TM 1 Grade Writing to Sources - Amazon S3 to Sources is tied directly to the texts students read in each week of Benchmark Literacy The prompts require that students engage directly

LITERACYB E N C H M A R K

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B e n c h m a r k e d u c a t i o n c o m p a n y®

Build speaking, language, and writing skills with text-dependent Opinion/Argument, Informative/Explanatory, and Narrative Prompts.

Writing to Sources 1Grade

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Project Editor: Molly SmithCreative Director: Laurie BergerProduction Manager: Kosta Triantafillis

©2014 Benchmark Education Company, LLC. All rights reserved. Teachers may copy the reproducible pages for classroom use. No other part of the guide may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher.

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LITERACYB E N C H M A R K

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Writing to Sources

1

Table of ContentsUsing Writing to Sources 2

Grade 1 Observational Writing Assessment Checklist 4

Unit 1 Prompts 6

Unit 2 Prompts 8

Unit 3 Prompts 10

Unit 4 Prompts 12

Unit 5 Prompts 14

Unit 6 Prompts 16

Unit 7 Prompts 18

Unit 8 Prompts 20

Unit 9 Prompts 22

Unit 10 Prompts 24

Student Writing Checklists 26

Conventions of English Mini-Lessons 27

LITERACY B E N C H M A R KB

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LITERACY B E N C H M A R K

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Writing to Sources 1Grade

2 ©2014 Benchmark Education Company, LLC • Writing to Sources • Grade 1

Using Writing to SourcesCurrent State and Common Core Standards emphasize the importance of rigorous, text-dependent oral and written responses They require that students engage with texts directly and deeply to draw on textual evidence and to support valid inferences from the text

In order for students to be college- and career-ready writers, they must learn to assert and defend claims, explain what they know about a particular subject, and convey what they have experienced, imagined, thought, and felt Writing to Sources provides frequent opportunities for students to practice writing in a wide range of genres and provides authentic practice for standardized writing assessments

Each prompt in Writing to Sources is tied directly to the texts students read in each week of Benchmark Literacy The prompts require that students engage directly with the texts in order to successfully complete the task You may have students complete the writing tasks at independent workstations during the small-group reading block, or as homework assignments

Use the chart on the following page to help you meet the needs of students with varying levels of writing ability On page 26, reproducible Student Writing Checklists are provided Distribute them to students to serve as checklists while they write, or as self-assessment guides For your reference, the inside back cover provides information about the developmental stages of writing

If your students will be using computers to draft, edit, and revise their work, consider these ways to support online collaboration and digital publishing:

• Google Docs facilitate collaboration and allow teachers and peers to provide real-time feedback on writing pieces

• Wikis enable students to share their writing around a common topic.

• Audio tools such as GarageBand and Audacity enable students to record their works (podcasts) for others to hear on a safe sharing platform

• Blogs can be used as digital journals where students engage in short-form, interest-based writing that provides peer and teacher feedback Blogs can also be developed and extended into essays, opinion pieces, and research papers

• Student writing can be enriched with images, audio, and video, and shared with a wider audience via numerous web 2 0 technologies

Based on your observations of students’ writing, use the model mini-lessons on pages 28–63 to address Conventions of Standard English skills your students have not mastered These explicit mini-lessons address the grade-level skills outlined in Common Core Language Standards L 1 1 and L 1 2

3©2014 Benchmark Education Company, LLC • Writing to Sources • Grade 1

Ways to Use the Prompts Description

Oral Language Development Work with students to respond to the prompts orally Model academic language structures students need to provide a complete response Help students locate information in the text that supports their ideas Encourage students to expand on their ideas

With beginning English learners, transfer speaking to writing by dictating some of their ideas on paper and rereading them together

With students able to write in English, this activity can be an oral rehearsal for their independent writing

Modeling or Shared Writing Lessons

With beginning and/or struggling writers, model how you think about what a writing prompt is asking you to do and compose a message by drawing and/or writing Depending on the developmental writing stage students are in, use the opportunity to model how you:

• Rehearse your ideas orally. • Draw on evidence from the text. • Use drawing to help you get started. • Apply concepts about print. • Apply phonetic knowledge to write unknown words. • Hear and write familiar sight words. • Use a writing checklist to help you structure your informative, narrative, or opinion writing piece • Check your grammar and conventions.

Interactive Writing Lessons Work collaboratively with students to orally construct a response to a prompt and write it Allow students to share the pen and write as much of the response as they can Support students based on their needs

Partner Writing Allow struggling writers to collaborate with a peer to write a response to a prompt Encourage them to orally rehearse their ideas before they write Confer with students to ensure that they are addressing the prompt and using evidence from the text

Independent Writing With students who are able to write independently, allow them to respond to the prompts during small-group independent workstation time and/or as homework assignments Provide them with the Student Writing Checklists on page 26 to help them evaluate, revise, and edit their work


Grade 1 Observational Writing Assessment Checklist

Behaviors, Strategies, and Skills to Observe and Support

Date: Date: Date: Date: Date:

Stages of Writing Development

Scribble Stage

Isolated Letter Stage

Transitional Stage

Stylized Sentence Stage

Writing Stage

Fluent Stage

Stages of Spelling Development

Pre-Phonetic: Scribble writing

Pre-Phonetic: Symbols

Pre-Phonetic: Random letters

Semi-Phonetic: Initial consonants

Semi-Phonetic: Initial/final consonants

Semi-Phonetic: Vowel/consonant combination in CVC words with inconsistently correct vowels (put, pot)

Semi-Phonetic: Vowel/consonant combination in CVC words with correct use of vowels

Transitional

Correct Stage

Concepts About Print/Print Conventions

Print carries meaning

Beginning of text

One-to-one correspondence

Spaces between words

Directionality

Uppercase letter at beginning of sentence

Punctuation at the end of sentence

Rereads from beginning of sentence

Book titles underlined

Composing/Writing Fluency

Generates topics with teacher or peer support

Holds the message in memory while writing

Rereads to remember the next word in the message

Writes a simple message of one to three sentences

Avoids overused words

Demonstrates writer’s voice

Varies sentence beginnings

Spells several one-syllable and high-frequency words correctly

Student Name ________________________________ Directions: Use this checklist to document students’ writing progress throughout the year, and to identify behaviors, skills, and strategies to support or validate during independent writing and conferring time or during small-group intervention


Grade 1 Observational Writing Assessment Checklist (cont.)

Behaviors, Strategies, and Skills to Observe and Support

Date: Date: Date: Date: Date:

Transcribing/Encoding

Says words slowly to listen for sounds

Hears and records sounds in words

Attends to letter formation

Language and Grammar

Uses complete sentences in oral conversation

Writes a complete sentence

Capitalizes I and people’s names within a sentence

Uses accurate adjectives

Orally composes complete sentences with compound subjects that include the pronoun I

Writes complete sentences with compound subjects that include the pronoun I

Uses personal pronouns after naming a person, group, or object

Opinion/Argument WritingStates an opinion or position

Supports opinion or argument with evidence from the text

Describes the setting

Organizes idea in an appropriate sequence

Provides some sense of closure

Informative/Explanatory Writing

Identifies the topic

Writes topic sentence that states main idea

Includes two or more facts from text

Provides some sense of closure

Narrative Writing

Includes main character

Includes other characters

Includes a beginning, middle, and end

Includes a problem in the narrative

Develops a resolution to the problem

NOTES:


Unit 1

Week 1 Week 2 Week 3

Opi

nion

/A

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ent • Think about the people in “Community Helpers.” Which helper do you think is most

important: a police officer, a firefighter, or a doctor? Tell why you think so • Which habitat from Habitats Around the World would

you most like to visit? Tell why that habitat would be a good place to visit Use details from the book

• Would you like to live on Old MacDonald’s farm? Tell why or why not Use details from the play

Info

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ive/

Expl

anat

ory • How can fire help us? How can fire hurt us? Use what you have learned

from “Community Helpers” and “Light” to help you answer the questions. • Animals need plants. Use details from the book to

explain why • What can you find on a farm? Include what you read

and saw in Old MacDonald’s Noisy Farm

Nar

rativ

e • Think about a time when you saw a road sign like one from the poster “Signs.” Tell a story about what happened Which sign from the poster was it most like? What did it tell you to do? Did the sign help you?

• Look at page 8. Imagine you live in one of the homes shown in the photograph Write a letter to a friend Tell what it is like to live there

• Imagine that you are one of the animals in the story. Tell what it is like to live on Old MacDonald’s farm

Comprehension Anchor Posters


Un

it 1


Opi

nion

/A

rgum

ent • Think about the people in “Community Helpers.” Which helper do you think is most

important: a police officer, a firefighter, or a doctor? Tell why you think so • Which habitat from Habitats Around the World would

you most like to visit? Tell why that habitat would be a good place to visit Use details from the book

• Would you like to live on Old MacDonald’s farm? Tell why or why not Use details from the play

Info

rmat

ive/

Expl

anat

ory • How can fire help us? How can fire hurt us? Use what you have learned

from “Community Helpers” and “Light” to help you answer the questions. • Animals need plants. Use details from the book to

explain why • What can you find on a farm? Include what you read

and saw in Old MacDonald’s Noisy Farm

Nar

rativ

e • Think about a time when you saw a road sign like one from the poster “Signs.” Tell a story about what happened Which sign from the poster was it most like? What did it tell you to do? Did the sign help you?

• Look at page 8. Imagine you live in one of the homes shown in the photograph Write a letter to a friend Tell what it is like to live there

• Imagine that you are one of the animals in the story. Tell what it is like to live on Old MacDonald’s farm

Big Book Reader’s Theater


Unit 2


Opi

nion

/A

rgum

ent • Think about the story “The Ants and Their Plants.” If you were Ned or Ted, would

you share your plants with Ron and Jon? Tell why or why not. • Which billy goat do you think is the bravest? Tell why.

Use details from the story • Do you think it is a good idea to try different kinds

of foods? Tell why or why not Use details from Old Mother Hubbard’s Hungry Family

Info

rmat

ive/

Expl

anat

ory • All the animals in “A Very Rare Cow” are rare. What does rare mean? Use details

from the story to help you explain what it means • Why do people build bridges? Use details from The

Three Billy Goats Gruff to help you explain your ideas • Tell about some different places people keep food. Use

details from the play to help you explain your ideas

Nar

rativ

e • In “As Good As New!” Brad says he can’t wait until his watch gets old. What do you think will happen then? Tell a story about what happens after Brad’s watch stops working

• Imagine you are the troll. Tell the same story in the troll’s voice Use words like I and me to tell what happens

• The dog is very sad at the end of the play. What do you think will happen next? Tell what happens to the dog after the play is over Use what you know from what has already happened



Un

it 2


Opi

nion

/A

rgum

ent • Think about the story “The Ants and Their Plants.” If you were Ned or Ted, would

you share your plants with Ron and Jon? Tell why or why not. • Which billy goat do you think is the bravest? Tell why.

