GRADE: 1 EALR 1: The student understands and uses a ... · Irene Fountas and Gay Su Pinnell, 2007, pg. 78 Craft Lessons: Teaching Writing K-8, ... EALR 1: The student understands

GRADE: 1st EALR 1: The student understands and uses a writing process. 1st-1

Component 1.1: Prewrites to generate ideas. W

Board Approved 9/15/09

Grade Level Expectation • Evidence of Learning/ELD Standard

Core Materials Supplemental

Materials Instructional

Strategies Assessment Notes

1.1.1 Applies at least one strategy for generating ideas and planning writing. • Brainstorms, makes lists, and sometimes formulates

first sentence before writing. • Talks or draws to generate ideas and rehearse writing

(e.g., class brainstorm, individual drawing). • Uses multicultural literature (fiction and nonfiction)

to stimulate ideas. B: Draw and label pictures to tell a story Use labeled drawings to write about an event from a text read aloud by the teacher. AB: Use sight words and phrases to write about an event or character from a text read aloud by teacher or an experience generated from the group I: Choose and maintain focus on topic Use simple sentences to write about an event A: Use simple sentences to write about an event or character from a text or an experience. T: Use specialized vocabulary in sentences to write about a topic across the content areas

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 5-8

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 17, 25

Writing Essentials, Regie Routman, 2005, pgs. 47-48, 88, 171, 178-179, 318

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, pgs. 64-66

The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 78

Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanna Portalupi, 1998, pgs. 21, 26

Easel

Consumables: • Chart Paper • Student Writing

Booklets/Folders

Modeled Writing • Pictures • Webs • Lists Think Aloud Conferencing Read Aloud (literature) GLAD: • Listen and Sketch • Story Map with

Narrative Input • Writer’s Workshop • Learning Log • Interactive Journal • Sentence Pattern

Chart • Cooperative Strip

Paragraph

Writing Prompt

Observation

Anecdotal Notes


Component 1.2.1: Produces draft(s). W






1.2.1 Produces a draft in sentences. • Uses a plan from prewriting to write a draft. • Writes a draft that includes more than one sentence. B: Copy and follow patterns to write words and phrases AB: Use sight words and phrases to write about own experiences and follow pattern to create a story I: Use simple sentences to write for different audiences and purposes Begin to choose from a variety of words to convey meaning in simple sentences A: Use simple and descriptive sentences to write for different audiences and purposes Choose from a variety of words to convey meaning in simple sentences Begin to use figurative and idiomatic expressions T: Use sentences with some specialized vocabulary to write for different purposes and audiences across content areas Use figurative and idiomatic expressions


Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 29-36

Writing Essentials, Regie Routman, 2005, Chapter 5, pg. 61

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2


Easel


Booklets/Folders

Modeled Writing Think Aloud Conferencing Interactive/Shared Writing Sharing Students Writing GLAD: • Sentence Pattern

Chart • Learning Log • Writer’s Workshop • Poetry Frames • Reproduction of

Input Charts • Cooperative Strip

Paragraph

Observation

Anecdotal Notes

Final Draft

Writing Prompts

Rubric

Checklist


Component 1.3: Revises to improve text. W






1.3.1 Revises text by adding words and/or phrases to draft. • Reads own work and makes some revisions in

response to teacher questions or peer feedback (e.g., “My dog went for a walk” becomes “My spotted dog went for a long walk” in response to the teacher’s questions: “What does the dog look like? What kind of walk is it?”).

• Rereads draft to self, peers, or adults. • Asks others (e.g., librarian, principal,

paraprofessionals, day-care provider, family members) to read and make comments.

• Recognizes overused words and makes substitutions (e.g., yelled for said).

