First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
First Grade Writing Curriculum Map                                                                   Isaac School District...
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First Grade Writing

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First Grade Writing

  1. 1. First Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE These POs will be integrated throughout the year: AZ Essential LearningStandard Knowledge Skills PREWRITINGS1C1PO1 Prewriting activities Generate ideas through prewriting activities (e.g., brainstorming, webbing, drawing, writer’s notebook, group discussion).S1C1PO2 Pictures or storyboards Draw a picture or storyboard about ideas generated.S1C1PO3 Simple webs, maps or lists Organize ideas using simple webs, maps, or lists. DRAFTINGS1C2PO1 Stories, captions, letters, observations or Write a draft (e.g., story, caption, letter, observations, message). messages REVISINGS1C3PO1 Draft to be reread Reread original draft for clarity.S1C3PO2 Additional details Add additional details with prompting. EDITINGS1C4PO1 Errors/conventions Review the draft for errors in conventions, with prompting. PUBLSHINGS1C5PO1 Selected pieces Rewrite and illustrate selected pieces of writing for sharing with intended audience.S1C5PO2 Legible handwriting Write legibly. CONVENTIONSS2C6PO2 Capital letters Use capital letters correctly for: a. the pronoun I b. the beginning of a sentence c. namesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 1Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  2. 2. First Grade Writing Curriculum Map Isaac School District No. 5 PREAMBLE AZ Knowledge SkillsStandard CONVENTIONSS2C6PO3 Punctuation endings Punctuate endings of sentences using: a. periods b. question marks c. exclamation pointsS2C6PO4 High frequency words Spell high frequency words correctly.S2C6PO7 Resources Use resources (e.g., environmental print, word walls, dictionaries) to spell correctly. WRITING APPLICATIONS EXPRESSIVE:S3C1PO2 Poetry, songs and chants Participate in writing simple poetry, rhymes, songs, or chants.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 2Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  3. 3. First Grade Writing Curriculum Map Isaac School District No. 5Quarter: 1Unit Name and Description: Writing and Personal NarrativesCluster: 1Big Ideas/Enduring Understandings Essential Question(s)Narrative writing includes a main idea, interesting characters, and a sequence What should be included when I write a story?of events. Why is it important to check my writing?Good writers use the writing process as they write. Why is it important to always use my best handwriting when I write?Good writers use interesting details when they write. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C1PO1 Narrative writing Write a narrative that includes: Narrative • main idea a. a main idea based on real or imagined events Characters • characters b. character(s) Sequence • sequence of events c. a sequence of events EventsS2C1PO2 Details Incorporate details in pictures and text. Main Idea Details Beginning ExpressiveS2C2PO2 Beginnings Show a sense of beginning (e.g., This is a story of…, One Spacing day…, My favorite food…). Left RightS2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic, Variety engaging, and lively.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 3Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  4. 4. First Grade Writing Curriculum Map Isaac School District No. 5S2C4PO2 Variety of words Use a variety of words, even if not spelled correctly, to convey Title the intended message. Imagined MessageS2C5PO1 Simple sentences Write simple sentences. Conventions Simple SentencesS2C6PO1 Conventions Incorporate conventions into own text, including: a. spacing between words b. spacing between lines c. consistent left-right and up-down orientation d. placement of titleS2C6PO10 First and last name Write own name on personal work.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 4Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  5. 5. First Grade Writing Curriculum Map Isaac School District No. 5Quarter: 2Unit Name and Description: Expository WritingCluster: 2Big Ideas/Enduring Understandings Essential Question(s)Expository writing describes, explains or summarizes ideas and content. What is expository writing?Writing in content areas will improve understanding of content area concepts. How can a writer best communicate what they mean through writing?Writing in content areas will increase communication skills. AZ Essential Learning Summative Key Vocabulary Standard Knowledge Skills AssessmentS3C2PO1 Expository text Create expository text (e.g. labels, lists, observations, Expository journals) through drawing and/or writing. Labels Lists Observations JournalsS3C2PO2 Summaries Participate in creating simple summaries from informational Summaries texts, graphs, tables, or maps. Informational Text Graphs Tables MapsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 5Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  6. 6. First Grade Writing Curriculum Map Isaac School District No. 5S2C1PO1 Stand-alone text Write stand-alone text that expresses a clear message. Message Main idea Clear meaningS2C2PO3 Sentences that support a main idea Write multiple sentences in an order that supports a main idea Spelling patterns or story. Expressive Onset Rime*S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic, Word Families engaging, and lively.S2C4PO1 Words that convey a clear meaning Select words that convey a clear, general meaning.*S2C5PO1 Simple sentences Write simple sentences.S2C6PO5 Common spelling patterns Use common spelling patterns (i.e., onset and rimes, word families, and simple CVC words) to spell words correctly.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 6Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  7. 7. First Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Narrative and Expressive WritingCluster: 3Big Ideas/Enduring Understandings Essential Question(s)Narrative writing has a plot line that includes interesting characters, a setting, What do you need to include when you write a story?problem or goal and a sequence of events. Why is it important to include details in your writing?Good writers use the writing process as they write. How does using conventions add to writing? Why are they important?Good writers use interesting details when they write. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary Assessment*S3C1PO1 Narrative writing Write a narrative that includes: Narrative a. a main idea based on real or imagined events Characters b. character(s) Sequence c. a sequence of events Main Idea Details*S2C1PO2 Details Incorporate details in pictures and text. Expressive Spacing*S2C2PO2 Beginnings Show a sense of beginning (e.g., This is a story of…, One Left day…, My favorite food…). Right Variety Placement*S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic, Personal engaging, and lively. Imagined Simple SentencesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 7Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  8. 