Chicopee Public Schools
Writing Process Handbook
Grade 1 Instructional Guidelines
Writing skills of children entering Grade 1 vary significantly. Typical writing skills of students found in Grade 1 are as follows: Students use phonetic spelling, inconsistent use of capital letters and punctuation, limited and/or repetitive vocabulary, inconsistent finger spacing and have unorganized thoughts. By the end of the year all Grade 1 students are expected to write a paragraph containing five sentences using the writing process independently with exception to the editing and revision stages.
Writing instruction models vary from building to building and teacher to teacher. Some teachers may prefer to teach writing daily within the ELA block, while others may wish to follow the model provided in the basal reader. In Grade 1, writing instruction should take place during whole group language arts block or at a designate writing time scheduled each day. While teaching writing, the teacher should model one step of the writing process at a time. Teachers should expect that the writing process will take approximately one week, modeling one step each day. Teacher’s creativity and enthusiasm about writing is an important tool to develop students’ skills as authentic lifelong writers. Teachers use different methods and materials to teach the writing process, but it is important to note that writing experiences should be modeled throughout the content areas.
Instructional challenges:
· Writing Challenges:
o Organizing thoughts in a logical and sequential order
o Adding details to expand sentences
o Making the transition from sentence to paragraph writing
· Differentiated instruction based on students’ different ability levels
· Students different levels of prior knowledge, specifically in the content areas
· Time management
· Classroom Management
Suggested resources:
· Building level support staff
· On-site staff trained in the Chicopee Public Schools Writing Process
· Chicopee Public School Writing Handbook
· Writing Process Resource Book
· Write Source Teacher Resources
· Online Resources
Document A
Chicopee Public Schools Grade 1 Writing Scope & Sequence Full Year
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Grade |
Standard |
Text Structure |
Prewriting Strategies |
Revising Skills |
Revising Tools |
Editing Skills |
Editing Tools |
Publishing |
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Full Year |
Respond to a Prompt
Paragraph of 5 Sentences with 3 Supporting Details
Narrative with Beginning, Middle & End
All Sentences on Topic |
Journal Writing
Descriptive Paragraph
Personal Narrative
Narrative Story
Procedural Story
Friendly Letter
Poetry
Summary
Newsletter
Comparative Paragraph
Informational Paragraph |
Modeling
Discussion
Brainstorming List
Webbing
Story Map
Demonstration
Sequence Chart
Time Line
Rhyming Words
Sensory Chart
Comparison Chart
Story Starters |
Stay on Topic
Use Specific Nouns
Add Adjectives
Add Action Words
Add Details
Add Transition Words
Use Sentence Variety (Declarative, Interrogative & Exclamatory)
Use Sequence Words
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Modeling
Graphic Organizers
Author’s Chair
Read Aloud to Self
Peer Revising
Teacher Conference
Revising Checklist
Retelling |
Capitals (Proper Nouns & Sentences)
End Marks (. ? !)
Spacing
Spelling
Correct Word Order
Singular/Plural Nouns
Present/Past Verb Tenses
Correct Use of Verb to be |
Word Walls
Spacers
Pencil Grips
Wide-Lined Paper
Editing Checklist
Peer Editing |
Journal Entry
Essay
Typed Format
Book Format
Share/Read Aloud
Illustration
Diorama
Class Anthology
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Document A
| Chicopee Public Schools | Grade 1 Writing Scope & Sequence | By Terms | ||||||
| Grade | Standard | Text Structures | Prewriting Strategies | Revising Skills | Revising Tools | Editing Skills | Editing Tools | Publishing |
| First | Respond to a | Journals | Modeling | Stay on Topic | Modeling | Capitals ( Proper | Word Wall | Journal Entry |
| Term | Prompt | Letter Writing | Discussion | Use Specific Nouns | Graphic Organizers | Nouns & Sentences) | Spacers | Book Format |
| Narrative Story | Brainstorming List | Add Adjectives | Author's Chair | End Marks (. ? ! ) | Pencil Grips | Share/ Read Aloud | ||
| Paragraph with 3 | Persuasive writing | Webbing | Add Details | Read Aloud to Self | Spacing | Wide- Lined Paper | Illustration | |
| or more Sentences | Story Map | Peer Revising | Spelling | Editing Checklist | ||||
| Demonstration | Teacher Conference | Correct Word Order | Peer Editing | |||||
| All Sentences on | Sequence Chart | Revising Checklist | Singular/Plural Nouns | |||||
| Topic | Story Starters | Retelling | ||||||
| Second | Respond to a | Journals | Modeling | Stay on Topic | Modeling | Capitals ( Proper | Word Wall | Journal Entry |
| Term | Prompt | Letter writing | Discussion | Use Specific Nouns | Graphic Organizers | Nouns & Sentences) | Spacers | Book Format |
| Personal Narrative | Brainstorming List | Add Adjectives | Author's Chair | End Marks (. ? ! ) | Pencil Grips | Share/ Read Aloud | ||
| Paragraph of 3-5 | Narrative Story | Webbing | Add Details | Read Aloud to Self | Spacing | Wide- Lined Paper | Illustration | |
| Sentences with | Procedural paragraph | Story Map | Add Action Words | Peer Revising | Spelling | Editing Checklist | Class Anthology | |
| 3 Supporting Details | Persuasive paragraph | Demonstration | Add Transition Words | Teacher Conference | Correct Word Order | Peer Editing | ||