B: Write top to bottom, left to right when copying Write own name using capital and lowercase letters Begin to use invented spelling to write familiar words AB: Use invented spelling to write familiar words and phrases Begin to use capital letters for proper nouns Begin to write sight words I: Write sight words Apply English phonemic rules Begin to write simple sentences that may include inconsistent use of capitalization, punctuation, and spelling A: Produce independent writing that may include some inconsistent use of capitalization, periods, and correct spelling T: Use standard grammar, ending punctuation, capital letters, and spelling with lapses characteristic of ELL students



Writing Essentials, Regie Routman, 2005, pgs. 155-161



Easel


Booklets/Folders • Editing Pens

Modeled Writing

Think Aloud

Conferencing

Checklists

Interactive/Shared Writing

Peer Revising

Sharing Students Writing

Banned Word Lists

GLAD: • Writer’s Workshop • Cooperative Strip

Paragraph with Primary Editing Checklist

• Interactive Journal • Learning Log

Observation

Rubric

Checklist

Anecdotal Notes

Writing Prompts


Component 1.4: Edits text. W






1.4.1 Applies understanding of editing appropriate for grade level (see 3.3). • Edits shared text with teacher guidance. • Reads own work and makes some changes, especially

punctuation. • Uses a simple checklist for editing.



Writing Essentials, Regie Routman, 2005, pgs. 230-236, 303-304



Writing Workshop: The Essential Guide, Ralph Fletcher and Joanna Portalupi, 2001, pgs. 66-67, 92-98, 122, 142-144

Easel


Booklets/Folders • Editing Pens

Modeled Writing

Think Aloud

Conferencing

Checklists

Interactive/Shared Writing

Peer Editing

Sharing Student Writing



Checklist

Observation

Rubric

Anecdotal Notes

Writing Prompt

GRADE: 1st EALR 1: The students understands and uses a writing process. 1st-5 Component 1.5: Publishes text to share with audience. W.






1.5.1 Publishes own writing. • Shares writing with others (e.g., author’s chair,

bulletin board, Young Authors’ Day). • Illustrates work (e.g., drawings, computer graphics,

collages). • Shares writing in self-published books.



Writing Essentials, Regie Routman, 2005, pgs. 69, 197, 204

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, pgs. 115-117


Writing Workshop: The Essential Guide, Ralph Fletcher and Joanna Portalupi, 2001, pgs. 68-69

Consumables: • Cardstock • Markers • Crayons • Pencils • Art Supplies

Conferencing

Modeling

Checklist

Mentor Text Illustrations

GLAD: • Writer’s Workshop

(Author’s Chair)

Observation

Rubric

Finished Piece of Writing

GRADE: 1st EALR 2: The student writes in a variety of forms for different audiences and purposes. 1st-6

Component 2.1: Adapts writing for a variety of audiences. W






2.1.1 Knows that an audience exists outside of self. • Draws and writes for self, family, friends, and teacher. • Identifies the intended audience for a picture or written

piece. B: Draw pictures or write words to express self or to name something Draw a picture or write for self, teacher, or other known person AB: Write phrases to respond to prompts, to name something and express self Write for self, teacher, or other known person. I: Write simple sentences to tell a story, inform, thank, and entertain Distinguish among appropriate ways of writing to different audiences A: Write simple and descriptive sentences to tell a story, inform, thank, and entertain T: Apply skills using specialized vocabulary to tell a story, to inform, to thank, to entertain across content areas

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 8, 19

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 25

Writing Essentials, Regie Routman, 2005, pgs. 145, 184, 192-194



Consumables: • Student Writing

Booklets/Folders • Art Supplies

Modeled Writing

Think Aloud

Read Aloud

Prompt Writing

Conferencing

Publishing and Sharing Student Writing

GLAD: • Writer’s Workshop • Interactive Journal • Learning Log

Observation


Rubric


Component 2.2: Writes for different purposes W






2.2.1 Demonstrates understanding that writing has different purposes. • Writes to express own ideas (e.g., scientific

observations). • Writes to communicate with others (e.g., notes,

cards). • Writes to explain how to do something (e.g., how to

walk down the hall at school). • Writes to retell in some detail and in correct

sequence. • Writes to inform (e.g., answers to questions, cultural

customs). • Writes to entertain (e.g., jokes, riddles, funny stories). B: Draw pictures or write words to express self or to name something Draw a picture or write for self, teacher, or other known person AB: Write phrases to respond to prompts, to name something and express self Write for self, teacher, or other known person. I: Write simple sentences to tell a story, inform, thank, and entertain Distinguish among appropriate ways of writing to different audiences A: Write simple and descriptive sentences to tell a story, inform, thank, and entertain T: Apply skills using specialized vocabulary to tell a story, to inform, to thank, to entertain across content areas