Use details from the story • Do you think it is a good idea to try different kinds

of foods? Tell why or why not Use details from Old Mother Hubbard’s Hungry Family

Info

rmat

ive/

Expl

anat

ory • All the animals in “A Very Rare Cow” are rare. What does rare mean? Use details

from the story to help you explain what it means • Why do people build bridges? Use details from The

Three Billy Goats Gruff to help you explain your ideas • Tell about some different places people keep food. Use

details from the play to help you explain your ideas

Nar

rativ

e • In “As Good As New!” Brad says he can’t wait until his watch gets old. What do you think will happen then? Tell a story about what happens after Brad’s watch stops working

• Imagine you are the troll. Tell the same story in the troll’s voice Use words like I and me to tell what happens

• The dog is very sad at the end of the play. What do you think will happen next? Tell what happens to the dog after the play is over Use what you know from what has already happened



Unit 3


Opi

nion

/A

rgum

ent • Do you think pizza is easy or hard to make? Why? Support your opinion with evidence from “Making Pizza”

and your own experiences • Which do you think is prettier—a caterpillar or a

butterfly? Why? Support your opinion with evidence from the text and your own ideas

• Which do you like better, the poem “Baa Baa Black Sheep” or the story Baa Baa Black Sheep Sells Her Wool? Why? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Why are mother ducks so busy? Use details from “Ducklings Grow Up” to support your explanation. • What is a larva? Use details from pages 4–7 to support

your explanation • Why do shepherds cut sheep’s wool? Use details from

the text to support your explanation

Nar

rativ

e • Imagine that the man in the photograph on the “Making Pizza” poster meets the man in the illustration on the “Pickled Pepper Stew” poster. Write a story in which they tell each other about their favorite foods and how they both use peppers

• Rewrite the information on pages 6–11 from the point of view of a caterpillar Use words such as I and me to describe what happens and how you feel

• Write a sequel to the story that tells how Baa Baa gets warm again




Opi

nion

/A

rgum

ent • Do you think pizza is easy or hard to make? Why? Support your opinion with evidence from “Making Pizza”

and your own experiences • Which do you think is prettier—a caterpillar or a

butterfly? Why? Support your opinion with evidence from the text and your own ideas

• Which do you like better, the poem “Baa Baa Black Sheep” or the story Baa Baa Black Sheep Sells Her Wool? Why? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Why are mother ducks so busy? Use details from “Ducklings Grow Up” to support your explanation. • What is a larva? Use details from pages 4–7 to support

your explanation • Why do shepherds cut sheep’s wool? Use details from

the text to support your explanation

Nar

rativ

e • Imagine that the man in the photograph on the “Making Pizza” poster meets the man in the illustration on the “Pickled Pepper Stew” poster. Write a story in which they tell each other about their favorite foods and how they both use peppers

• Rewrite the information on pages 6–11 from the point of view of a caterpillar Use words such as I and me to describe what happens and how you feel

• Write a sequel to the story that tells how Baa Baa gets warm again


Un

it 3


Unit 4


Opi

nion

/A

rgum

ent • Who do you think is more clever—the crow in “The Crow in the Pitcher” or Tommy Turtle in “Sandy

Squirrel”? Why? Support your opinion with evidence from the texts and your own ideas.• Do you think the little Red Hen should have shared

her bread with the other animals? Why or why not? Support your opinion with evidence from the text and your own ideas

• Do you think the muffin man should say he has the “best muffins in town”? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What happens when you put objects into a container of water? Use details from “The Crow and the Pitcher”

to support your explanation • How do we get flour to bake bread? Use details from

the text to support your explanation • What is a bakery? Use details from the text to support

your explanation

Nar

rativ

e • Write a sequel to “Three Eggs” that explains what happens next. • Rewrite the story from the point of view of the duck, dog, cat, or pig Use words such as I and me to describe what happens and how you feel

• Write a sequel to the story that tells what happens when the girl, boy, man, and woman come back to the shop tomorrow




Opi

nion

/A

rgum

ent • Who do you think is more clever—the crow in “The Crow in the Pitcher” or Tommy Turtle in “Sandy

Squirrel”? Why? Support your opinion with evidence from the texts and your own ideas.• Do you think the little Red Hen should have shared

her bread with the other animals? Why or why not? Support your opinion with evidence from the text and your own ideas

• Do you think the muffin man should say he has the “best muffins in town”? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What happens when you put objects into a container of water? Use details from “The Crow and the Pitcher”

to support your explanation • How do we get flour to bake bread? Use details from

the text to support your explanation • What is a bakery? Use details from the text to support

your explanation

Nar

rativ

e • Write a sequel to “Three Eggs” that explains what happens next. • Rewrite the story from the point of view of the duck, dog, cat, or pig Use words such as I and me to describe what happens and how you feel

• Write a sequel to the story that tells what happens when the girl, boy, man, and woman come back to the shop tomorrow


Un

it 4


Unit 5


Opi

nion

/A

rgum

ent • Which basket on the “Plus None!” poster would you most like to have? Why? Support your opinion with

evidence from the text and your own ideas • Review the jobs the author writes about in Chapter 2.

Which job would you most like to do when you grow up? Why? Support your opinion with evidence from the text and your own ideas

• Do you think this story and the poem “Humpty Dumpty” are very similar or very different? Why? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What is a fiddle? Use details from “A Merry Old Soul” to support your explanation. • Why is it important for families to have places to play?

Use details from the text to support your explanation • Why do people sometimes say “Be careful!” to others?

Use details from the text to support your explanation

Nar

rativ

e • Write about getting ready for winter from the point of view of one of the animals on the “Animals in Winter” poster Use words such as I or me to describe what happens and how you feel

• Write a story about the children in the photograph in Chapter 1 Where are they going? What will they do there? Be sure to give each character a name

• Rewrite the ending of the story so that the king’s horses and men CAN put Humpty back together again How will they do it? What will Humpty say to them when they finish?




Opi

nion

/A

rgum

ent • Which basket on the “Plus None!” poster would you most like to have? Why? Support your opinion with

evidence from the text and your own ideas • Review the jobs the author writes about in Chapter 2.

Which job would you most like to do when you grow up? Why? Support your opinion with evidence from the text and your own ideas

• Do you think this story and the poem “Humpty Dumpty” are very similar or very different? Why? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What is a fiddle? Use details from “A Merry Old Soul” to support your explanation. • Why is it important for families to have places to play?

Use details from the text to support your explanation • Why do people sometimes say “Be careful!” to others?

Use details from the text to support your explanation

Nar

rativ

e • Write about getting ready for winter from the point of view of one of the animals on the “Animals in Winter” poster Use words such as I or me to describe what happens and how you feel

• Write a story about the children in the photograph in Chapter 1 Where are they going? What will they do there? Be sure to give each character a name

• Rewrite the ending of the story so that the king’s horses and men CAN put Humpty back together again How will they do it? What will Humpty say to them when they finish?


Un

it 5


Unit 6


Opi

nion

/A

rgum

ent • Is a cat the perfect pet for every family? Why or why not? Support your opinion with evidence from “Cat

Care” and your own ideas.• Would you rather grow your own food or buy food at

the store? Why? Support your opinion with evidence from pages 4–7 and your own ideas

• Do you agree that Mouse “won” the race? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What are some ways we can save water? Use details from “Water” to support your explanation. • Why did different groups of Native Americans have

different types of homes? Why do people have different types of homes today? Use details from the text to support your explanation

• What does the word fan mean in this story? What does a fan do? Use details from the text to support your explanation

Nar

rativ

e • Choose one of the children on the “Our Money” poster and write a story about his or her day. Remember to name your character and mention how much money he or she spends on the day’s activities

• Imagine that the Native American woman in the small photograph on page 10 can talk to the girl sewing in the small photograph on page 11 What will they say about the clothing they make? Remember to name your characters!

• Retell the story from the point of view of one of the mice in the hot air balloon Use words such as I and me to describe what happens and how you feel




Opi

nion

/A

rgum

ent • Is a cat the perfect pet for every family? Why or why not? Support your opinion with evidence from “Cat

Care” and your own ideas.• Would you rather grow your own food or buy food at

the store? Why? Support your opinion with evidence from pages 4–7 and your own ideas

• Do you agree that Mouse “won” the race? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • What are some ways we can save water? Use details from “Water” to support your explanation. • Why did different groups of Native Americans have

different types of homes? Why do people have different types of homes today? Use details from the text to support your explanation

• What does the word fan mean in this story? What does a fan do? Use details from the text to support your explanation

Nar

rativ

e • Choose one of the children on the “Our Money” poster and write a story about his or her day. Remember to name your character and mention how much money he or she spends on the day’s activities

• Imagine that the Native American woman in the small photograph on page 10 can talk to the girl sewing in the small photograph on page 11 What will they say about the clothing they make? Remember to name your characters!

• Retell the story from the point of view of one of the mice in the hot air balloon Use words such as I and me to describe what happens and how you feel


Un

it 6


Unit 7


Opi

nion

/A

rgum

ent • Do you think every family should have a pet? Why or why not? Support your opinion with evidence from

“Can We Have a Pet?” and your own ideas.• Listen to or retell the original story of “The Three Little

Pigs.” Which of the two versions do you like best? Why? Support your opinion with evidence from the stories and your own ideas

• Do you like the illustrations in Lunch with Little Miss Muffet? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • How do people choose what to wear each day? Use details from “Winter Weather Report” to support your

explanation • What are some shapes we see on different types of

houses? Use details from the text to support your explanation

• Why are many people afraid of spiders? Use details from the text to support your explanation

Nar

rativ

e • Rewrite the information from “A Life Cycle” from the perspective of the seed. Use words such as I and me to describe what happens and how you feel

• In this story, the three pigs help the wolf. Write a sequel in which the wolf helps the pigs What will their problem be? How will the wolf help them solve it?

