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
GRADE: 1st EALR 1: The student understands and uses a writing process. 1st-2
Component 1.2.1: Produces draft(s). W
Board Approved 9/15/09
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 9-12
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 82
Easel
Consumables: • Chart Paper • Student Writing
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
GRADE: 1st EALR 1: The student understands and uses a writing process. 1st-3
Component 1.3: Revises to improve text. W
Board Approved 9/15/09
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 16-18
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 39-44
Writing Essentials, Regie Routman, 2005, pgs. 155-161
Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #4
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 82
Easel
Consumables: • Chart Paper • Student Writing
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
GRADE: 1st EALR 1: The student understands and uses a writing process. 1st-4
Component 1.4: Edits text. W
Board Approved 9/15/09
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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.
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 16-18
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 39-44
Writing Essentials, Regie Routman, 2005, pgs. 230-236, 303-304
Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 83
Writing Workshop: The Essential Guide, Ralph Fletcher and Joanna Portalupi, 2001, pgs. 66-67, 92-98, 122, 142-144
Easel
Consumables: • Chart Paper • Student Writing
Booklets/Folders • Editing Pens
Modeled Writing
Think Aloud
Conferencing
Checklists
Interactive/Shared Writing
Peer Editing
Sharing Student Writing
GLAD: • Writer’s Workshop • Cooperative Strip
Paragraph with Primary Editing Checklist
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.
Board Approved 9/15/09
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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.
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 19-21
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 46-51
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 83
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
Board Approved 9/15/09
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #3
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 81
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
Finished Piece of Writing
Rubric
GRADE: 1st EALR 2: The student writes in a variety of forms for different audiences and purposes. 1st-7
Component 2.2: Writes for different purposes W
Board Approved 9/15/09
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 25
Writing Essentials, Regie Routman, 2005, pgs. 192-194
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, pg. 81
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
Finished Piece of Writing
GRADE: 1st EALR 2: The student writes in a variety of forms for different audiences and purposes. 1st-8
Component 2.3 Writes in a variety of forms/genres. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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.
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 8
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 25
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
GRADE: 1st EALR 2: The student writes in a variety of forms for different audiences and purposes. 1st-9
Component 2.4 Writes for career applications. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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.
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 10
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 33
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
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 23, 41
Writing Essentials, Regie Routman, 2005, pgs. 25-27, 137, 178
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 80
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
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-11
Component 3.1: Develops ideas and organizes writing. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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).
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 21, 25
Writing Essentials, Regie Routman, 2005, pgs. 113, 136, 230, 320-321
Units of Study for Primary Writing: A Year Long Curriculum, Lucy Calkins, 2003, Book #5
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 80
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
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-12
Component 3.2: Uses appropriate style. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 10
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 21, 23
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
The Continuum of Literacy Learning, Irene Fountas and Gay Su Pinnell, 2007, pgs. 80-81
Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pg. 27
Easel
Consumables: • Chart Paper • Art Supplies
Read Aloud
Think Aloud
Modeled Writing
Conferencing
Mentor Texts
Prompts
GLAD: • Writer’s Workshop • Cooperative Strip
Paragraph • Interactive Journal • Story Map • Listen and Sketch • 10/2 lecture
Observation
Finished Product
Rubric
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-13
Component 3.2: Uses appropriate style. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 80
Craft Lessons: Teaching Writing K-8, Ralph Fletcher and Joanne Portalupi, 1998, pg. 35
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
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-14
Component 3.2: Uses appropriate style. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 7, 50
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
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-15
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 31-32
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 42, 67-76
Writing Essentials, Regie Routman, 2005, pgs. 66-69
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
Paragraph with Primary Editing Checklist
• Writer’s Workshop • Team Task of
Narrative Input retell
• Interactive Journal • Learning Log
Rubrics
Prompts
Checklists
Observation
Anecdotal Notes
Finished Product
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-16
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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).
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 12
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 24
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 81
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
Darla Wood-Walters checklists
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-17
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pg. 76
Writing Essentials, Regie Routman, 2005, pgs. 69, 150, 161-164
Word Study Phonics, Irene Fountas and Gay Su Pinnell, 2003, pgs. 71-74
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 81
Easel
Consumables: • Chart Paper
Modeled Writing
Phonics Lessons
Word Walls
Word Banks
Conferencing
Mentor Text
GLAD: • Teacher Made Big
Books • Cooperative Strip
Paragraph with Primary Editing Checklist
• Writer’s Workshop • Learning Log • Interactive Journal • Story Map
Finished Work
Observation
Conferencing
Checklists
Darla Wood-Walters checklists
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-18
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 18
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 69, 76
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 81
Easel
Consumables: • Chart Paper
Modeled Writing
Conferencing
Mentor Text
GLAD: • Writer’s Workshop • Cooperative Strip
Paragraph with Primary Editing Checklist
Finished work
Observation
Conferencing
Darla Wood-Walters checklists
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-19
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
Consumables: • Chart Paper
Modeled Writing
Phonics Lessons
Conferencing
GLAD: • Sentence Pattern
Chart • Cooperative Strip
Paragraph with Primary Editing Checklist
• Writer’s Workshop Prompt: “Does that make sense?”
Finished Work
Observation
Conferencing
Checklists
GRADE: 1st EALR 3: The student writes clearly and effectively. 1st-20
Component 3.3: Knows and applies writing conventions appropriate for the grade level. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 86
Easel
Consumables: • Chart Paper • Student Writing
Booklets
Modeled Writing
Conferencing
Read Aloud
Shared Reading
Sharing Student Writing
GLAD: • Sentence Pattern
Chart • Cooperative Strip
Paragraph with Primary Editing Checklist
• 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
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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).
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pg. 7
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
The Continuum of Literacy Learning , Irene Fountas and Gay Su Pinnell, 2007, pg. 73
Big Books
Guided Reading
Shared Reading
Read Alouds
Sharing Student Writing
GLAD: • Writer’s Workshop • Cooperative Strip
Paragraph with Primary Editing Checklist
Oral Discussion
GRADE: 1st EALR 4: The student analyzes and evaluates the effectiveness of written work. 1st-22
Component 4.1: Analyzes and evaluates others’ and own writing. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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.
Creating A Foundation of Literacy for Life-long Learners, Darla Wood-Walters, 1996, pgs. 37-38
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 70-76
Writing Essentials, Regie Routman, 2005, pgs. 151, 157
The Continuum of Literacy Learning, Irene Fountas and Gay Su Pinnell, 2007, pgs. 80-83
Consumables: • Editing Pens
Conferencing
Modeling
Checklist
GLAD: • Writer’s Workshop • Cooperative Strip
Paragraph with Primary Editing Checklist
Rubrics
Checklists
GRADE: 1st EALR 4: The student analyzes and evaluates the effectiveness of written work. 1st-23
Component 4.2: Sets goals for improvement. W
Grade Level Expectation • Evidence of Learning/ELD Standard
Core Materials Supplemental
Materials Instructional
Strategies Assessment Notes
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).
Becoming Literate: One Step at A Time, Darla Wood-Walters, 1999, pgs. 70-76
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