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 8



Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, #6, #7


Consumables: • Student Writing

Booklets/Folders • Special Project

Supplies

Modeled Writing

Conferencing

Read Alouds using mentor texts – text examples that show writing forms (examples from real life)

Interactive Writing

Special Project (Guided Writing)

GLAD: • Writer’s Workshop • Learning Log • Interactive Journal • Poetry Frames • Sentence Pattern

Chart • Story Map • Reproduction of

input charts (process grid, graphic organizers)

Rubric

Observation



Component 2.3 Writes in a variety of forms/genres. W





2.3.1 Understands there is more than one form/genre of writing. • Identifies and uses a variety of new forms/genres.

Examples: ~ notes to others ~ scientific observations ~ answers to questions ~ patterned poetry ~ stories

B: Use words to complete lists, personal journal entries, songs and poems based on a model AB: Use words to complete lists, personal journal entries, songs and poems based on a model I: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. A: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. T: Use specialized vocabulary to independently write notes, friendly letters, personal journal entries, story reports, songs and poems.



Writing Essentials, Regie Routman, 2005, pgs. 192-194, 196-204

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #2, #6, #7

The Continuum of Literacy Learning, Irene Fountas and Gay Su Pinnell, 2007, pgs. 78-79

Consumables: • Science Notebook • Student Writing

Booklets/Folders • Poetry Notebook • Construction Paper

Read Aloud text examples

Modeled Writing

Guided Writing

GLAD: • Writer’s Workshop • Learning Log • Interactive Journal • Poetry Frames • Sentence Pattern

Chart • Story Map • Reproduction of

input charts (process grid, graphic organizers)

Independent Writing Products

Rubric


Component 2.4 Writes for career applications. W





2.4.1 Knows important personal information. • Writes first and last names and contact

information. B: Use words to complete lists, personal journal entries, songs and poems based on a model AB: Use words to complete lists, personal journal entries, songs and poems based on a model I: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. A: Use simple sentences to write personal journal entries, friendly letters, story reports, songs, poems and stories based on a model. T: Use specialized vocabulary to independently write notes, friendly letters, personal journal entries, story reports, songs and poems.



Consumables: • Pencils • Index Cards • Paper • Envelopes

Memorize, retell, and write Addressing an envelope GLAD: • Interactive Journal • Team Task Key

Written Product

GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-10

Component 3.1: Develops ideas and organizes writing. W





3.1.1 Analyzes ideas, selects topic, adds detail, and elaborates. • Develops ideas for topics orally and visually (e.g.,

discusses, draws, and/or writes to develop ideas). • Develops and chooses from a list of general topics for

writing (e.g., pets, friends, favorite places). • Elaborates on ideas using descriptive words and

phrases (e.g., My yellow striped cat jumped on my bed.).

• Selects title for a piece of writing. B: Draw pictures and use words from shared reading and own experience AB: Use phrases to participate in group brainstorming and writing I: Use simple sentences to participate in group brainstorming and writing A: Use pictures and modeled graphic organizers to generate ideas for simple stories T: Use brainstorming techniques to generate and organize ideas (e.g., model graphic organizers, pictures, lists)

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 10, 16-18


Writing Essentials, Regie Routman, 2005, pgs. 25-27, 137, 178


Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pgs. 21-26, 34-35

Easel

Consumables: • Chart paper • Construction paper • Crayons • Pencils

Modeled Writing

Think Aloud

Conferencing

Read Aloud

Student Writing Samples & Mentor Text

Lists of ideas

Lists of descriptive words

Draw ideas for writing

Questioning for details

GLAD: • Writer’s Workshop • Interactive Journal • Learning Log • Reproduction of

Narrative Input • Story Map with

narrative input • Story Map as frame

for independent writing

• Use of graphic organizers for planning writing (ex. Mind map)

Rubric

Teacher Observation

Conference Notes

Finished Product


Component 3.1: Develops ideas and organizes writing. W





3.1.2 Organizes multiple sentences on one topic showing beginning, middle, and ending. • Uses simple conjunctions as transitions (e.g., then, now,

and). • Writes to follow the organization of a mentor text (e.g., It

Looked Like Spilt Milk by Charles Shaw or Tops and Bottoms by Janet Stevens).