• Write a journal entry the spider might record about his experience with Little Miss Muffet




Opi

nion

/A

rgum

ent • Do you think every family should have a pet? Why or why not? Support your opinion with evidence from

“Can We Have a Pet?” and your own ideas.• Listen to or retell the original story of “The Three Little

Pigs.” Which of the two versions do you like best? Why? Support your opinion with evidence from the stories and your own ideas

• Do you like the illustrations in Lunch with Little Miss Muffet? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • How do people choose what to wear each day? Use details from “Winter Weather Report” to support your

explanation • What are some shapes we see on different types of

houses? Use details from the text to support your explanation

• Why are many people afraid of spiders? Use details from the text to support your explanation

Nar

rativ

e • Rewrite the information from “A Life Cycle” from the perspective of the seed. Use words such as I and me to describe what happens and how you feel

• In this story, the three pigs help the wolf. Write a sequel in which the wolf helps the pigs What will their problem be? How will the wolf help them solve it?

• Write a journal entry the spider might record about his experience with Little Miss Muffet


Un

it 7


Unit 8


Opi

nion

/A

rgum

ent • Which animal on “Monkeys and Apes” would you most like to observe at a zoo or on a safari tour? Why?

Support your opinion with details from the text • Which season do you like best—fall or winter? Why?

Support your opinion with evidence from the text and your own ideas

• Do you think Bear should have stayed and made friends with the birds, bees, and trees on the other side of the mountain? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Which insect are you more likely to see—a butterfly or a moth? Why? Use details from “Butterflies and

Moths” to support your explanation. • What do apple trees look like in spring? What do

apple trees look like in fall? Use details from the text to support your explanation

• Why do people go on journeys? Use details from the text to support your explanation

Nar

rativ

e • Choose one of the photographs from “Families.” Write a scene in which the people in the photograph discuss how they feel about their family Be sure to give each character a name

• Imagine you are the tree on pages 14–15. Write about the seasons from the first person point of view Use words such as I and me to describe how you change each season and how you feel

• Imagine that the birds on each side of the mountain become pen pals Write a letter that one of Bear’s friends would write Then write a letter that one of the birds on the other side of the mountain would write back




Opi

nion

/A

rgum

ent • Which animal on “Monkeys and Apes” would you most like to observe at a zoo or on a safari tour? Why?

Support your opinion with details from the text • Which season do you like best—fall or winter? Why?


• Do you think Bear should have stayed and made friends with the birds, bees, and trees on the other side of the mountain? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Which insect are you more likely to see—a butterfly or a moth? Why? Use details from “Butterflies and

Moths” to support your explanation. • What do apple trees look like in spring? What do

apple trees look like in fall? Use details from the text to support your explanation

• Why do people go on journeys? Use details from the text to support your explanation

Nar

rativ

e • Choose one of the photographs from “Families.” Write a scene in which the people in the photograph discuss how they feel about their family Be sure to give each character a name

• Imagine you are the tree on pages 14–15. Write about the seasons from the first person point of view Use words such as I and me to describe how you change each season and how you feel

• Imagine that the birds on each side of the mountain become pen pals Write a letter that one of Bear’s friends would write Then write a letter that one of the birds on the other side of the mountain would write back


Un

it 8


Unit 9


Opi

nion

/A

rgum

ent • Which job in “Kids Can Have Jobs” would you most like to do? Why? Support your opinion with evidence

from the text and your own ideas • Why do you think the author includes the photograph

at the bottom of page 8? Support your opinion with evidence from the text and your own ideas

• Do you like stories in which a nonliving object, such as a waterspout, can talk? Why or why not? Support your explanation with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Why is a bowl a good container for ice cream? Use details from “A Summer Day” to support your

explanation • On page 5, the author says, “A school is a community.”

What details in the text support this statement? • Look at the illustration on pages 6–7. How did

Spider 1 and Spider 2 know they needed to bring umbrellas? Use details from the text to support your explanation

Nar

rativ

e • Write a sequel to “Run, Fox, Run!” that tells what happens next. • Choose one of the rules on page 11. Write a story in which a student learns why he or she should follow this rule Be sure to name all the characters in your story

• Rewrite the story from the sun’s point of view. Use words such as I and me to describe what happens and how you feel




Opi

nion

/A

rgum

ent • Which job in “Kids Can Have Jobs” would you most like to do? Why? Support your opinion with evidence

from the text and your own ideas • Why do you think the author includes the photograph

at the bottom of page 8? Support your opinion with evidence from the text and your own ideas

• Do you like stories in which a nonliving object, such as a waterspout, can talk? Why or why not? Support your explanation with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Why is a bowl a good container for ice cream? Use details from “A Summer Day” to support your

explanation • On page 5, the author says, “A school is a community.”

What details in the text support this statement? • Look at the illustration on pages 6–7. How did

Spider 1 and Spider 2 know they needed to bring umbrellas? Use details from the text to support your explanation

Nar

rativ

e • Write a sequel to “Run, Fox, Run!” that tells what happens next. • Choose one of the rules on page 11. Write a story in which a student learns why he or she should follow this rule Be sure to name all the characters in your story

• Rewrite the story from the sun’s point of view. Use words such as I and me to describe what happens and how you feel


Un

it 9


Unit 10


Opi

nion

/A

rgum

ent • Many people like dolphins. Do you? Why or why not? Support your opinion with evidence from “Ocean

Animals” and your own ideas.• Would you rather visit a rain forest or a desert? Why?


• Do you think children should be allowed to bring pets to school? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Why is a forest a good home for a bear? Use details from “Who Lives in a Forest?” to support your

explanation • Why is a pond a good habitat for cattails? Use details

from pages 4–7 to support your explanation • What does a lamb look like? Use details from the text

to support your explanation

Nar

rativ

e • Write a story about the party Ann asks for in “Ann’s Party.” Be sure to name all the characters in the story. • Some people don’t know that the Arctic has plants. Write a story in which an explorer returns home and describes the plants he or she saw in the Arctic Remember to name all the characters in your story.

• Write a sequel to the story that describes the lamb’s day at school




Opi

nion

/A

rgum

ent • Many people like dolphins. Do you? Why or why not? Support your opinion with evidence from “Ocean

Animals” and your own ideas.• Would you rather visit a rain forest or a desert? Why?


• Do you think children should be allowed to bring pets to school? Why or why not? Support your opinion with evidence from the text and your own ideas

Info

rmat

ive/

Expl

anat

ory • Why is a forest a good home for a bear? Use details from “Who Lives in a Forest?” to support your

explanation • Why is a pond a good habitat for cattails? Use details

from pages 4–7 to support your explanation • What does a lamb look like? Use details from the text

to support your explanation

Nar

rativ

e • Write a story about the party Ann asks for in “Ann’s Party.” Be sure to name all the characters in the story. • Some people don’t know that the Arctic has plants. Write a story in which an explorer returns home and describes the plants he or she saw in the Arctic Remember to name all the characters in your story.

• Write a sequel to the story that describes the lamb’s day at school


Un

it 10


Student Writing Checklists

Opinion/ArgumentI remembered to . . .

q Give my opinion.

q Give reasons for my opinion.

q Include a strong ending.

q Begin each sentence with a capital letter.

q Use punctuation at the end of each sentence.

Informative/ExplanatoryI remembered to . . .

q Write my topic or main idea.

q Use facts from the text.

q Include a strong ending.



NarrativeI remembered to . . .

q Write about one or more events.

q Put the events in an order that makes sense.

q Give my story a beginning, middle, and end.




Conventions of English Mini-Lessons

The short mini-lessons in this section address the Grade 1 Conventions of English expectations outlined in Common Core Language Standards L 1 1 and L 1 2 Based on your observations of students’ writing, use these explicit lessons to teach the conventions students have not mastered Use them as models for additional follow-up instruction as needed

L.1.1b Common Nouns 28

L.1.1b Proper Nouns 29

L.1.1b Possessive Nouns 30

L.1.1c Singular Nouns with Matching Verbs 31

L.1.1c Plural Nouns with Matching Verbs 32

L.1.1d Personal Pronouns I, Me, They, and Them 33

L.1.1d Possessive Pronouns My and Their 34

L.1.1d Indefinite Pronouns Anyone and Everything 35

L.1.1e Past Verb Tense 36

L.1.1e Present Verb Tense 37

L.1.1e Future Verb Tense 38

L.1.1f Frequently Occurring Adjectives: Color 39

L.1.1f Frequently Occurring Adjectives: Number 40

L.1.1f Frequently Occurring Adjectives: Size 41

L.1.1g Conjunctions And, But, Or 42

L.1.1g Conjunctions So and Because 43

L.1.1h Indefinite Articles A and An 44

L.1.1h Definite Article The 45

L.1.1i Preposition During 46

L.1.1i Prepositions Beyond, Toward, Around 47

L.1.1i Prepositions Into and Through 48

L.1.1j Write Simple Sentences 49

L.1.1j Write Interrogative Sentences 50

L.1.1j Write Imperative Sentences 51

L.1.1j Write Exclamatory Sentences 52

L.1.1j Expand Simple Sentences 53

L.1.1j Expand Interrogative Sentences 54

L.1.1j Expand Imperative Sentences 55

L.1.1j Expand Exclamatory Sentences 56

L.1.2a Capitalize Dates 57

L.1.2a Capitalize Names of People 58

L.1.2b Use End Punctuation: Periods 59

L.1.2b Use End Punctuation: Question Marks 60

L.1.2b Use End Punctuation: Exclamation Marks 61

L.1.2c Commas in Dates 62

L.1.2c Commas Separating Single Words in a Series 63


CCSS L.1.1b Use frequently occurring nouns and verbs

Common Nouns

Purpose: To use common nouns

Objective: Students will recognize common nouns when reading and use common nouns when writing

1 Before the lesson, prepare a name grab bag for Step 5 Write nouns on small index cards or pieces of paper, dividing the number evenly between common and proper nouns Include enough cards so each student will have the opportunity to pull one from the bag You may also use this bag with the Proper Nouns mini-lesson

2 Say: A noun names a person, place, or thing. Some nouns name any person, place, or thing. The nouns girl, park, or desk are like this. They can mean any girl, park, or desk. Do not capitalize the first letter of these nouns unless they begin a sentence. Write this sentence on the board: I have a friend. Point to each word as you read it Say: The noun friend names any friend, so it does not begin with a capital letter in this sentence.

3 Write this sentence: You have a dog. Point to the letter d in the word dog, and say: This is not a capital letter. Why not? (because the noun names any dog)

4 Have students come forward to write each sentence below as you dictate it After each sentence, point to the common noun, and ask why it does not begin with a capital letter The boy is tall. The cat sleeps. The girl walks.