8. First Grade Writing Curriculum Map Isaac School District No. 5S2C4PO3 Expressive and descriptive phrases Use expressive or descriptive phrases and short sentences, Poetry beyond one- or two-word labels. Rhymes ChantsS3C1PO2 Simple Poetry Participate in writing simple poetry, rhymes, songs, or chants.*S2C5PO1 Simple sentences Write simple sentences.*S2C6PO1 Conventions Incorporate conventions into own text, including: a. spacing between words b. spacing between lines c. consistent left-right and up-down orientation d. placement of titlePREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 8Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  9. 9. First Grade Writing Curriculum Map Isaac School District No. 5Quarter: 3Unit Name and Description: Functional WritingCluster: 4Big Ideas/Enduring Understandings Essential Question(s)Functional writing is a form of writing related to real-world tasks. How does writing vary for real-world purposes?Writing is a process that uses skills, strategies, and practices for creating a How can you use writing to communicate with others?variety of texts. AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C3PO1 Functional text Write a variety of functional text (e.g., classroom rules, Functional text letters, experiments, recipes, notes/messages, labels, Classroom rules directions, posters, graphs/tables). Friendly letter ExperimentsS3C3PO2 Recipes Communications Participate in writing communications, with teacher as scribe, including. Notes a. friendly letters Messages b. thank-you notes LabelsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 9Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  10. 10. First Grade Writing Curriculum Map Isaac School District No. 5S1C1PO4 Purpose Discuss the purpose for a writing piece. Directions PostersS1C1PO5 Intended audience Discuss who the intended audience of a writing piece will be. Graphs Tables Thank-you note*S2C1PO2 Details Incorporate details in pictures and text. Purpose Audience Details SequencingS2C2PO1 Sequencing or Patterning Demonstrate sequencing or patterning in written text or Patterning storyboards. Expressive Simple sentences Phonetic spelling Subject Verb*S2C3PO1 Expressive Text and Pictures Create pictures and text that is expressive, individualistic, Unfamiliar engaging, and lively. Storyboards*S2C4PO2 Variety of words Use a variety of words, even if not spelled correctly, to convey the intended message.*S2C5PO1 Simple sentences Write simple sentences.S2C6PO6 Phonetic spelling Use basic phonetic spelling of unfamiliar words to create readable text.S2C6PO8 Subject/verb agreement Use subject/verb agreement in simple sentences.PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 10Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  11. 11. First Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 1st Grade Performance ObjectivesUnit Name and Description: Literary ResponseCluster: 5Big Ideas/Enduring Understandings Essential Question(s)Knowledge of literary elements enhances understanding of literature. How does written personal response to literature contribute to understanding?Literary response is the writer’s reaction to a literary selection. How does understanding the characteristics/structure of various literaryLiterary responses include the writer’s interpretation, analysis, opinion, and/or forms contribute to a greater understanding of the text?feelings about the piece of literature and selected elements within it. How have events in story relate to real world things or your own life? How have you related to a personal experience through writing? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C5PO1 Written Response to Literature Write a response to a literature selection identifies the: Response a. characters Character b. setting c. sequence of events Setting d. main idea Sequence of eventsS3C5PO2 Group Response to Literature by Participate in a group response to a given piece of literature making connections Main idea that connects: Text a. text to self (personal connection) Connections b. text to world (social connection) Literature c. text to text (compare within multiple texts)PREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 11Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  12. 12. First Grade Writing Curriculum Map Isaac School District No. 5*S2C1PO1 Stand-alone text Write stand-alone text that expresses a clear message. Organize Expressive and Descriptive phrases*S2C2PO1 Sequencing and patterning Demonstrate sequencing or patterning in written text or Capital letters storyboards.*S2C3PO1 Expressive Pictures and Text Create pictures and text that is expressive, individualistic, engaging, and lively.*S2C4PO3 Expressive and descriptive phrases Use expressive or descriptive phrases and short sentences, beyond one- or two-word labels.*S2C5PO1 Simple sentences Write simple sentences.S2C6PO2 Capital Letters Use capital letters correctly for: a. the pronoun I b. the beginning of a sentence c. namesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 12Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  13. 13. First Grade Writing Curriculum Map Isaac School District No. 5Quarter: 4 The POs in the following cluster(s) are 1st Grade Performance ObjectivesUnit Name and Description: ResearchCluster: 6Big Ideas/Enduring Understandings Essential Question(s)Writing has structure and follows certain rules. How does following the writing process help a writer craft an effective piece of writing?All writing has a purpose. How does the use of conventions affect writing?Reports are used to communicate information or facts to people. Why might students write reports?Writing a good book report requires summarizing information. How might reports you write help you in the real world? What kind of reports have you written before? AZ Essential Learning Key SummativeStandard Knowledge Skills Vocabulary AssessmentS3C6PO1 Simple report Write a simple report with a title and three facts, using Report informational sources. Title Facts*S2C1PO1 Stand-alone text Write stand-alone text that expresses a clear message. Nouns Action verbs*S2C2PO3 Sentences that support a main idea Write multiple sentences in an order that supports a main Text idea or story. Informational sourcesPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 13Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010
  14. 14. First Grade Writing Curriculum Map Isaac School District No. 5*S2C3PO1 Expressive Pictures and Text Create pictures and text that is expressive, individualistic, Message engaging, and lively. ExpressiveS2C6PO9 Parts of Speech Use the following parts of speech correctly in simple sentences: a. nouns b. action verbsPREAMBLE: Recurring concepts and performance objectives that are to be integrated throughout the year to support student mastery are listed in the Preamble* = POs previously introduced Bold = Priority PO 14Italics = POs taught at earlier grade level [ ] = Increased Skill Rigor Isaac School DistrictUnderlining = Cognitive rigor 10-15-2010

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