Writing Essentials, Regie Routman, 2005, pgs. 113, 136, 230, 320-321



Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pg. 31

Picture Books

Patterned Books

Easel

Scissors

Consumables: • Sentence strips • Chart Paper

Modeled sequencing • Sentence strips • Cut/reorder

paragraph text Pattern Stories Conferencing GLAD: • Writer’s Workshop • Narrative Input

with Story Map • Story Map as frame

for independent writing

• Teacher made Big Books

Finished Product

Observation

Rubric

Conferencing


Component 3.2: Uses appropriate style. W





3.2.1 Understands concept of personal voice. • Uses detail and color in drawings. • Uses exclamation points (e.g., I love pizza!). • Uses size and shape of word for emphasis (e.g.,

WOW, scary). • Discusses voice of author in read-alouds (e.g., “Bill

Martin, Jr., sounds like he’s singing.”). B: Use gestures and words to participate in group writing AB: Create rough drafts which include pictures, words, and phrases I: Create rough drafts which include simple sentences A: Create rough drafts which include simple sentences T: Create rough drafts which include a variety of sentence types



Writing Essentials, Regie Routman, 2005, pgs. 44, 146-147,

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #1 pg. 35, Book #7



Easel

Consumables: • Chart Paper • Art Supplies

Read Aloud

Think Aloud

Modeled Writing

Conferencing

Mentor Texts

Prompts


Paragraph • Interactive Journal • Story Map • Listen and Sketch • 10/2 lecture

Observation

Finished Product

Rubric







3.2.2 Uses a variety of words. • Builds a rich vocabulary through listening, talking,

signing, writing, and language activities. • Uses descriptive words (e.g., color words, sensory

words, size words). • Uses classroom resources (e.g., personal dictionaries,

word walls, other student/teacher-generated resources).

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 24, 26

Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 4-7, 20-21

Writing Essentials, Regie Routman, 2005, pgs. 23, 91, 168

Word Matters, Irene Fountas and Gay Su Pinnell, 1998, pgs. 42-53

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book # 3 pg. 57



Word Wall

Personal Dictionaries

Read Aloud

Modeled Writing

Conferencing

Mentor Texts

Word Study

GLAD: • 10/2 lecture • Cognitive Content

Dictionary • Input Charts

(pictorial, comparative input, and graphic organizers)

• Review of input charts with “smart cards”

• Narrative input retelling with vocabulary cards and conversation bubbles

• Chants • Sentence Pattern

Chart • Poetry Frames • Ear-to-Ear Reading • Teacher made Big

Books • Found Poetry • Expert Groups • Flexible Reading

Group (Emergent Readers)

Finished Product

Observation

Spelling/Word Wall Assessments

Dictation







3.2.3 Understands sentence fluency. • Participates in shared reading/writing of poems,

songs, chants, and prose. • Uses simple and some compound sentences.

Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 8, 18, 21


Writing Essentials, Regie Routman, 2005, pgs. 30-31, 142-143, 153-154, 305-314

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book # 7

The Continuum of Literacy Learning, Irene Fountas and Gay Su Pinnell, 2007, pgs. 78, 80

Big Books

Poem Boards

Poetry Notebooks

Pocket Charts

Shared Reading

Modeled Writing

Mentor Texts

Shared Writing

Conferencing

Songs

Chants

Poems

GLAD: • Chants • Sentence Pattern

Chart • Poetry Frames • Ear-to-Ear Reading

of Poetry Packet • Teacher Made Big

Books • Writer’s Workshop

(Author’s Chair) • Cooperative Strip

Paragraph • Flexible Reading

Group (Emergent Readers)

Observation

Finished Product

Conference Notes


Component 3.3: Knows and applies writing conventions appropriate for the grade level. W





3.3.1 Understands and applies spacing and directionality; writes legibly. • Writes uppercase and lowercase letters. • Uses spaces between words and sentences. • Writes from left to right and top to bottom. B: Use gestures and words to participate orally in revision of group writing AB: Use phrases to participate orally in revision of group writing I: Uses simple sentences to participate orally in revision of group writing A: Begin to revise own writing for clarity Offer feedback on other’s writing T: Incorporate input from others into own writing


Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 42, 67-76


Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3 pg. 35

Easel

Consumables: • Chart Paper • Handwriting

Paper/Books • Student Writing

Booklets

Modeled Writing

Shared Writing

Conferencing

Darla Wood-Walters checklists

Handwriting

Finger spacing or “Spaceman”

GLAD: • Cooperative Strip


• Writer’s Workshop • Team Task of

Narrative Input retell

• Interactive Journal • Learning Log

Rubrics

Prompts

Checklists

Observation

Anecdotal Notes

Finished Product







3.3.2 Spells phonetically using some conventional spelling. • Uses spelling rules and patterns from kindergarten. • Spells first-grade high-frequency words correctly (e.g.,

the, of, was, they). • Includes beginning, middle, and ending sounds in

phonetic spelling. • Writes using grade level appropriate spelling patterns.

Examples: ~ Onset and rime (e.g., bat, cat, fat; man, fan, can) ~ Short vowel patterns (e.g, hat, pet, sip, mop, cut) ~ Blends (e.g., st, tr, dr, br) ~ Digraphs (e.g., sh, th, ch) ~ Long vowel silent e (e.g., make, like)

• Uses classroom resources (e.g., word walls, word banks, word charts, peers).



Writing Essentials, Regie Routman, 2005, pgs. 89, 161-169, 286, 346-350

Word Study Phonics, Irene Fountas and Gay Su Pinnell, 2003, sections: letter/sound relationships, spelling patterns, high frequency words

Word Matters, Irene Fountas and Gay Su Pinnell, 1998, pgs. 42-53

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #1, #3 pgs. 27, 51, 57


Word Wall

Poems

Word Lists

Big Books

Modeling

Phonics Lessons

High Frequency Words review

Poetry

Word Walls

Word Banks

Conferencing

Stretch word out – elastic

Whisper phones

Sound boxes

GLAD: • Interactive Spelling

with Cognitive Content Dictionary

• Writer’s Workshop • Interactive Journal • Learning Log • Story Map • Team Cooperative

Strip Paragraph • Team reproduction

of input charts • Team Sentence

Pattern Chart • Team Cognitive

Content Dictionary

Spelling Tests of High Frequency Words

Observation

Conferencing








3.3.3 Applies capitalization rules. • Uses capitalization rules from kindergarten. • Capitalizes first word in a sentence. • Capitalizes days of the week and months of the year. • Capitalizes names of people. B: Use gestures and words to participate orally in revision of group writing AB: Use phrases to participate orally in revision of group writing I: Uses simple sentences to participate orally in revision of group writing A: Begin to revise own writing for clarity Offer feedback on other’s writing T: Incorporate input from others into own writing


Writing Essentials, Regie Routman, 2005, pgs. 69, 150, 161-164

Word Study Phonics, Irene Fountas and Gay Su Pinnell, 2003, pgs. 71-74


Easel

Consumables: • Chart Paper

Modeled Writing

Phonics Lessons

Word Walls

Word Banks

Conferencing

Mentor Text

GLAD: • Teacher Made Big

Books • Cooperative Strip


• Writer’s Workshop • Learning Log • Interactive Journal • Story Map

Finished Work

Observation

Conferencing

Checklists








3.3.4 Applies punctuation rules. • Uses end marks correctly (e.g., periods, question

marks, exclamation points). B: Use gestures and words to participate in editing of group writing Use a model to publish selected writing in appropriate format AB: Use phrases to participate in group editing I: Use simple sentences to participate in group editing Publish selected writing in appropriate forma A: Edit writing for capitalization and punctuation T: Edit for punctuation and known spelling Publish in appropriate format