5 Invite students to play the Name Game Have each student pull a noun from the bag you prepared earlier and tell whether the noun names any person, place, or thing Ask students to explain how they can tell whether the noun names any person, place, or thing

6 After the game, remind students that good readers and writers can tell if a noun names any person, place, or thing

7 Have students write a sentence in their journals about a special time with a pet Tell them to include and circle a noun that names any person, place, or thing


Proper Nouns

Purpose: To use proper nouns

Objective: Students will recognize proper nouns when reading and use common nouns when writing

Teacher’s Note: Students should complete the lesson Common Nouns before this lesson

1 Before the lesson, prepare a name grab bag for Step 5 Write nouns on small index cards or pieces of paper, dividing the number evenly between common and proper nouns Make certain the capital letters are clear in the proper noun words Include enough cards so that each student will have the opportunity to pull one from the bag

2 Say: A noun names a person, place, or thing. A common noun names any person, place, or thing. A proper noun names a specific person, place, or thing. A proper noun begins with a capital letter. It begins with a capital letter even if it is not the first word in a sentence.

3 Write this sentence on the board: The day is Monday. Point to each word as you read it Then point again to the word Monday as you say: The noun Monday names a specific day. It is a proper noun so it must begin with a capital letter. Point to the word day as you say: The noun day names any day, so it does not begin with a capital letter.

4 Have a student come forward to write each of the sentences below as you dictate it After each sentence, point to the proper noun, and ask why it begins with a capital letter My cat is Sam. My friend is Ann. The street our school is on is [street name].

5 Invite students to play the Name Game Have each student pull a noun from the bag you prepared earlier and tell whether the noun names a specific person, place, or thing Ask students to explain how they can tell whether the noun names a specific person, place, or thing

6 After the game, remind students that good readers and writers can tell if a noun names a specific person, place, or thing

7 Have students write a sentence in their journals about a friend Tell them to include and circle their friend’s name



Possessive Nouns

Purpose: To use possessive nouns

Objective: Students will recognize possessive nouns when reading and use possessive nouns when writing

Teacher’s Note: Students should complete the Common Nouns lesson before this lesson

1 Before the lesson, assemble big books that include possessive nouns

2 Say: A noun names a person, place, or thing. Some nouns show that someone has something. Write these sentences on the board and read them aloud, having students repeat: The boy has a pen. It is the boy’s pen. Point to and name the apostrophe Have the class repeat: apostrophe Say: The apostrophe and letter s after the noun show that the boy has the pen.

3 Write the sentence pairs below, and ask a student to come forward to complete the second sentence in each pair Then have the student read both sentences in the pair The girl has a hat. It is the hat. (girl’s) The dog has a bone. It is the bone. (dog’s)

4 Display a big book and read aloud a sentence with a possessive noun Point to each word as you read it Have a student come forward to identify the possessive noun in the sentence and point out the apostrophe Continue with additional sentences

5. Remind students that good readers and writers can read and write possessive nouns.

6 Have students write a sentence in their journals to tell about a toy a dog might have Tell them to include and circle a possessive noun in the sentence



Singular Nouns with Matching Verbs

Purpose: To use singular nouns with matching verbs in basic sentences

Objective: Students will recognize singular nouns with matching verbs when reading and use singular nouns with matching verbs when writing


1 Before the lesson, assemble big books that include simple sentences with singular nouns and regular verbs Note which sentences you will use during instruction

2 Say: A noun is a naming word. A verb is an action word. A verb tells what someone or something does. Some verbs tell the action of one person or thing. Some verbs tell the action of more than one person or thing. You must match the verb and the noun in a sentence. Write this sentence on the board: The girl runs. Say: The noun girl names one person. The verb runs matches the noun. It is the verb that tells the action of one person. Point out the s in the word runs as you say: To write the matching verb for a noun that names only one, you usually add the letter s. Write: The girls run. The girl runs. Point out the sentence that names one and the sentence that names more than one

3 From a big book, read a simple sentence that includes a singular noun and a regular verb Invite a student to come forward and point to and read the singular noun Then have the student read aloud the verb that matches the singular noun Write the noun and verb in a row on the board, pointing out the letter s at the end of the verb Continue with additional students and sentences At the end of the activity, have students join you as you read aloud the matching singular nouns and verbs

4. Remind students that good readers and writers know how to match verbs with nouns that name only one person, place, or thing

5 Have students write a sentence in their journals to tell about something a kitten does Tell them to be sure to write a noun that names only one Ask them to put a check mark next to the noun and circle the verb

CCSS L.1.1c Use singular and plural nouns with matching verbs in basic sentences


Plural Nouns with Matching Verbs

Purpose: To use plural nouns with matching verbs in basic sentences

Objective: Students will recognize plural nouns with matching verbs when reading and use plural nouns with matching verbs when writing


1 Before the lesson, assemble big books that include simple sentences with plural nouns and regular verbs Additionally, write each word below on a paper plate or a sheet of paper Make certain to include the capital letters and periods as shown Students will use these items in Step 3 They grow. He grows. You walk. She walks.

2 Say: A verb tells what someone or something does. Some verbs tell the action of one person or thing. And some verbs tell the action of more than one person or thing. You must match the verb and the noun in a sentence. Write this sentence on the board: The boys help. Say: The noun boys means “more than one boy.” The verb help matches the noun. It is the verb that tells the action of more than one person. Write: The boy eats. The boys eat. Point out the sentence that names one boy and the sentence that names more than one boy

3 Have eight students come forward Give each student one of the paper plates or sheets of paper you prepared earlier Allow students time to discuss their words and then stand together to form sentences Invite the class to read each sentence Ask students if the verb matches the noun in each Have them tell why (because the noun names one; because the noun names more than one)

4 From a big book, read a simple sentence that includes a plural noun and a regular verb Invite a student to come forward and point to and read the plural noun Continue the activity, having a student write each plural noun and verb in a list and reviewing the list after it is complete

5. Remind students that good readers and writers know how to match verbs with nouns that name more than one person, place, or thing

6 Have students write a sentence in their journals to tell about something that two kittens do Tell them to be sure to write a noun that names more than one kitten Ask them to put a check mark next to the noun and circle the verb

CCSS L.1.1c Use singular and plural nouns with matching verbs in basic sentences


Personal Pronouns “I,” “Me,” “They,” and “Them”

Purpose: To use personal pronouns I, me, they, and them

Objective: Students will recognize personal pronouns I, me, they, and them when reading and use personal pronouns I, me, they, and them when writing


1 Write these sentences on the board and read them aloud: I talk to my friend. My friend talks to me. Then point to I and me as you say: Some words take the place of other words. In the first sentence, the word I takes the place of my name. In the second sentence, the word me takes the place of my name. The word I belongs in the naming part of a sentence. The word me belongs in the telling part of a sentence.

2 Invite a volunteer to come forward and write these sentences as you dictate them: I give the ball to Pat. Pat gives the ball to me. Ask: Do the words I and me take the place of a person’s name? (yes) The same person? (yes) Why is the word I in the first sentence? (It’s in the naming part of the sentence ) Why is the word me in the second sentence? (It’s in the telling part of the sentence )

3 Say: The words they and them take the place of the names of more than one. You use they in the naming part of a sentence. And you use them in the telling part. Write and discuss these examples: They get the pens. Ann gives the pens to them.

4 Write these sentences on the board and have a student come forward to write the word I or me to correctly complete each: (I) tell Sue a story. Sue tells a story to (me). Continue by telling a student to correctly complete each of these sentences with They or them: (They) tell Sue a story. Sue tells a story to

(them).

5. Remind students that good readers and writers know how to use the words I, me, they, and them

6 Have students write four sentences in their journals about a game they have played with family members or friends Tell them to use one of these words in each sentence: I, me, they, and them

CCSS L.1.1d Use personal, possessive, and indefinite pronouns


Possessive Pronouns “My” and “Their”

Purpose: To use possessive pronouns my and their

Objective: Students will recognize possessive pronouns my and their when reading and use possessive pronouns my and their when writing


1 Before the lesson, assemble big books with sentences using my and their Use self-stick notes to identify these sentences, as you will read them in Step 5

2 Say: Some words take the place of other words to show that someone has something. Write these sentences in a column on the board, so the word my appears directly below your name: This is [teacher’s name’s] pen. This is my pen. Display a pen as you read the sentences aloud Then point to your name and my and say: This is [teacher’s name’s] pen The pen belongs to me. It is my pen. Circle the word my

3 Next, say: When you write about something that belongs to more than one person or thing, you use the word their. Write their on the board Say: Two dogs have a ball. Whose ball is it? Then write the sentence: It is ball. (their) Have a student come forward to write the word that completes the sentence Then have the student read the sentence aloud

4 Invite two volunteers to come forward Hold a sheet of paper, and say: This is my paper. Then hand a sheet of paper to the two volunteers, and ask both of them to hold it Ask: Whose paper is it? Have a student answer orally and then write the response (It is their paper )

5 Have students identify the words my and their in sentences you read in a big book Make certain to read enough content to provide context before you ask students to tell who the words my and their take the place of in the sentences

6. Remind students that good readers and writers know how to use the words my and their

7 Have students write two sentences in their journals to tell about a game played at school Tell them to use and circle one of these words in each of the sentences: my, their



Indefinite Pronouns “Anyone” and “Everything”

Purpose: To use indefinite pronouns anyone and everything

Objective: Students will recognize indefinite pronouns anyone and everything when reading and use indefinite pronouns anyone and everything when writing


1 Before the lesson, assemble big books that include sentences with anyone and everything Mark them with self-stick notes so you can easily locate them in Step 5

2 Write these words on the board: anyone, everything Say: Special kinds of words can take the place of nouns to name people or things. Some of these words name specific, exact people or things. Some do not. Point to anyone, and say: The word anyone does not stand for the name of a specific, exact person. Write this sentence: Anyone can come. Say: I have not written the names of specific, exact people who can come. My sentence means that any person can come.

3 Next, say: I can write to show a specific thing. I can also write to show a thing that is not specific. Write: Everything at the store is pretty. Say: This sentence does not tell about a specific, exact thing at the store. It tells about all things at the store.

4 Tell students to practice writing the words anyone and everything on their own paper Ask them to also write the sentences you have written

5 Have students identify the words anyone and everything in sentences you read in a big book Make certain to read enough content to provide context before you ask: Does the word stand for a specific, exact person or thing?

6. Remind students that good readers and writers understand and use the words anyone and everything

7 Have students write two sentences in their journals about a make-believe party Tell them to use and circle one of these words in each sentence: anyone, everything.