| Summary | Sequence Chart | Use sequence Words | Revising Checklist | Singular/Plural Nouns | ||||
| All Sentences on | Descriptive Paragraph | Story Starters | Use Sentence Variety | Retelling | Present/Past Verb Tense | |||
| Topic | (Declarative, | Correct use of verb to be | ||||||
| Interrogative & | ||||||||
| Exclamatory) | ||||||||
| Third | Respond to a | Journals | Modeling | Stay on Topic | Modeling | Capitals ( Proper | Word Wall | Journal Entry |
| Term | Prompt | Procedural Writing | Discussion | Use Specific Nouns | Graphic Organizers | Nouns & Sentences) | Spacers | Essay |
| Poetry | Brainstorming List | Add Adjectives | Author's Chair | End Marks (. ? ! ) | Pencil Grips | Typed Format | ||
| Paragraph of | Newsletter | Webbing | Add Details | Read Aloud to Self | Spacing | Wide- Lined Paper | Book Format | |
| 5 Sentences with | Comparative Paragraph | Story Map | Add Action Words | Peer Revising | Spelling | Editing Checklist | Share/ Read Aloud | |
| 3 Supporting Details | Informational Paragraph | Demonstration | Add Transition Words | Teacher Conference | Correct Word Order | Peer Editing | Illustration | |
| Descriptive Paragraph | Sequence Chart | Use Sentence Variety | Revising Checklist | Singular/Plural Nouns | Diorama | |||
| Narrative with | Rhyming Words | (Declarative, | Retelling | Present/Past Verb Tense | Class Anthology | |||
| Beginning, Middle | Sensory Chart | Interrogative & | Correct use of verb to be | |||||
| & End | Comparison Chart | Exclamatory) | ||||||
| Story Starters | Use Sequence Words | |||||||
| All Sentences on | ||||||||
| Topic | ||||||||
Chicopee Public Schools
Grade 1 Writing Rubric
Document B
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Elements of Writing |
Topic Development |
Organization |
Sentence Structure |
Vocabulary |
Conventions Grammar/Mechanics |
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* Exemplary
4
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□ Topic is well developed with a beginning, middle and end □ Rich supporting details
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□ Paragraph(s) are well developed and contain more than 5 sentences
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□ Uses more sophisticated sentence structure (compound sentences) □ Elaborate use of details |
□ Varied word choice □ Rich use of sensory language □ Demonstrates purposefulness in word choice |
□ Effective use of nouns, verbs and adjectives □ Use of capitalization with proper nouns □ Appropriate use of end marks (. ? !) □ Attempts to spell more difficult vocabulary □ Correct use plurals (-s) |
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* Exemplary writing must represent independent writing. All standards for proficient writing must be met in addition to the exemplary standards. |
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Proficient
3
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□ Topic is clearly stated □ Three supporting details □ Minimum of 5 sentences – all on topic |
□ Uses appropriate spacing □ Paragraph of 5 sentences □ Clear beginning, middle and end □ Ideas are logical and sequential |
□ Uses complete simple sentences □ Uses correct word order □ Attempts variety in sentence structure(declarative, imperative and interrogative)
|
□ Variety in word choice □ Attempts to use sensory words □ Word choice supports topic □ Uses precise nouns |
□ Correct use of nouns, verbs and adjectives □ Uses capitalization to begin sentences and with names □ Correct use of end marks - periods and question marks □ Grade level words are spelled correctly □ Uses plural nouns (-s) most of the time □ Correct use of the verb – to be most of the time |
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Developing
2
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□ Topic is implied □ Fewer than 3 supporting details □ Most sentences are on topic
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□ Inconsistent use of spacing between words and sentences □ Paragraph of 3-4 sentences □ Vague beginning, middle and end □ Attempts to organize ideas |
□ Sentences are short and simple □ Some errors in word order □ Some sentences are repetitive |
□ Some variety of word choice □ Little use of sensory words □ Does not use precise vocabulary |
□ In appropriate use of nouns, verbs or adjectives □ Sentences begin with a capital letter □ Uses periods at the end of sentences □ Attempts to spell grade level words correctly □ Inconsistent use of plural nouns (-s) □ Inconsistent use of the verb – to be |
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Beginning
1
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□ Topic is not clear □ Details do not support the topic □ Sentences are off topic |
□ Little spacing between words □ Paragraph of fewer than 3 sentences □ No clear beginning, middle and end □ No evidence of logical and sequential ideas |
□ No evidence of complete sentences □ No sense of word order □ Ideas are repetitive |
□ No variety in word choice □ No use of sensory words □ Chooses simple high-frequency vocabulary |
□ Incorrect use of nouns, verbs or adjectives □ Inconsistent use of capital letters □ Inconsistent use end marks □ Spelling errors interfere with meaning
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0 |
□ Writing Sample Not Scored - Off Topic, Illegible or Blank Please explain in comment section |
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Score |
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Comments: |
Final Score: _______ 20 |
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