Writing Essentials, Regie Routman, 2005, pgs. 13, 206-207, 163-164, 204, 206-207

Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book: Conferring Handbook, pgs. 70-73


Easel


Modeled Writing

Conferencing

Mentor Text



Finished work

Observation

Conferencing








3.3.5 Applies usage rules. • Explains and uses pronouns as substitutes for nouns. • Uses singular and plural nouns correctly (e.g., tooth

and teeth, boy and boys). B: Use gestures and words to participate in editing of group writing Use a model to publish selected writing in appropriate format AB: Use phrases to participate in group editing I: Use simple sentences to participate in group editing Publish selected writing in appropriate forma A: Edit writing for capitalization and punctuation T: Edit for punctuation and known spelling Publish in appropriate format

Writing Essentials, Regie Routman, 2005, pgs. 55-58, 197, 204, 230, 266, 346-350

The Continuum of Literacy Learning, Irene Fountas and Gay Su Pinnell, 2007, pgs. 80, 87

Voices on Word Matters, Irene Fountas and Gay Su Pinnell, 1999, Appendix 27

Easel


Modeled Writing

Phonics Lessons

Conferencing

GLAD: • Sentence Pattern



• Writer’s Workshop Prompt: “Does that make sense?”

Finished Work

Observation

Conferencing

Checklists







3.3.6 Uses complete sentences in writing. Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 18

Writing Essentials, Regie Routman, 2005, pgs. 93-95, 151


Easel


Booklets

Modeled Writing

Conferencing

Read Aloud

Shared Reading


GLAD: • Sentence Pattern



• Writer’s Workshop

Observation

Rubrics

Checklists

Finished Product

GRADE: 1st EALR 4: The student analyzes and evaluates the effectiveness of written work. 1st-21

Component 4.1: Analyzes and evaluates others’ and own writing. W





4.1.1 Understands criteria are used to select a preferred piece of writing. • Identifies criteria for why stories and authors are

preferred (e.g., characters and plots).


Becoming Literate: One Step at A Time, Darla Wood Walters, 1999, pgs. 4, 17-18

Writing Essentials, Regie Routman, 2005, pgs. 198-200, 326, 333


Big Books

Guided Reading

Shared Reading

Read Alouds




Oral Discussion


Component 4.1: Analyzes and evaluates others’ and own writing. W





4.1.2 Uses specific criteria for analyzing own writing. • Participates in developing classroom criteria or

checklist (e.g., color words, descriptive details, action words).

• Compares own writing to checklist.



Writing Essentials, Regie Routman, 2005, pgs. 151, 157


Consumables: • Editing Pens

Conferencing

Modeling

Checklist



Rubrics

Checklists


Component 4.2: Sets goals for improvement. W





4.2.1 Identifies general goals for own writing. • Confers with teacher to set goals (e.g., add details to writing,

write for a new purpose). • Monitors progress with a goal sheet (e.g., T-chart — I can …

I am learning to …). • Selects pieces that demonstrate new learning (e.g., portfolio

entries, collections of drafts).


Writing Essentials, Regie Routman, 2005, pgs. 151, 157, 198-200, 326, 333

The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 80-83

Consumables: • Conferencing

Notebooks • Student Writing

Booklets

Conferencing

Modeling

Steps to Becoming a Writer checklist

Good Writers Anchor Chart

Goal Setting paper – Darla Wood-Walters

GLAD: • Writer’s Workshop

(conferencing, primary editing checklist)

Rubric

Conference Records

Documents

GRADE: 1 EALR 1: The student understands and uses a ... · Irene Fountas and Gay Su Pinnell, 2007, pg. 78 Craft Lessons: Teaching Writing K-8, ... EALR 1: The student understands