Past Verb Tense

Purpose: To use verbs to convey a sense of the past

Objective: Students will recognize past tense verbs when reading and use past tense verbs when writing

1 Before the lesson, write the sentences below on the board and then cover them Students will come forward to complete each sentence during Step 3 1. Yesterday, I ______ my aunt. 2. Yesterday, you ______ the dog. 3. Yesterday, he ______ rope. 4. Yesterday, she ______ a friend. 5. Yesterday, we ______ tag. 6. Yesterday, they ______ the wagon.

2 Say: A verb is an action word. It tells what someone or something does. You can tell about an action that happens now. You can also tell about an action that already happened. This is an action that happened in the past. Today, let’s talk and write about an action that happened in the past.

3 Write these sentences on the board, and read them aloud: Today, I help. Yesterday, I helped. Circle the letters ed, and say: I added the letters ed to the end of the verb to show that the action happened in the past. This is how you show the past for most verbs.

4 Direct students’ attention to the sentences you wrote before the lesson began Have a volunteer come forward Say the verb in sentence 1 and have the student write the correct form of the verb to complete the sentence and read it aloud Continue with verbs in sentences 2–6 After all the verbs have been written, point out the -ed ending for each 1 call (called) 2 walk (walked) 3 jump (jumped) 4 help (helped) 5 play (played) 6 push (pushed)

5. Remind students that good readers and writers read and write verbs showing actions that happened in the past

6 Have students write a sentence in their journals to tell about something that happened at school yesterday or the last time they were in class Tell them to include and circle a verb showing action that happened in the past

CCSS L.1.1e Use verbs to convey a sense of past, present, and future


Present Verb Tense

Purpose: To use verbs to convey a sense of present

Objective: Students will recognize present tense verbs when reading and use present tense verbs when writing

1 Before the lesson, assemble big books that include sentences with regular present tense verbs Identify each sentence through a self-stick note or another method, so you will be able to locate it quickly and easily in Step 5

2 Say: A verb is an action word. It tells what someone or something does. You can tell about an action that happens now. Write this sentence on the board: I ride my bike. Say: You can read the verb ride. This verb shows an action that is happening now.

3 Invite a volunteer to come forward As you pantomime one of these verbs, ask the volunteer to write a sentence on the board that tells about an action happening now: sit, run, sing, laugh, pull, walk, hop Prompt with the verb as necessary, and tell the student to begin the sentence with the word You Then have another volunteer come forward and use the correct form of the same verb to complete these sentence frames: He ______. She ______. They ______. Remind the student that the verb must match the noun in the sentence. Continue the activity with additional verbs as time allows

4. Read aloud each sentence you identified earlier in the big book. Have students identify the verb that is an action that is happening now

5. Remind students that good readers and writers read and write verbs showing an action happening now

6 Have students write a sentence in their journals about something they are doing right now Tell them to circle the verb that shows an action that is happening now



Future Verb Tense

Purpose: To use verbs to convey a sense of the future

Objective: Students will recognize future tense verbs when reading and use future tense verbs when writing

1 Before the lesson, display images in the classroom that show actions students can describe with verbs they have learned You might display pictures from magazines, pictures from the Internet, illustrations in a book, and any other type of image you might have available

2 Say: A verb is an action word. It tells what someone or something does. You can tell about an action that happens now or in the past. You can also tell about an action that will happen later. Today, let’s talk and write about action that will happen later.

3 Write these sentences on the board, and read them aloud: Today, I help. Yesterday, I helped. Tomorrow, I will help. Circle the word will, and say: I wrote the word will before the verb help to show that the action will happen later.

4 Tell students they will write about an action that will happen later Point out an image in the classroom, and tell students to pretend that the action they see will happen later Have a student come forward to write a sentence about the image that includes a verb showing an action that will happen later Discuss the verb, and reinforce the concept that it tells about an action that will happen later Continue with additional students and images

5. Remind students that good readers and writers read and write verbs showing actions that will happen later

6 Have students write a sentence in their journals to tell about something they plan to do tomorrow Tell them to include and circle a verb showing an action that will happen later



Frequently Occurring Adjectives: Color

Purpose: To use frequently occurring adjectives that describe color

Objective: Students will recognize adjectives describing color when reading and use adjectives describing color when writing

1 Before the lesson, cut squares of construction paper in the following colors: black, white, green, blue, red, brown, yellow, and orange Place these squares in a paper bag Print the name of each color on an index card

2 Say: A describing word tells about a noun. A color word can be a describing word. It tells what color something is. Display a red book, and say: This is a red book Write the sentence on the board and read it aloud Circle the word red, and say: Red is the describing word. Continue with the additional colors, using items readily available in the classroom, such as a yellow pencil, a blue pen, a black dog, a brown cat, an orange paper, and a green crayon

3 On a table, place the bag you filled in Step 1, and lay out the index cards with the color names Invite a student to come forward and reach into the bag and pull out a color square Then have the student find the index card with the name of the color

4 Write this sentence frame on the board: I have a ______ ______. Based on the student’s selected color in Step 3, have the student complete the sentence frame to write a sentence that includes the describing color word The student may complete the sentence with any noun that makes sense, for example, the student might write: I have a yellow ball. Ask the student to read the sentence aloud and circle the describing color word Continue with additional colors and students

5. Remind students that good readers and writers can read and write describing words that tell about color

6 Have students write two sentences in their journals about a garden they have seen Tell them to include and circle two words that tell about color

CCSS L.1.1f Use frequently occurring adjectives


Frequently Occurring Adjectives: Number

Purpose: To use frequently occurring number adjectives

Objective: Students will recognize number adjectives when reading and use number adjectives when writing

1 Before the lesson, assemble three pens, which you will use in Step 2 Additionally, print number words for one through ten, each on a separate index card, and place all the cards into a bag You will use this bag in Step 3

2 Say: A describing word tells about a noun. A number word can be a describing word. It can tell how many. Display one pen and say: I have one pen. Write the sentence on the board, and read it aloud Circle the word one Say: The word one is a describing word. It tells how many. Continue with number words for two and three, displaying the corresponding number of pens for each number

3 Invite a student to come forward and pull a number card out of the bag you prepared earlier Have the student point to an item in the classroom Tell the student to write a sentence on the board that includes the number word and the item, such as this sentence: I see two books Prompt and help with spelling as necessary Have the student circle the number word and read the sentence aloud Continue with additional students pulling cards and moving forward with the activity

4. Remind students that good readers and writers read and write describing words that tell how many

5 Have students write three sentences in their journals to tell about animals they might see in a forest For each sentence, tell students to include and circle a number word



Frequently Occurring Adjectives: Size

Purpose: To use frequently occurring size adjectives

Objective: Students will recognize size adjectives when reading and use size adjectives when writing

1 Before the lesson, write these words on the board: big, little, long, short

2 Say: Some describing words tell about size. Draw two houses on the board, one big and one little Write the corresponding sentence below each image: The little house is here. The big house is here. Read the sentences aloud, and circle the adjective in each, identifying each as a word telling about size

3 Next, draw two dogs, one big and one little Ask a student to come forward and write a sentence below each picture to tell about it Tell the student to use the word big or little in each sentence

4 Continue the lesson by drawing two lines, one long and one short Say: One of these lines is long. The other line is short. Who can write a sentence below each line to tell about it? Invite a volunteer to come forward to write the sentences Have the student circle the size word in each and read the sentence aloud

5 Invite students to point out items in the classroom that are big, little, long, and short Have them orally provide a sentence with a describing word to tell about each item

6. Remind students that good readers and writers read and write describing words that tell about size

7 Have students write four sentences in their journals to tell about things they might see in a pet store For each sentence, tell students to include and circle a describing word that tells about size



Conjunctions “And,” “But,” “Or”

Purpose: To use frequently occurring conjunctions and, but, and or

Objective: Students will read and write frequently occurring conjunctions and, but, and or

1 Write these sentences on the board, and read them aloud: Dogs run. Cats run. Say: We can sometimes put sentences together to make speaking and writing more interesting and easier to understand. We can use special joining words to help us do this. Underneath the sentences you have already written, write: Dogs and cats run. Circle the conjunction and, and say: We can use the special word and to put the naming parts of these sentences together.

2 Continue by having students come forward to put these sentence pairs together to write a new sentence Cows eat grass. Pigs eat grass. (Cows and pigs eat grass ) Girls jump. Boys jump. (Girls and boys jump ) Students eat lunch. Teachers eat lunch. (Students and teachers eat lunch )

3. Repeat the routine with telling parts of sentences, having students join these sentence pairs Bill dances. Bill sings. (Bill dances and sings ) Oscar paints. Oscar draws. (Oscar paints and draws )

4 Tell students that special kinds of words can also show a difference Write this sentence, and circle the word or: We can get a cat or a dog. Say: This sentence shows a difference, a choice between two things. Then write: I can dance, but I cannot sing. Circle the word but, and say: This sentence also shows a difference. It shows something I can do, and something I cannot do.

5. Remind students that good writers know how to use the special words and, but, and or to put sentences together in a way that will make sentences more interesting and easier to understand

6 Provide the sentence frames below for students to use as they write three sentences in their journals to tell about things they like to do and things they do not like to do Ask students to circle the words and, but, and or in their sentences I like to ______ and ______. I like to ______, but I do not like to ______. I like to ______ or ______ when I am with my friends.

CCSS L.1.1g Use frequently occurring conjunctions


Conjunctions “So” and “Because”

Purpose: To use frequently occurring conjunctions so and because

Objective: Students will read and write frequently occurring conjunctions so and because

1 Write these sentences on the board, and read them aloud: Maria was cold. Maria put on her coat. Say: We can sometimes put sentences together to make speaking and writing more interesting and easier to understand. We can use special words to help us do this. Below the sentences you have already written, write: Maria was cold, so she put on her coat. Circle the word so, and say: We can use the special word so to join these sentences and help others understand why. When we use the word so to put the sentences together, we understand why Maria took off her coat.

2 Continue by writing these sentences and reading them aloud: Pam was tired. Pam had worked hard. Below the sentences, write: Pam was tired because she had worked hard. Circle the word because, and say: The word because helps you understand the reason. Now you know why Pam was tired.

