequisite:
-
Write in complete sentences
ID main idea and details of
topic or experience (“how to”)
Chunks:
- Read text
- ID Main idea and details
(facts)
- Structure of informative
writing name topic, facts,
sense of closure
- Writing Process
Definitions:
Main idea, details (facts), sense of
closure, informative
text/explanatory text
-
-
Have info text available---Give Science Text
students a topic to research,
National Geographic
then allow them to choose a
Thinking Maps
topic
Circle Map with details and
main idea
Model
Anchor Chart
Peer Editing/Revising
Writing Process
Related CA Standard
Standard:
WS 2.1 Write brief
W1.3
narratives
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.
Essential Skills/Concepts
Prerequisite:
- Retell
- ID when an event changes
- Temporal Words/signal words
(First, Beginning, start,
middle, then, next, after that,
last, finally, end)
- sequencing
Chunk:
- Understand prompt
- Think/Talk about event
- Writing process
Definitions: narrative, temporal/
transition/signal word, sequence
Teaching Notes/Strategies
-
Partner talk experience, prior
to writing
Writing process
Anchor Chart
Sequencing graphic organizer
Flow map
Resources
Thinking maps
Shared experiences
Related CA Standard
(W 1.4 NA for 1st grade) Standard:
W1.5
WS 1.1 focus, 1.2
descriptive words,
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.
(This is REVISING---editing is embedded with language standards. You do this for each genre:
opinion, expository and narrative writing)
Essential Skills/Concepts
Prerequisites:
- peer revising procedures
- making sentences better
Chunks:
- revise 1 sentence then move
on to 2 etc.
- peer revise for one component
at a time (not the entire
checklist until all components
have been taught)
- super sentences
- adjectives
- revising checklist
Definitions:
revise, topic, details, super
sentences, adjectives
Teaching Notes/Strategies
Guidance and support:
The teacher can provide help by
giving advice on how to make writing
better by staying on topic and adding
details. (Prompting students to add
more details or to point out that
student is off topic). Teacher does
not make the change or tell
student what to write.
- Red pencils
- Writing process
- Recipes
- PDIM
- Anchor chart for peer revising
procedures
- LOTS OF PRACTICE- Collaborative conversations
Resources
-
Revising checklist
Red pencil
Standard:
Related CA Standard
W1.6
NA
(WS 1.3 print legibly…spaces)
With guidance and support from adults, use a variety of digital tools to produce and publish
writing, including in collaboration with peers. (PUBLISH formal writing)
typing on computer,
power point
Essential Skills/Concepts
Prerequisite
- Writing process = publish
Chunk
- Teach how to use each digital
tool
- Publish piece using tool
Teaching Notes/Strategies
Resources
Guidance and support:
The teacher can help student publish on
digital tool with focus being on how to
use the tool THINK TECH SUPPORT!
-
Definitions:
- Digital tool, WORD, publish,
PowerPoint, keyboard, monitor,
screen
-
Teach basic typing
components. How to:
Turn on computer, find
program to use, capitalize,
delete, space, provide
punctuations mark, locate
letters, proper hand
positioning, use a mouse, save
materials, use toolbar and
print
Anchor charts
-
Computer PREP Teachers
Computer Lab (WORD,
PowerPoint)
Ipads, tablets,
Laptop
Related CA Standard
Standard:
NA
W1.7
Participate in shared research and writing projects (e.g., explore a number of “how-to” books on a
given topic and use them to write a sequence of instructions).
(GROUP REPORTS: BOOK REPORTS AND RESEARCH PROJECTS BASED ON TOPICS …ANIMAL
REPORTS, HOW TO BAKE A CAKE, MAKE PEANUT BUTTER ETC.)
Essential Skills/Concepts
Prerequisites:
- Text features (see RI 1.5)
- Explanatory Writing
- Sequence (temporal words)
- Locate Main idea and details
- Group work procedures
Chunks:
- How to research a topic with
others (locating fiction versus
nonfiction books and information)
- How to participate in a shared
writing project
Definitions: research, project
Teaching Notes/Strategies
- Research project
associated to each unit
due at the end of unit
- Anchor charts
- Teacher collaboration
- Research questions to
answer
Resources
Treasures Units
Science Units
Social Studies Units
Related CA Standard
Standard:
W1.8
NA
With guidance and support from adults, recall information from experiences or gather information
from provided sources to answer a question.
(ANSWERING A QUESTION IN WRITING and citing where student got answer----SHORT
ANSWER…..THINK OF PERFORMANCE TASK!)
Essential Skills/Concepts
Prerequisite:
- Retell/recall information
- Cite where they got
information
- Research tools (encyclopedia,
Google, science texts, info
texts)
Chunk:
- ID topic
- Research topic to answer
question: ID main idea/detail
- Rewrite information in your
own words to answer question
Definition: question, answer, sources,
information
Teaching Notes/Strategies
Resources
Guidance and support: see prompting
and support
Encyclopedia
Google
- PDIM
Science Text
- Anchor charts
Social Studies
Articles
Question stems:
Non-Fiction texts
- What sources did you use to
get that information?