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Introduction:

This site contains a writing program designed for the first grade classroom. There is a focus on
developing students language arts skills and writing, through various activities and centers.
Students will develop independence and respect for others while working independently and in
groups. The goal of the program is for students to meet their Language Arts standards, while
building understanding and strengthen their communication through writing.
The students will be introduced to the writing centers during the first week. Each day their group
will move to one of the four centers: Wonderful Words, Independent Writing, Tech Zone,
and Co Authors.
Wonderful Words- This centers allows students to discover new words and their
meanings. Students will use in classroom text, along with a dictionary. The students
focus is to find bigger, better words for their writing. Each day they will be given one
wonderful word to start them off. At the end of each day, the students will add their words
to the wonderful word wall. Location: Library Corner
Independent Writing- Students will practice their skills on either a prompted writing or a
free writing depending on the lesson. This center is meant to be silent, so each author has
a quiet area to think. Location: Student Tables
Tech Zone- Students have the choice to use their computer to do the following: research
an idea, practice their skills (freerice.com, pbs.org, jr.brainpop.com/readingandwriting/),
or use online resources to find the meaning of the wonderful word of the day. Location:
Computer Tables
Co Authors- With one buddy, students will brainstorm an idea to write about. Write
independently on the topic, then work together on editing. Location: Circle Rug in the
front of the classroom.
ELL Inclusion
English Language Learners (ELLs) will be included every day of the writing program. It is
important to individualize their goals to meet their Language Proficiency needs. Each day, it will
be essential to meet or observe the Pre-production and Early Production students, while Speech
Emergence and Intermediate Fluency will be met with every other day. Below is a graph
entailing the accommodations, modifications, and goals that would be made at the various stages.
Leve
l

Ideas

Sentenc
e
Fluency

Organiza
tion

Word
Choice

Voice

Conve
ntions

Present
ation

PreProd
uctio
n

Students
will draw
or act out
their
ideas.

Attempt
in
writing
full
sentenc
es.

Teacher
will
model
traits of
organiza
tion.

Allow
student
to use
words
from
native

Encour
age
studen
ts to
write
about

With
assist
ance,
stude
nt will
use

Focus
on
carefull
y drawn
pictures
.

Early
Prod
uctio
n

Students
will label
their
drawings,
or begin
making
lists.

Attempt
in
writing
full
sentenc
es, and
can
dictate
piece to
teacher.

Spee
ch
Emer
genc
e

Students
will
explain
their idea
orally.

Focus
on
elemen
ts that
go
togethe
r.

Inter
medi
ate
Flue
ncy

Student
will write
their ideas
with
assistance
.

Begin
using
sentenc
e of
varying
lengths.

Students
will be
provided
checklist
s
regardin
g
organiza
tion
traits.

languag
e

Work on
building
higher
vocabul
ary.

their
backgr
ound,
culture
, or
experi
ences.

prope
r
punct
uation
.
Stude
nt will
focus
on
prope
r
spacin
g, and
punct
uation
.

Focus
on using
space
effectiv
ely.

Stude
nt will
focus
on
using
classr
oom
tools
to
spell
comm
on
words
correc
tly.

Focus
on
forming
letter
correctly
.

Stude
nt will
focus
on
using
prope
r
punct
uation
,
spacin
g, and
spellin
g.

Focus
on
clear,
legible
writing.

Standards:
(Accessed through www.CPALMS.org)
Cluster 1- Text Types and Purposes

LAFS.1.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 closure.
LAFS.1.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.
LAFS.1.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.

Cluster 2- Production and Distribution of Writing

LAFS.1.W.2.5 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.
LAFS.1.W.2.6 With guidance and support from adults, use a variety of digital tools to
produce and publish writing, including in collaboration with peers.

Cluster 3- Research to Build and Present Knowledge

LAFS.1.W.3.7 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).
LAFS.1.W.3.8 With guidance and support from adults, recall information from
experiences or gather information from provided sources to answer a question.

Objectives:
Ideas: Students will be able to develop clear ideas with supporting details. When a student
includes an illustration, it adds meaning to their writing.
Sentence Fluency: Students will be able to write sentences of varying lengths within their
pieces. The sentences should work together to strength the overall idea.
Organization: Students will be able to title their writing and have clear beginning, middle, end
within the piece.
Word Choice: Students will be able to use descriptive nouns and active verbs while writing
informative/explanatory texts. In all writing, students will be able to make a clear image about
their topic.
Voice: Students will be able to write original text.

Conventions: Students will be able to use punctuation properly, throughout their writing.
Students will be able to capitalize when necessary.
Presentation: Students will be able to produce neat final copies of their writing.

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