3 Guide students in combining each sentence pair Provide the word so or because for the student to use with each sentence pair After each new sentence is written, have students explain how putting the sentences together helped them understand what the writer meant Ana was hot. She jumped in the pool. [so] (Ana was hot, so she jumped in the pool ) Mike did well on the test. He had studied. [because] (Mike did well on the test because he had studied )

4. Remind students that good writers know how to use the special words so and because to put sentences together in a way that will help others understand what they mean

5 Have students complete the sentences below as they write two sentences in their journals Tell them to circle the words because and so Ask them to draw a picture to show what they mean in each sentence I went to sleep because ______. I planted flowers, so ______.

CCSS L.1.1g Use frequently occurring conjunctions


Indefinite Articles “A” and “An”

Purpose: To understand and use indefinite articles a and an

Objective: Students will read and write indefinite articles a and an

1 Say: The words a and an are special describing words. These words mean any one of something. Write this sentence on the board: Get a crayon. Circle the word a and say: This means that the person should get any crayon.

2 Invite a pair of students to come forward Have one partner write a command that tells the other to get an item in the classroom, for example: Get a book. Have the student read the sentence aloud After the student returns with a book, ask: Did your partner tell you which book to get? (no) How do you know? (My partner said, “Get a book.” That means that I should get any book.) Repeat with additional pairs and classroom items.

3 Continue the routine by writing each of these sentences, reading it aloud, circling the word a or an, and giving the command to a specific student Ask the same types of questions you had the student ask in Step 2 Sing a song. Touch an animal. Get a pencil.

4. Remind students that good readers and writers use the describing words a and an

5 Tell students to write two sentences in their journals to tell about things they could ask a friend to do Tell them to use and circle the word a in one sentence and the word an in the other sentence

CCSS L.1.1h Use determiners


Definite Article “The”

Purpose: To understand and use the definite article the

Objective: Students will read and write the definite article the

Teacher’s Note: Students should complete the lesson Indefinite Articles “A” and “An” before this lesson

1 Before the lesson, assemble plush animals or images of animals Assemble at least five different animals, and place them in a row on a table

2 Say: The word the is a special describing word. It tells which one. Write this sentence on the board: I have the answer. Circle the word the, and say: This means that there is one answer, and I have it.

3 Ask a student to come forward Write this sentence: Get the bear [or other animal you have placed on the table] Circle the word the, and read the sentence aloud Have the student get the bear and bring it to you When the student returns, emphasize the word the as you say: I did not ask the student to get any animal. I asked the student to get the bear.

4 Have pairs continue the routine from Step 3 as one partner writes a command to the other to get a specific animal from the table Make certain the student reads the sentence aloud and circles the word the in the sentence

5 When the activity is complete, write this sentence: Get an animal. Circle the word an, and ask: Does this sentence tell you which animal to get? (no) Why not? (It has the describing word an, which tells me to get any animal )

6. Remind students that good readers and writers use the describing word the

7 Tell students to write a question in their journals about something in their home that they like Tell them to use and circle the word the in the sentence

CCSS L.1.1h Use determiners


Preposition “During”

Purpose: To understand and use the frequently occurring preposition during

Objective: Students will read and write the frequently occurring preposition during

1 Say: A preposition is a word that helps other words. It helps one word join another word in a special way. One preposition is the word during. This preposition helps you understand “when.” Write this sentence on the board: We write during the class. Read the sentence aloud, and have students repeat it. Explain that the sentence means: “We write when we are in the class.” Reinforce by asking students to use the word during to answer the question: When do we write? (We write during the class )

2 Now write this sentence frame on the board: We ______ when we are in class. Invite students to come forward to complete the sentence with a verb that tells something students do when in class After each new sentence is written, have students circle the word during and read the sentence aloud: We [verb provided by student] during the class

3. Repeat the routine with this sentence frame: We ______ during our lunchtime. Guide students in generating and spelling verbs, for example: eat, drink, talk, listen

4. Remind students that good readers and writers understand and use the preposition during

5 Tell students to write a sentence in their journals about something they do during recess or other outside time at school Explain that students should write and circle the word during in the sentence

CCSS L.1.1i Use frequently occurring prepositions


Prepositions “Beyond,” “Toward,” “Around”

Purpose: To understand and use the frequently occurring prepositions beyond, toward, and around

Objective: Students will read and write the frequently occurring prepositions beyond, toward, and around

1 Say: A preposition is a word that helps other words. It helps one word join another word in a special way. One preposition is the word toward. This preposition helps you understand “where.” Invite a student to come forward Have the volunteer stand a short distance away and face you As you walk toward the student, say: I am walking toward [student’s name]. Have the class repeat Ask the student to remain in place as you write on the board: I am walking toward [student’s name]. Circle the word toward in the sentence Have the class repeat the sentence again

2 Next, walk around the student As you are walking around the student, say: I am walking around [student’s name]. Have the class repeat Write the sentence: I am walking around [student’s name]. Circle the word around in the sentence, and have the student repeat the sentence again

3. Walk beyond the student. Just as you walk beyond the student, say: I am walking beyond [student’s name]. Then repeat the remainder of the routine from Steps 1 and 2

4 Have pairs work together to mimic the routine you have just completed in Steps 1, 2, and 3 Prompt as necessary

5 Finally, repeat the routine with a large object readily available in the classroom, such as a chair, table, or desk

6. Remind students that good readers and writers understand and use the prepositions beyond, toward, and around

7 Tell students to write three sentence in their journals about a day at the park Tell them to use and circle these words in their sentences: beyond, toward, and around



Prepositions “Into” and “Through”

Purpose: To understand and use the frequently occurring prepositions into and through

Objective: Students will read and write the frequently occurring prepositions into and through

1 Before the lesson, gather a shoebox, a small book (one that will fit into the shoebox), and a magnifying glass

2 Say: A preposition is a word that helps other words. It helps one word join another word in a special way. One preposition is the word into. This preposition helps you understand “where.” Put the small book into the box, and say: I put the book into the box. Have students repeat Write the sentence on the board: I put the book into the box. Circle the word into Then read the sentence aloud, and have students repeat it again Ask: Where did I put the book? (You put the book into the box.) Repeat by having students come forward to place additional items into the box and write corresponding sentences

3 Next, say: Another preposition is through. The preposition through also tells where. Invite a student to come forward Look at the student through the magnifying glass, and say: I look at you through the glass. Have students repeat Write the sentence on the board, circle the word through, and have students repeat again

4 Invite students to sit in a circle Sit with students as you look at the student next to you through the magnifying glass Say: I look at you through the glass. Then hand the magnifying glass to the student and have the student echo and mimic with the next student in the circle Continue until all students have had a turn

5. Remind students that good readers and writers understand and use the prepositions into and through

6 Tell students to write two sentences in their journals telling about something they have done on a rainy day Tell them to use and circle the words into and through in their sentences



Write Simple Sentences

Purpose: To write simple sentences

Objective: Students will recognize complete sentences when reading and write complete sentences when writing

1 Say: A sentence is a group of words. It is a complete thought. It has a naming part and a telling part. Write this sentence on the board, and read it aloud: Dan runs. Say: This is a sentence. It gives a complete thought. Circle the word Dan as you say: The naming part is Dan. Underline the word runs as you say: The telling part is runs.

2 Next, write this word: Dan Ask: Is this a complete sentence? (no) Why not? (It is not a complete thought It is only the naming part of a sentence It does not have a telling part ) Then write the word runs, and ask: Is this a sentence? (no) Why not? (It does not give a complete thought It is only an action word It is only the telling part of a sentence )

3 Invite a student to come forward, watch what you are doing, and then write a sentence to tell what you are doing: Hop across the room. (The student might write: You hop. She/he hops. The teacher hops. [Teacher’s name] hops.) Have the student read the sentence aloud and then circle the naming part and underline the telling part Continue with additional students and additional actions: walk, run, and jump

4. Remind students that good writers know how to write sentences.

5 Have students write two sentences in their journals to tell about something they do to help at home Tell students to circle the naming part of each sentence and underline the telling part

CCSS L.1.1j Produce and expand complete simple and compound declarative, interrogative, imperative, and exclamatory sentences in response to prompts


Write Interrogative Sentences

Purpose: To write interrogative sentences

Objective: Students will read interrogative sentences and write interrogative sentences in response to prompts

1 Before the lesson, print each word below on an index card Be sure to capitalize the words Place all index cards in a shoebox Do Is Can Are When Where How Why What Who

2 Say: A sentence is a group of words. It tells a complete thought. All sentences have an end mark. A sentence can be an asking sentence. An asking sentence asks about someone or something. Write this sentence on the board and read it aloud: Are you at school? Say: This is an asking sentence. It asks about someone. Circle and identify the verb at the beginning of the question as you say: Asking sentences are different from telling sentences. The first word in many asking sentences is a verb. Then point to the question mark as you say: Asking sentences have a question mark as an end mark.

3 Next, say: The first word in some asking sentences is a special question word. Write these words, and underline and read the question word in each: What is this? Where are you going? How are you feeling? Who is at the door? When is the game?

4 Briefly retell the story Goldilocks and the Three Bears. Tell students to pretend that they are talking to Goldilocks and asking her questions to find out more about her, the house, and the three bears Invite a student to come forward, take an index card from the shoebox, read it aloud, and then write an asking question for Goldilocks that includes the word from the card Prompt as necessary Have the student read the question aloud and point out the question mark at the end Continue the activity with additional words and students

5. Remind students that good writers know how to write asking sentences.

6 Have students write two asking sentences in their journals that ask a family member about dinner Tell students to circle the question mark at the end of each sentence



Write Imperative Sentences

Purpose: To write imperative sentences

Objective: Students will read imperative sentences and write imperative sentences in response to prompts

1 Say: A sentence is a group of words. It is a complete thought. All sentences have an end mark. Some kinds of sentences tell someone to do something. Write this sentence on the board and read it aloud: Watch the dog. Say: This is a sentence that tells someone to do something. Do not use the word you in this kind of sentence. Point to the period as you say: This kind of sentence ends with a period. Repeat the routine with this sentence: Please get the book.

2 Drop a batch of pens on the floor, and say: Oops! Look at a specific student, and say: Please help me pick up the pens. Have the student come forward and help Then dictate the imperative command you have just stated, and have the student write it on the board Ask the student to read the sentence aloud and point to and identify the end mark

3 Invite another student to come forward as the two of you act out the following scene Say: Pretend we are playing ball. You have just thrown the ball to me. What will you tell me to do with the ball? (Catch the ball ) Have the student write the sentence, read it aloud, and point to and identify the end mark Continue with these additional scenes, reminding students to use the word please at times when they should: You need water in the sink to wash dishes, but the sink is empty. What would you tell me to do? (Please fill the sink ) The book is on a high shelf. You are trying to reach it, but you can’t. What would you tell me to do? (Please get the book )

4. Remind students that good writers know how to write sentences that tell someone to do something

5 For journal work, say: Pretend you are giving a dog a bath, and you need help with something. Write a sentence in your journal to tell someone to do something to help.



