Roselle Public School District Curriculum Framework 2011 (Preparing Students for the 21 st Century) First Grade

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1 Content: English Language Arts Enduring Understandings 1. Writing as a tool for communication. 2. The students will become independent writers. 3. They will learn how to generate personally relevant topics. 4. Students will learn that writing is an ongoing process and that their writing is continually evolving. Writing Standards Essential Questions 1. How do good writers express themselves? 2. What does a good writer do to express ideas and opinions? 3. How do writers develop a well written product? 4. How does a writer choose a particular form of writing? 5. How do rules of language affect communication? Anchor Standards Grade Specific Areas of Focus and Instructional Focus/ Learning Expectations (What students should know and be able to do?) /s (How do I differentiate?) Assessments (What evidence will I show to demonstrate mastery?) Resources/Materials Text Types and Purposes W.1.1. 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 Support ideas and opinions in complete sentences. Identify components of an opinion piece Include a beginning, middle, Lucy Calkins-Units of Study for Teaching Writing K-2 Poster of Writing Process and brief explanation of each 1

2 closure A. 1. Begin to generate ideas for writing through talking, sharing, and drawing A 4. Use simple sentences to convey ideas. W.1.2. Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure. and end to the story. Build on a central idea by focusing on the topic given. Use pictures or graphic organizers to plan for writing Generate a list of topics to write about Use descriptive words and ideas to convey a message. Word choice to convey meaning Select interesting information to include in a piece of writing Group or/buddy writing of ideas and opinions about a specific topic Dictate ideas orally using a tape recorder or text-to-word software. Provide students with an example. Illustrate ideas using pictures or words Harcourt Graphic Organizers in teacher s edition Rubric for Grades 1-2 (4 point scale) Classroom Word Wall Word banks NJ Ask Writer s checklist 2

3 3.2.1 D. 2. Produce a variety of writings, including stories, descriptions, and journal entries, showing relationships between illustrations and printed text. W.1.3. 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 D. 1. Create written texts for others to read. Learn how to write in sequential steps using transition words like first, next, finally Brainstorm topics, events, or experiences from own life that can be expanded upon. Provide descriptive details to make the story interesting Use dialogue as appropriate to add to the meaning of the story Use simple words that show the passage of time (then, after) Develop voice as a Gather information using online search engines and journals. Act out narrative and draw a picture to describe event Use overhead, smart board to model process Rewrite the ending to a narrative or short story. 3

4 Production and Distribution of Writing W.1.4. (Begins in grade 3) W.1.5. 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 A.3. Begin to use a basic writing process to develop writing A. 9. Begin to use a simple checklist to improve writing with teacher support. writer through telling own stories or memories from own life Tell events in the order that they have occurred Provide language to describe how something looks, smells, tastes, feels, or sounds. a peer or teacher s feedback. Use sentences to convey meanings. Provide a sequence to events using transitional and temporal words. Analyze picture for details using discussion, cues, clues, and interpretation through prior experiences Use proofreading marks to edit Create an outline Peer collaboration/peer editing Gather information using online search engines and journals. 4

5 W.1.6. With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers A. 10. Begin to use simple computer writing applications during some parts of the writing process. writing Proofread writing with a classmate. Create a story using computer applications. Use overhead, Smart board to model process Engage in shared or interactive writing projects Create a brochure, write directions, s, notes, cards using computer applications and programs Research to Build and Present Knowledge W.1.7. 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). Incorporate writing into project based learning and assessments Have students research a 5

6 3.2.1 B. 1. Produce finished writings to share with class and/or for publication. W.1.8.With guidance and support from adults recall information from experiences or gather information from provided sources to answer a question B. 1. Produce finished writings to share with class and/or for publication. Stay on topic when presenting Individual writing and editing Model how to edit, revise, and publish a final draft topic and present ideas using PowerPoint presentations or slideshow. write a response to literature W.1.9. (Begins in grade 4) Range of Writing W (Begins in grade 3) 6

7 Instructional Strategies Peer Response Group Guided Writing Whole Group Instruction Conferencing Self editing Peer editing Revising Use of reference writer s checklist Edit sample essay Graphic organizers to organize persuasive ideas Think-Aloud Mini-lessons focusing on the writing process Model writing Picture books to provide examples of imagery, figurative language, character development Journal Writing Use of notebooks for writing about different topics 7

OVERVIEW Quarter 1 Quarter 2 Quarter 3 Quarter 4 R. I. 1, 2, 3, 7, 10 W. 3 W. 2, 5, 7, 8 W. 1, 6 R.L. 4, 5 R.L. 5 R.L. 4, 6, 9 R.I.

OVERVIEW Quarter 1 Quarter 2 Quarter 3 Quarter 4 R. I. 1, 2, 3, 7, 10 W. 3 W. 2, 5, 7, 8 W. 1, 6 R.L. 4, 5 R.L. 5 R.L. 4, 6, 9 R.I. OVERVIEW Quarter 1 Quarter 2 Quarter 3 Quarter 4 Prioritized Standards R.L. 1, 2, 3, 5, 7, 10 R.L. 1, 2, 3,, 6, 7, 9, 10 R.L. 1, 2, 3, 7, 10 R.L. 1,2, 3, 7, 10 R.I. 1, 2, 3, 5, 7, 10 R. I. 1, 2, 3, 6,

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