Write Exclamatory Sentences

Purpose: To write exclamatory sentences

Objective: Students will read exclamatory sentences and write exclamatory sentences in response to prompts

1 Before the lesson, locate sentences in big books that contain exclamation marks Use self-stick notes or another method to mark these sentences, so you will be able to quickly and easily locate them for Step 3

2 Say: A sentence is a group of words. It tells a whole idea. All sentences have an end mark. Some kinds of sentences tell strong feelings. Write this sentence on the board, and read it aloud with strong feeling: I love to dance! Say: I have strong feelings about dancing. As you circle the exclamation mark, say: The end mark for a sentence that tells strong feelings is an exclamation mark. Have students repeat: exclamation mark

3 Display sentences from big books that contain exclamation marks Have a student read aloud each sentence, making certain to show strong feeling while reading After the student reads each sentence, ask: What is the end mark for the sentence? (exclamation mark) Why? (because the sentence shows strong feeling) After the student answers the questions, have the entire class read the exclamation aloud, showing strong feeling in the reading

4 Briefly retell The Three Little Pigs Then invite a student to come forward and write a sentence that shows a strong feeling one of the characters had. Remind students to end the sentence with an exclamation mark Prompt with sentences such as the following, if necessary: He was scared! He was mad! He saved his house! Have the student circle and name the end mark in the sentence Then tell the student to read the sentence aloud with strong feeling and have the class repeat

5. Remind students that good writers know how to write sentences that show strong feeling.

6 For journal work, say: Make believe you are watching children play basketball. Write a sentence in your journal to tell about a strong feeling you have or a strong feeling one of the players has. Circle the end mark.



Expand Simple Sentences

Purpose: To expand simple sentences

Objective: Students will expand simple sentences when writing

Teacher’s Note: Students should complete the lesson Write Simple Sentences before this lesson

1 Before the lesson, print each of these words on an index card: big, little, red, happy, pretty, warm, and funny Spread out the cards across a table so students will be able to read them Cover them until you reach Step 4

2 Say: A sentence is a group of words. It is a complete thought. It has a naming part and a telling part. Write this sentence on the board, and read it aloud: Ann has a cat. Say: This is a sentence. It is a complete thought.

3 Next, say: You can add information to a sentence. This helps others understand exactly what you mean. Write: Ann has a big cat. Circle big as you say: The word big helps others understand more about Ann’s cat.

4 Invite a student to come forward Uncover the index cards, and tell the student to choose any card that would make sense in a sentence to tell more about a coat Write this sentence frame: This is a ______ coat. Have the student take the card and then write a sentence that includes the word from the index card Ask the student to read the sentence aloud Then ask: How does the word [adjective chosen by the student] help others understand more about the coat? Return the index card to the table, and continue the routine with additional students Substitute the following nouns for coat in the sentence frame: toy, balloon, house, garden, train, truck, tree, friend, and teacher

5. Remind students that good writers know how to add more information to sentences to tell others exactly what they mean

6 Write this sentence on the board: I have a friend. Say: Write a telling sentence in your journal. Add more information to this sentence to tell about a friend. Circle the information you add to your sentence.



Expand Interrogative Sentences

Purpose: To expand interrogative sentences

Objective: Students will expand interrogative sentences when writing

Teacher’s Note: Students should complete the lessons Write Simple Sentences and Write Interrogative Sentences before this lesson

1 Before the lesson, write these words in a column labeled 1 on the board: airplane, dog, day, pen, calf, basket, and hat In a column labeled 2, write: my, tiny, green, your, cold, blue, and hot Cover the columns until you reach Step 4

2 Say: A sentence is a group of words. It is a complete thought. One kind of sentence is an asking sentence. An asking sentence asks about someone or something. Write this sentence on the board and read it aloud: Do you have a book? Say: This is an asking sentence. It asks about a thing.

3 Next, say: You can add information to an asking sentence. This helps others understand exactly what you are asking for or about. Write: Do you have a math book? Read the sentence aloud, and circle math as you say: The word math helps others understand more about the kind of book. It lets others know exactly the kind of book you are asking about.

4 Uncover the columns containing the words you wrote before the lesson began Have a student come forward to choose one word from Column 1 and one word from Column 2 to use in an asking sentence that makes sense Provide the sentence frames below Prompt or provide examples as necessary, for example: Do you have a tiny dog? Sentence frames: Do you have a ______? Where is the ______?

5. Remind students that good writers know how to add more information to asking sentences so others know exactly what they mean

6 Write this sentence on the board: Can you help me find the ______? Say: Write an asking sentence in your journal. Add more information to this sentence to tell about something you might be looking for. Write these words as you say: Include one of these words in your sentence: long, short, big, little, blue, and red.



Expand Imperative Sentences

Purpose: To expand imperative sentences

Objective: Students will expand imperative sentences when writing

Teacher’s Note: Students should complete Write Simple Sentences and Write Imperative Sentences before this lesson

1 Before the lesson, place the following on a table: two books of different sizes and/or colors, two pens of different colors, two crayons of different colors, two toys of different sizes and/or colors, and two plush animals of different sizes and/or colors

2 Say: A sentence is a group of words. It is a complete thought. Some sentences tell someone to do something. Write this sentence on the board, and read it aloud: Look at the frog. Say: This is a sentence that tells someone to do something.

3 Next, say: You can add information to a sentence that tells someone to do something. This helps others understand exactly what you mean. Write: Look at the tiny frog. Circle tiny as you say: The word tiny helps others understand which frog you are telling them to look at.

4 Uncover the items on the table, and have students orally offer phrases to describe each, for example: big book, blue pen, and little toy Then call a volunteer to come forward Write this sentence on the board: Please get the big toy. Have the other student read the sentence aloud and get the toy and bring it to you Take the toy and say: Thank you. Then return to the toy to the table Call a pair of students forward to repeat the routine with one another Provide this sentence frame: Please get the ______. Continue the routine with additional pairs At the close of the activity, discuss why it can be very helpful to add information to a sentence that tells someone what to do Guide students in understanding that this lets the other person know exactly what is wanted or needed

5. Remind students that good writers know how to add more information to sentences that tell someone to do something

6 Tell students to write a sentence in their journals to tell someone to get something needed to do homework Write these words on the board, and tell students to use one of the words in the sentence: big, small, blue, red, and my Direct students to use the sentence frame from Step 4



Expand Exclamatory Sentences

Purpose: To expand exclamatory sentences

Objective: Students will expand exclamatory sentences when speaking and writing

Teacher’s Note: Students should complete the lessons Write Simple Sentences and Write Exclamatory Sentences before this lesson

1 Before the lesson, write these words in a column labeled 1 on the board: dog, day, story, song. In a column labeled 2, write: hot, tiny, funny, fast. Cover the columns until you reach Step 4

2 Say: A sentence is a group of words. It is a complete thought. Some kinds of sentences tell strong feelings. Write this sentence on the board and read it with strong feeling: I see a bee! Say: This sentence shows strong feeling.

3 Next, say: You can add information to a sentence that tells strong feeling. This helps others understand exactly what you mean. Write: I see a huge bee! Read the sentence aloud with very strong feeling, and circle huge as you say: The word huge helps others understand more about the bee. It helps others understand why I have strong feelings about the bee.

4 Uncover the columns containing the words you wrote before the lesson began Have a student come forward to choose one word from Column 1 and one word from Column 2 to write a sentence that shows strong feeling and makes sense Have the student read the sentence aloud with strong feeling after writing it Provide the sentence frames below, and tell the student to choose one to use. Prompt as necessary. Remind students to include the end mark at the end of the sentence Continue the routine with other students Tell them they may use a word more than once, as long as the sentence is different from the sentences already written Sentence frames: I see a ______! I like the ______! There is a ______!

5. Remind students that good writers know how to add more information to sentences with strong feeling so others know exactly what they mean

6 Write this sentence on the board: The mice are afraid of the ______! Say: Write a sentence showing strong feeling in your journal. Add more information to this sentence to tell about something two mice might be afraid of. Circle the information you add to your sentence.



Capitalize Dates

Purpose: To capitalize dates

Objective: Students will recognize capital letters in dates when reading and capitalize dates when writing

Teacher’s Note: This lesson should be completed before or after the lesson Commas in Dates

1 Before the lesson, post simple calendar pages for each month of the year, making certain the only capital letter in each month’s name is the first letter of the word Have a calendar readily available to display today’s date

2 Display a calendar as you point to today’s date and say: The date today is [day of the week, month of the year, day, year]. The day and the month are part of the date. You always begin a day of the week with a capital letter, and you always begin a month of the year with a capital letter. If the name of a day does not begin a sentence, does the word begin with a capital letter? (yes) If the name of a month does not begin a sentence, does the word begin with a capital letter? (yes)

3 Ask seven volunteers to come forward and write the days of the week on the board Prompt with correct spelling as necessary Have the class recite the days of the week as you point to each one Afterward, ask: What is the same about the way students wrote all of the days of the week? (They all begin with a capital letter )

4 Next, direct students’ attention to the calendar pages you posted earlier Ask: What is the same about the way all of these months are written? (They all begin with a capital letter )

5 Invite a student to come forward and write the student’s birthday in a complete sentence Provide this sentence frame: My birthday is ______. Have the student complete the sentence with the month and date of the birthday. Remind the student to put an end mark at the end of the sentence After the student writes the sentence, ask: What is the month of your birthday? After the student answers, say: The month is not at the beginning of your sentence. Why did you begin the month with a capital letter? (because a month always begins with a capital letter, no matter where it is in or out of a sentence)

6. Remind students that good writers always begin a day of the week and a month of the year with a capital letter

7 Tell students to write a sentence in their journals to tell today’s day Tell them to write another sentence in their journals to tell the month of the year Provide these sentence frames: Today is ______. The month is ______.

CCSS L.1.2a Capitalize dates and names of people


Capitalize Names of People

Purpose: To capitalize names of people

Objective: Students will recognize capital letters in people’s names when reading and capitalize people’s names when writing

Teacher’s Note: Students should complete the lesson Write Simple Sentences before this lesson

1 Have a ball available when you begin this lesson to toss to students in the classroom

2 Say: Nouns are naming words. Some nouns are special nouns. They tell names of people. Write a student’s first name on the board, and circle the capital letter Say: A person’s name always begins with a capital letter.

3 Toss a ball to the student named in Step 1 Say: I toss the ball to [student’s name]. Then write the sentence on the board Say: Is the name the first word in the sentence? (no) Does the name begin with a capital letter? (yes) Why does the name begin with a capital letter if it is not the first word in the sentence? (A person’s name always begins with a capital letter )

4 Have the student toss the ball to another student and then say: I toss the ball to [student’s name]. Ask the student to write the sentence and read it aloud Tell the student to explain why the name begins with a capital letter

5 Invite a volunteer to come forward to complete this sentence frame: My name is ______ Tell the student to write his or her first and last name Point out that people’s first and last names always begin with capital letters

6. Remind students that good writers always begin a person’s name with a capital letter.

7 Tell students to write and finish this sentence in their journals: I see ______. Ask them to include the name of a student in the class in the sentence Tell them to circle the name

CCSS L.1.2a Capitalize dates and names of people


Use End Punctuation: Periods

Purpose: To use periods as end punctuation

Objective: Students will use periods as end punctuation when writing declarative sentences

1 Say: A sentence is a group of words. It is a complete thought. It ends with an end mark. One kind of sentence is a telling sentence. A telling sentence ends with a period. Write this sentence on the board, and read it aloud: I see the animal. Say: This is a telling sentence. Circle the period as you say: The end mark is a period. Have students repeat: period Ask: Why do we need end marks in sentences? (Without them, reading could be confusing It would be difficult to tell where one idea ends and the next idea begins )

2 Ask a student to come forward to write the end mark for this sentence: The dog jumps (The dog jumps ) Have the student read the sentence aloud, name the end mark, and circle it Continue the routine with additional students and the sentences below She has a wagon Mike is my friend You can come with me

3 Add another layer to the routine by having students come forward to write each of these sentences as you dictate it When each sentence is complete, have the student read it aloud, circle the end punctuation, and name it I do a trick. He gets a wagon. They will be here soon.

4. Remind students that good writers write a period at the end of a telling sentence.

5 Have students write a telling sentence in their journals to tell about a friend Tell them to circle the end punctuation

CCSS L.1.2b Use end punctuation for sentences


Use End Punctuation: Question Marks

Purpose: To use question marks as end punctuation

Objective: Students will use question marks as end punctuation when writing interrogative sentences

Teacher’s Note: Students should complete the lesson Use End Punctuation: Periods before this lesson

1 Say: A sentence is a group of words. It is a complete thought. All sentences must have an end mark. A sentence can be an asking sentence. An asking sentence asks about someone or something. It ends with a question mark. Write this sentence on the board, and read it aloud, making certain your voice rises at the end of the question: Can you skip? Circle the question mark as you say: This is an asking sentence. It ends with a question mark. Have students repeat: question mark Underline and identify the verb at the beginning of the question as you say: Asking sentences are different from telling sentences. The first word in many asking sentences is a verb.

2 Ask a student to come forward to write the end mark for this sentence: What is your name (What is your name?) Have the student read the sentence aloud, name the end mark, and circle it Continue the routine with additional students and the sentences below Are you at home Where is my hat When is your party

3 Next, have students come forward to write each of these sentences as you dictate it Make certain your voice rises at the end of each question during dictation When each sentence is complete, ask the student to read it aloud, circle the end punctuation, and name it Is this his house? Do you have a cat? Who is her friend?

4. Remind students that good writers write a question mark at the end of an asking sentence.

5 Have students write an asking sentence in their journals to ask a friend to do something fun Tell them to circle the end punctuation



Use End Punctuation: Exclamation Marks

Purpose: To use exclamation marks as end punctuation

Objective: Students will use exclamation marks as end punctuation when writing sentences

1 Say: A sentence is a group of words. It is a complete thought. All sentences have an end mark. Some sentences tell about strong feelings. Write this sentence on the board, and read it aloud with strong feeling: My dog is great! Say: I have strong feelings about my dog. Circle the exclamation mark, and say: The end mark for a sentence that tells strong feelings is an exclamation mark. Have students repeat: exclamation mark

2 Write this sentence on the board, and invite a student to come forward to write the end mark: I like to jump into a pool (I like to jump into a pool!) Ask the student to read the sentence aloud, name the end mark, and circle it. Remind the student to read the sentence with strong feeling Continue the routine with additional students and the sentences below It is cold outside They gave me a pony ride The work is hard

3 Build on the instruction by having students come forward to write each of these sentences as you dictate it Make certain your voice shows strong feeling When each sentence is complete, ask the student to read it aloud with strong feeling Then have the student circle the end punctuation and name it The snow is cold! Those bears are big! That clown is silly!

4. Remind students that good writers write an exclamation mark at the end of a sentence that shows strong feeling

5 Have students write a sentence that shows strong feeling in their journals Tell them the sentence should be about an animal Explain that students should circle the end punctuation



Commas in Dates

Purpose: To use commas in dates

Objective: Students will use commas in dates when writing

Teacher’s Note: Students should complete this lesson before or after the lesson Capitalize Dates

1 Before the lesson, print each of the dates below on an index card Be certain to omit the comma in each, as students will be determining in Step 4 where the comma belongs After you have completed the cards, put them in a paper bag June 1 2014 March 9 2016 April 15 2015

2 Display a calendar as you point to today’s date and say: The date today is [month, day, year]. Write the month, day, and year on the board Point to and read each, identifying it as month, day, or year Then say: When you write the date, you write a special mark between the day and the year. This special mark is a comma. Circle the comma, and have students repeat: comma

3 Write this date, and have a student come forward to add the comma where it belongs: May 3 2014. (May 3, 2014) Point to the month in this date Ask: What is the month? (May) Point to the part of the date that shows the day (3) Point to the part of the date that shows the year (2014) Ask: What is the name of the special mark you wrote in the date? (comma) Point to the comma Why did you write the comma here? (because you write a comma between the day and the year)

4 Have a student come forward to pull an index card out of the bag you prepared earlier Have the student write the date on the board Tell the student to be sure to write the special mark where it belongs in the date Then have the student circle the mark, name it (comma), and explain why the student wrote it in that spot in the date Continue with additional cards

5. Remind students that good writers write a comma between the day and the year in a date.

6 Write the current year on the board Direct students’ attention to the year Say: This is the year now. I am pointing to the number that shows this year. In your journal, write the date of your birthday during this year. Prompt students to let you know if they need help to spell the month Tell students to circle the comma in the date

CCSS L.1.2c Use commas in dates and to separate single words in a series


Commas Separating Single Words in a Series

Purpose: To use commas in a series

Objective: Students will use commas to separate single words in a series when writing

1 Write this sentence on the board: They have dogs and cats. Below the sentence, write: They have dogs, cats, and birds. Read each sentence aloud. Then point to and circle the first comma in the second sentence Say: This is a special mark you can write in a sentence. It is a comma. Have students repeat: comma Say: Commas can help make sentences clear. When you list three or more words in a row in a group, you use a comma between them. This makes it easier to read and understand the sentence. The three words in a row in this group are dogs, cats, birds. Circle both commas in the second sentence, identifying each as a comma as you circle it

2 Direct students’ attention to the sentences you wrote in Step 2 Say: There are no commas in the first sentence. Why not? Guide students in understanding that only two series words—dogs and cats—are in the first sentence. Next, ask: Why are there commas in the second sentence? Guide students in understanding that there are three words—dogs, cats, and birds—listed in a row in the group in the second sentence.

3 Write the first sentence below, and have a student come forward to correctly place commas in the sentence Ask the student to circle the commas, and have the student explain why the commas were placed in those spots in the sentence Guide the student in placing commas and responding to your question, as necessary Continue with additional students and sentences We ate corn oranges and nuts. (We ate corn, oranges, and nuts ) I want to paint sing and dance. (I want to paint, sing, and dance ) I went with my aunt dad and friend. (I went with my aunt, dad, and friend )

4. Remind students that good writers place commas between three or more words listed in a group in a sentence

5 Write this sentence on the board, and have students write it in their journals, placing the commas where they belong in the sentence Tell students to circle the commas I see cows ducks and chickens. (I see cows, ducks, and chickens )

CCSS L.1.2c Use commas in dates and to separate single words in a series


The Developmental Stages of WritingScribble Stage: A student op erating in the scribble stage writes with lines, scribbles, or mock-letter forms. He or she has no specific concept of the use of space on the page.

Isolated Letter Stage: During the isolated letter stage, letter forms begin to appear. Random letters and numbers recur throughout the writing sample, based on the student’s developing knowledge. The student is still confused about such early concepts as words, directionality, and the use of space.

Transitional Stage: Some letter–sound correspondences and correctly spelled words begin to appear as the student moves into the transitional stage. However, they may be mixed with isolated letters and numerals.

Stylized Sentence Stage: As a student acquires a core writing vocabulary of frequently used words, he or she begins to use these words to construct sentences with simple patterns. The student is also beginning to refine concepts of spacing and letter–sound correspondence.

Writing Stage: A student moves beyond the stylized sentence stage as he or she learns to compose stories and acquires a larger writing vocabulary. The student uses more conventional spelling, longer sentences, and punctuation.

Fluent Stage: Fluent writers begin to develop strategies for the craft of writing. These strategies include elaborating (voice), critiquing their own writing and others’ writing, writing in different genres, using what they know about reading text to write, using the writing process, and developing a sense of audience. Fluent writers spell most words correctly and carefully edit their spelling while they write. They also have a wide vocabulary and know how to use a thesaurus and dictionary to expand their current vocabulary. Fluent writers understand text structures (compare and contrast, descriptive, procedural, problem/solution, and cause/effect), text functions (narrative, expressive, informative, and poetic), and tenses. They write on a wide variety of topics including personal experiences and nonfiction topics.

Writing to Sources Grade 1LITERACYB E N C H M A R K

LITERACYLITERACYB E N C H M A R K

TM

Opinion/argument, informative/explanatory, and narrative writing prompts for each week of instruction

® B e n c h m a r k e d u c a t i o n c o m p a n y

Writing to Sources

• Provides authentic practice for standardized writing assessments

• Requires students to engage directly with texts

• Asks students to quote accurately and explicitly from texts

• Provides practice in writing various genres

• Correlates to Common Core and other new state standards

Documents

TM 1 Grade Writing to Sources - Amazon S3 to Sources is tied directly to the texts students read in each week of Benchmark Literacy The prompts require that students engage directly